John Larson

Mr. LARSON

Mr. LARSON. Mr. Speaker, on rollcall No. 123, I was out of the building on legislative matters. Had I been present, I would have voted ``yea.''

Mr. LARSON

Mr. LARSON. Mr. Speaker, today I pay tribute to the 2000 National Collegiate Athletic Association (NCAA) Women's Basketball National Champions, the University of Connecticut Huskies. On Sunday, April 2, the Husky Women put on what can only be described as a 40-minute basketball clinic for their opponents, the Tennessee Lady Vols. Earlier this year, I had the great privilege to meet with Geno Auriemma and the team when they were in town to play Big East Conference rival Georgetown. Their individual accomplishments this year, like those of the women playing before them, continue to raise the standard for excellence and achievement in women's athletics. I would like to congratulate each member of the team, Coaches Geno Auriemma and Chris Dailey, Lew Perkins and the UCon Athletic Department, and all the fans and supporters of UConn Women's Basketball who made this great victory possible. I can no more eloquently describe these achievements than Randy Smith did in his article published in the April 3, 2000, edition of the Journal Inquirer titled ``Return of the Native is Masterpiece.'' I submit the text of that article for the Record at this time: [From the Journal Inquirer, Apr. 3, 2000] Return of the Native is Masterpiece (By Randy Smith) Philadelphia.--A couple of minutes after his Connecticut women's basketball team won the national championship, coach Geno Auriemma embrace his own triple crown. He hugged his children, his wife, and his mother. There were tears in everybody's eyes. The native had returned to Philadelphia to play for college basketball's biggest prize. He not only won it, but claimed Tennessee coach Pat Summitt's scalp in the process. UConn's 71-52 decision over the Lady Vols was more coronation than competition. ``A lot of guys who were coaching when I was playing used to tell me I'll never be any good as a player and they were right,'' Auriemma said. ``So I turned out to be the coach of a championship team. It's kind of funny to come back and they're all in the stands. They're happy for me because they finally saw me win something.'' There was never a doubt. Basketball is nowhere near as complicated as paid analysts try to make it. Do you know what it takes to win games? Good players. The rest is rhetoric. It has taken Auriemma the better part of a decade to assemble more good players at UConn than Summitt has at Tennessee and those good players strutted their stuff Monday night. Shea Ralph, Asjha Jones, and Kelly Schumacher were standouts, but Svetlana Abrosimova, Swin Cash, Tamika Williams, Sue Bird, and Kennitra Johnson all played pivotal roles. Under the glare of the big spotlight, UConn got something from everybody. ``I've told these kids all year long that every pass we make in practice, every cut, every rebound, pretend like it's the one that's going to win the national championship,'' Auriemma said. ``The kids have practiced that way all year. And the night they had to do it, they did it better than at any other time of the season.'' Associate head coach Chris Dailey agreed. ``This was the A game we've been waiting for,'' she said. ``All anybody talks about is how talented we are. But if you take a closer look, our players are unselfish, they've got heart and character, they'll make sacrifices, and they're willing to put away individual things to be part of a team. There's not one pain in the neck in the bunch. That's the story.'' Here's another: Summit was hoisted by her own self- confidence. Had she admitted to herself that Tennessee would be the second-best team on the floor, she could have put in some wrinkles to give UConn problems. She could have played Semeka Randall on Bird to disrupt UConn's offense. She could have played a lot of zone to slow the pace of the game. She could have thrown in a couple of gimmicky defenses. Instead she opted to play UConn straight-up, even down a starter in Kristen Clement. It was a very, very bad decision. ``It was an extremely disappointing performance by our basketball team and a very painful loss,'' Summit said. ``I don't think any of us expected this. Nothing we tried worked. At times, I felt helpless. We played on our heels from the beginning. I hate that we got ourselves in this position and couldn't have been more competitive. We'll look at the film later. No time soon, though.'' Auriemma spoke of Tennessee's ``aura'' leading up to the game, knowing full well that Connecticut carries one of its own. ``Do you know how many real adjustments we made?'' None. They had to adjust to us.'' That's not altogether true. Kyra Elzy's presence in Tennessee's starting lineup because of Clement's injury freed up one UConn player on defense, in this case, Abrosimova, who doubled down on Michelle Snow in the game's opening minutes. Snow was forced to make reaction passes and they're not that easy, especially if you're not accustomed to making them. Tennessee's offense looked to be in a constant state of panic, while its defense was dissected time and time again by UConn's back door cuts and passes, a la the Princeton men's team. ``They ran back door cuts off the strong side and cuts across the middle,'' Summit said. ``They ran the same two offenses over and over again. It's not anything new. We'd seen it. Everybody got beat. Semeka Randall got lost on defense, probably more than anyone, and she's one of our best defenders. I wanted to play man to try and get something going, but I'd have to go back to zone because how many layups do you want to give them?'' If Summit had a white towel, she probably would have tossed it on the floor midway through the second half. UConn employed pressure defense in spots to help cause 26 Tennessee turnovers. ``You don't use pressure just to steal the ball,'' Auriemma said. ``You use it to see how they handle it and they didn't handle it all that great. Had they gone boom, boom, layup, we would have gotten out of it. But they were struggling.'' Auriemma's use of pressure was borderline masterful during UConn's run through the NCAA Tournament. He said it was part of the plan from the beginning. ``For five months, we made teams prepare for our halfcourt offense and our halfcourt defense,'' he said. ``But we worked on the press every day in practice. We wanted to make teams prepare for more than one thing. We wanted a lot of things in our arsenal. The press was in our pocket all along. Come NCAA tournament time, we went to it because we wanted to be super aggressive. At the risk of sounding smart, that was the plan.'' ``You don't use your closer until you need him.'' UConn ran the table, all right, but who knew the last ball, the orange one, would be a hanger? The first national championship of the millennium may very well be remembered as the passing of the guard. UConn brought more fans to Philadelphia than Tennessee and those fans made more noise. UConn sent out more good players than Tennessee and those players scored way more points. The better team won without breaking stride and may be the first hard evidence that UConn indeed has a better program than Tennessee. ``You saw tonight what good teams are made of,'' Auriemma said. ``This team has a chemistry both on and off the court. This team is closer than any I've had.'' Auriemma proved Thomas Wolfe wrong. You can go home again.

Mr. LARSON

Mr. LARSON. Mr. Chairman, I rise today in support of the bill we have before the House today, which seeks to broaden the path to homeownership for our Nation's citizens and help foster the development of healthy, economically vibrant neighborhoods. The American Homeownership and Economic Opportunity Act of 2000 encourages the removal of unnecessary regulatory barriers that hinder the production of affordable housing and drive up the costs of homeownership. I became a proud co-sponsor of this bill last year, and I am very pleased that through the steady leadership of the gentleman from Iowa, Mr. Leach, the gentleman from New York, Mr. LaFalce, the other gentleman from New York, Mr. Lazio, and the gentleman from Massachusetts, Mr. Frank, we were able to come together to bring this important bipartisan legislation before the House today. I also want to express my appreciation for the efforts of the gentleman from Massachusetts, my good friend Mr. Capuano, who I know has worked very diligently on the Banking and Financial Services Committee to support this bill. Currently, about 70 million Americans own their own homes. However, in households with annual incomes under $25,000, which is about one- third of total households in this country. Americans incur increasing hardships when buying their own homes and generally cannot afford the monthly mortgage payments. This is particularly true in African- American and Hispanic communities where the ownership rates are even lower. This bill will help communities create homeownership programs tailored to their needs, and would enable local governments to increase the impact of their funding, thereby helping more of their citizens achieve homeownership. Specifically, it will give localities added flexibility when working with Federal housing and community development block grant programs, in order to leverage public funds with private sources of capital. In addition, H.R. 1776 would give communities are also given the tools needed to encourage increased homeownership opportunities for working, middle class families whose occupations from the backbone of communities, and who are in integral components of our neighborhoods: teachers, police officers, fire fighters, including volunteer firefighters who are such an essential part of many communities around the country, and other municipal employees. A provision in the bill will allow urban communities to apply for funds from the Community Development Block Grant (CDBG) and Home Investment Partnership (HOME) programs so homeownership assistance may be offered to municipal employees for the purchase of homes within their communities. Finally, H.R. 1776 modernizes the manufactured housing industry by giving HUD the ability to enhance its monitoring of the industry and its protection of consumers. The current framework for regulating the manufactured housing industry is severely outdated and ill suited to address the needs of consumers. I was particularly heartened to learn that the provisions included in H.R. 1776 represent a carefully crafted compromise between HUD, the industry, and consumers to ensure that manufactured housing is a viable, affordable housing resource. Mr. Chairman, this bill is not only about increasing homeownership around the country, it is also about empowering our lower income and minority households, rebuilding and revitalizing our communities, allowing our teachers to remain involved and active in the communities they serve, assisting police officers who are asked to remain close to the people they protect, and rewarding firefighters who keep our homes safe for ourselves and our children. Helping all Americans, especially those who serve the public and those with lower incomes, realize the dream of homeownership must be a goal for this Congress and for this country to achieve. Again, Mr. Chairman, I am pleased to have my name attached to this bipartisan bill as a cosponsor, and I urge all my colleagues to support it.

Mr. LARSON

Mr. LARSON. Mr. Chairman, I rise today to speak on behalf of the young people in this Nation and more specifically those living in the First Congressional District of Connecticut. While this bill addresses many important issues, I am disappointed that this measure does not contain $500 million for the Workforce Investment Act in H.R. 3908, the 2000 Emergency Supplemental Appropriations Bill. I am also disappointed that the rule did not make in order the Blagojevich Amendment that would have provided this funding. I understand that the President has submitted a separate supplemental appropriations request for $40 million for this program. However, this request is far too small and may never be acted upon by Congress. Therefore, I believe that it is imperative that we should include this critical $500 million in the bill we are acting on today. The Summer Youth Employment Program, under the Workforce Investment Act, is critical to our Nation's youth. For the City of Hartford, a City plagued with job loss and in dire need of revitalization, this program gives those at-risk youths a chance to thrive and make a contribution to their community. Now, without this funding, we have to deny these children this chance. Last year in Hartford, approximately 2,000 young people were employed though the Summer Youth Employment Program, with a waiting list of approximately 600 young people who requested services. Without additional funding for Summer 2000, Hartford may only be able to serve 1,000 young people, with more than 1,000 needing services. In fact, interested youth have been calling the Mayor's office about summer employment opportunities and have not been able to obtain an answer. We need to provide a positive answer to the inquiries. On the National level, according to the U.S. Conference of Mayors, average reductions of almost 50 percent in the number of youth that will be served this summer as compared to last are expected. Some cities are even facing up to 80 percent of reductions in the number of youth they will be able to serve. For a program that has worked so well in the past, why then should we halt its growth and the good it provides not only for our communities but also most importantly for the children? If we are in fact dedicated to making a difference in the lives of our young people, we must make our investment today. I urge my colleagues to address this important issue in Conference.

Mr. LARSON

Mr. LARSON. Mr. Speaker, today I rise to honor one of our nation's most revered cultural treasures: the Library of Congress. This year marks the 200th year of the library's compilation of America's history and human knowledge. In this bicentennial year, I am honored to take a moment to extend my deep appreciation to Dr. James H. Billington, the Librarian of Congress. I would be remiss, Mr. Speaker, if I didn't also commend Dr. Billington's fine staff, especially Geraldine M. Otremba, Pamela J. Russell, Ralph Eubanks, Norma Baker, Peter Seligman, and Judy Schneider, who serve the Library so well and have been so helpful during my tenure in Congress. It is through their creative and dedicated efforts that our nation is reminded this year about the importance of libraries, and is encouraged to celebrate the uniqueness of their communities. The Library's historic architecture may be deceiving to some, but once inside its marble walls the building continues to stimulate and inspire all who visit. It is that inspiration, that re-connection with American culture, which is the focus behind one of the Library's key bicentennial programs, the Local Legacy Project. The Local Legacy Project was created to give hometown libraries, cultural institutions, and other groups, in concert with their United States Senator or United States Representative, an opportunity to document the unique customs and cultures that make us Americans. I think of the Local Legacy Project as a patchwork quilt of American communities; no two are exactly alike, but each is a true treasure. I am very pleased that the First Congressional District in Connecticut will be participating in the Library's Local Legacy Project with four projects of our own: The Legacy of Our Education will feature six historic and influencial institutions: American School for the Deaf, Trinity College, University of Connecticut School of Law, University of Hartford, Teaching Hospitals and St. Joseph's College; The Legacy of Our Natural Resources includes the Riverfront Recapture-- Connecticut River and Elizabeth Park Rose Garden; The Legacy of Our Proud Heritage includes the First Congressional District Foot Guard, Old State House, Mark Twain House, Harriet Beecher Stowe House, Noah Webster House, Oliver Ellsworth Homestead, Cheney Homestead, Warehouse Point Fife and Drum Corps, and the Eighth Connecticut Regiment Fife and Drum Corps; and The Legacy of the Creative Spirit includes the following organizations: Wadsworth Atheneum, Hartford Stage, Bushnell Memorial Hospital, Hartford Symphony, and Real Art Ways. I am optimistic that our ``creative spirit'' will not be limited to our Legacy projects alone. One of the Library's other bicentennial programs includes the exhibition of its unparalleled collection of Thomas Jefferson materials, documents, books, drawings, and prints. I am hopeful that a collection of his works may make their way to Hartford, Connecticut, our state's capital, to be displayed. While much is taking place in communities across America to preserve our culture, I am pleased to have played a role in the preservation of our legislative culture here in the House of Representatives. As a former high school history teacher, I was heartened by the support I received from Dr. Billington and his staff last year as I worked to obtain passage of my History of the House Awareness and Preservation Act. This bill authorizes the Library of Congress to commission eminent historians to assemble a written history of the House. Presently, the Library is beginning the process by gathering the names of eminent historians. The largest rare book collection in North American, the largest and most diverse collections of scientific and technical information in the world, and the most comprehensive collection of American music in the world, are just a fraction of the unique documents housed in the Library. I addition, the Library receives 22,000 items each day. How could Thomas Jefferson ever imagine that his personal library of 6,487 books would one day grow to be such a tremendous source of knowledge. The Library of Congress: an institution that has touched the world, and an institution that has touched history. Congratulations on your bicentennial, and may you continue to make America proud.

Mr. LARSON

Mr. LARSON. Mr. Speaker, I rise today in strong support of H. Con. Res. 292 to congratulate the people of Taiwan on the successful presidential elections on March 18th and for their continuing efforts in developing and sustaining a democratic society which embraces free markets and respects human rights. I am a proud co-sponsor of this bill and encourage my colleagues to vote in favor of it. I believe that the freedom of Taiwan's 22 million Chinese people to participate in the competitive election of their president is surely a reason for Congress to pass this resolution in celebration of democracy. The bill congratulates Taiwan's current President Lee Teng- hui, Taiwan's ``Father of Democracy,'' who presided over Taiwan's twin miracles of economic development and political reform. It also congratulates Taiwan's President-elect, Chen Shui-bian, and Vice President-elect, Annette Hsiu-lien Lu, on their election, which ended a half-century of one-party rule there. I have followed these historic events in Taiwan closely and with interest. I have also been assisted in understanding these issues by the Taipei Economic and Cultural Representative Office here in Washington. This Office, and the very capable Benson Wang in particular, have provided me and my staff with straight-forward information on Taiwan and events there, which I appreciate greatly. I am hopeful that the companion measure we will vote on today, to authorize $75 million to upgrade the American Institute in Taiwan's facilities in Taipei, will allow the U.S. to have the same high quality of representation in that country. This peaceful transfer of power brings Taiwan to the forefront of democratic nations in Asia, and provides a shining example of freedom for mainland China and other nations in the region to follow. This free election took place despite Beijing's clumsy and counter-productive attempts to intimidate President-elect Chen and his supporters. Perhaps the government in Beijing is more concerned that this election will result in further democracy movements in China than they are about the possibility of Taiwan's independence. This is why I especially support this measure's provisions to encourage China to make progress toward democracy, the rule of law, and the protection of human and religious rights. Mr. Speaker, let me conclude by saying that I believe that it is important for the United States to salute and support Taiwan's democracy, and I therefore urge my colleagues to join me in voting for this resolution. Thank you.

Mr. LARSON

Mr. LARSON. Mr. Speaker, the people in my district care neither about whether proposals are made by Democrats or Republicans. They, frankly, need help. I can only remind this Congress that Americans should not be forced to make a choice between putting food on their table, putting gas in their vehicle, or heating their homes. We owe it to the American people to include in this debate what we plan to do to provide relief for those families and small businesses affected by the recent spike in oil prices and how we are going to prevent this from occurring again. I applaud the efforts of the gentleman from New York (Mr. Gilman), but obviously that bill has been neutered, but it is clear the foreign and domestic sides of this issue are inextricably tied and linked. I urge my colleagues to vote against the previous question and against this rule so that my colleagues and I can offer amendments to address this crisis. The foreign and domestic sides of this debate are inextricably linked. I urge my colleagues to vote against this rule so that my colleagues and I can offer our amendments and we can have a real debate about helping people suffering the effects of this crisis. Relief for our constituents should not be silenced on a technicality. Mr. Speaker, while I applaud this Congress for finally raising the oil price issue on the floor, I am forced to rise today in opposition to this rule on H.R. 3288, the Oil Price Reduction Act. Unfortunately, this rule does not make in order several amendments proposed by my colleagues and me that would also address this important issue. While the underlying legislation claims provide penalties for foreign countries engaging in oil related anti-competitive activities, my colleagues and I have been blocked from raising the issue of support for the great number of Americans affected by this activity. Specifically, my amendment would establish a trigger mechanism to force the President to investigate potential price fixing, and make a decision about whether or not to release the SPR if crude oil prices stay above $25 per barrel for two consecutive weeks, and make that decision accountable to Congress with appropriate oversight by the Commerce Committee. This amendment is based on legislation I introduced earlier, H.R. 3543, the Oil Price Safeguard Act, that already has 46 bipartisan cosponsors from across the country. My colleague Mr. Sanders has another equally important amendment that I support that would establish a home heating oil reserve in the Northeast.

Mr. LARSON

Mr. LARSON. Mr. Speaker, on behalf of Congressman Sam Gejdenson (CT- 02) and myself, today I honor a special group of college athletes who have captured the hearts and minds of people across the State. On March 16, the Central Connecticut State University Men's Basketball team played in the NCAA Division I tournament for the first time since joining the division in 1986. When the Blue Devils traveled to the Minneapolis Metrodome for their big game, they brought with them the accomplishment of a 25 and 5 overall record during the 1999-2000 season, including a 15-game winning streak, and the title of Northeast Conference Champions. They had set their sights on a win in the first round of action, but they were already winners in the hearts of many across the Nation. Central waited many years, but it was finally their turn at the ``big dance.'' As an alumnus of the University, I could not be happier for the team. There is nothing better than school pride. The approximately 12,000 students who attend the University, which is located on a campus that encompasses both Newington and New Britain Connecticut, were given two more reasons to feel this pride with the team's win at the Northeast Conference on March 6, and with the announcement on Sunday, March 12 that they were headed to the NCAA Division I Championship playoffs. The great, former Central coach Bill Detrick summed up the passion and pride that alumnus, students and friends of the University felt when the team won the Northeast Conference Championship, ``When those nets were cut down, oh boy, all the players, coaches and fans ever at Central were up on that ladder, too.'' Yes, in a manner of speaking, we were on that ladder. And the person who helped us experience that amazing moment was the Blue Devil's coach and fellow University alumnus, Howie Dickenman. Under his leadership the team won the Northeast Conference Championship just two years after joining the conference. In just his fourth year as head coach, Dickenman has transformed the Blue Devils from a 4 and 22 team into champions. No one is more deserving of the Northeast Conference Coach of the Year recognition than Howie Dickenman. Here is a man who just earned a remarkable professional achievement, but who gave the glory of the moment to the memory of his best friend from college and former coaching staff colleague, Dave Rybczyk. Dave past away in September 1999, but he spent 11 years working as assistant coach along side his dear friend Howie. What a moving moment when Howie let Dave's son and former Blue Devil's player, Mark, cut the final strands of the net after the Northeast Conference Championship game in honor of his father. I had the pleasure of going to college with How Dickenman so I know first hand what a caring individual he is, and how passionate he is about coaching. He takes the legacy passed down to him by his father, a former basketball coach at Norwich Free Academy in Norwich, CT, very seriously. So much so, that he carried one of the bowties that his father used to wear as a coach in his pocket during Central's championship game. Words of gratitude for this ``dream season'' must also be expressed to the team's assistant coaches Steve Pikiell, Patrick Sellers, and Anthony Latina. Central's men's basketball program truly encompasses the meaning of the word ``team.'' The dedication and support of Steve, Patrick, and Anthony played a key role in helping these amazing players be their best. And finally, the amazing players. Each one has helped make this very special moment happen for the school and they should be extremely proud of their accomplishment. Wherever life may take them upon graduation from Central Connecticut State University, the memories of this remarkable season will remain with them forever. We would be remiss if we did not mention the most selfless act of one player in particular, Victor Payne, which was observed by University President Richard Judd. A dedicated fan, who is a wheelchair-bound Central student, has attended every one of the team's games. And the team's Northeast Conference championship game in Trenton, NJ, was no exception. After the net was lowered, Victor Payne cut off a string and quietly, without fanfare walked over to this student and handed it to him. What a heart- rendering act of team spirit that embodies what the athletic program at Central Connecticut State University is all about. Victor Payne wasn't told to do that, he just knew in his heart it was the right thing to do. We offer out most sincere congratulations to the Central Connecticut State University Men's Basketball team on their many successes this season. Thank you for the wonderful memories you have provided. We wish the Blue Devils many years of continued success. Thanks for making two of your biggest fans very proud.

Mr. LARSON

Mr. LARSON. Mr. Speaker, I rise today in support of H.R. 1000--the Wendell H. Ford Aviation Investment and Reform Act for the Twenty-first Century. Although I am in strong support of the overall bill and the benefits it will provide to American aviation, I would like to draw my colleagues' attention to a particular aspect of the bill. On September 2, 1998, two hundred thirty-one (231) people lost their lives in the tragic crash of Swiss Air Flight 111 off the coast of Nova Scotia. This tragedy struck my district when the Rizza family of Newington, Connecticut learned of Victor Rizza's untimely death and began to cope with the loss of a beloved member of their family. Since the date of the crash, the Rizza family, along with many of the other families affected by this disaster, have been stymied in their efforts to recover fair and just compensation for the losses that they have sustained due to the onerous and outdated provisions of an ancient shipping statute known as the Death on the High Seas Act. This act denies families the ability to recover non-economic damages in a lawsuit. This means that a family member could not be compensated for the loss of their sons and daughters; sons and daughters could not be compensated for the loss of their elderly parents. Section 404 of this legislation addresses this gross unfairness by amending the Death on the High Seas Act to allow for the recovery of non-economic damages. Although this legislation is not flawless, it is a step forward in bridging an existing gap in our system of compensation for those who have lost loved ones in aviation disasters. While the existing statute recognizes the rights of those persons who are economically dependent upon family members lost in aviation accident, this new legislation recognizes the rights of parents, children, siblings and other family members who are dependent upon those lost in aviation disasters for care, comfort and companionship. Specifically, this legislation allows these individuals to recover just compensation in aviation accidents for the loss of a loved one's care, comfort and companionship. Athough this legislation cannot fully restore the lives of those affected by the loss of a loved one in an aviation disaster, it is an improvement upon their lives by compensating them for the void resulting from the unbearable loss of a family member. I strongly urge my colleagues to support this important piece of legislation.

Mr. LARSON

Mr. LARSON. Mr. Chairman, before I begin I would like to thank the gentleman from Wisconsin (Mr. Sensenbrenner) our esteemed chairman of the Committee on Science for his guidance and thoughtfulness in helping me construct this very fine bill and amendment but more importantly I would like to join the chorus of those who have indicated his outstanding work, and I am proud to be a cosponsor of the bill to which we are going to amend this legislation. But I think the highest sense of praise comes not only from his colleagues but having been out in San Francisco this past year attending a convention, to hear Bill Joy from Sun Microsystems stand up and say that this bill that was put forward by our chairman is clearly the most outstanding IT bill of its kind ever put forward before the United States Congress. I think that is high praise from someone who clearly understands technology and its importance. In addition, I would like to thank both the gentlewoman from Maryland (Mrs. Morella) and the gentleman from Michigan (Mr. Smith) for their help as well as the gentleman from Michigan (Mr. Barcia) and the gentlewoman from Texas (Ms. Eddie Bernice Johnson) for holding a joint hearing of the Subcommittees on Technology and Basic Research of the Committee on Science last year on this important topic. Finally, I would be remiss if I did not also thank the former ranking member of the Committee on Science, Mr. Brown. He collaborated with me on this piece of legislation, and indeed I am sad today that he is not here but again want to thank him as well. I would also like to thank Javier Gonzalez from my staff. Mr. Chairman, this amendment is straightforward and it is practical, it is narrow and technical in its application, and very simply calls for the National Science Foundation to do a technological assessment of what is the most efficient and economical means of bringing forward the information superhighway to our public schools and our public libraries. Here are the underpinnings, briefly. The Department of Commerce issued a study in July of last year citing that the digital divide in this country in fact is growing further apart. It is growing apart along the lines of race, gender, wealth, and geography. And so in order to look at closing that gap, it becomes important upon policy makers to make sure if we are going to provide universal, ubiquitous access to the information superhighway, that we have the best possible assessment available. This bill calls upon NSF in conjunction with NASA, the Department of Education, and other agencies it should so choose to make sure it brings this about in a timely manner so that we can make the best policy decisions as relates to this.

Mr. LARSON. Mr. Chairman, I would ask for my colleagues' support and move the adoption of this amendment.

Mr. LARSON. I yield to the gentleman from Wisconsin.

Mr. LARSON. Mr. Chairman, I offer an amendment.

Mr. LARSON

Mr. LARSON. I rise today to acknowledge the contributions made by Catholic schools, which build strong educational and moral foundations for our students. As a former student of St. Rose's School in East Hartford, Connecticut, I would like to praise the outstanding efforts of the Sisters of Notre Dame for providing students with strong academic and moral values. My Catholic school education has given me a valuable framework for life, and has enabled me to achieve personal and professional goals. Our nation's Catholic schools provide excellent opportunities for learning. With over 8,000 schools and current matriculating classes of greater than 2.6 million students (of which one-in-four are minorities), Catholic schools provide educational opportunities to a broad cross-section of our society. These schools encourage greater levels of student-teacher interaction through their small class-size ratio. As a result, Catholic school students achieve a graduation rate of 95%, while 83% continue on to a college education. This education model has been internationally acclaimed for its stellar academic reputation. As we celebrate Catholic School Week, I am proud that these schools will continue to nurture students dedicated to their faith, to their values, to their communities and to their families. These schools develop the leaders of tomorrow with effective leadership and character. I am, therefore, proud to support H. Res. 409. Mr. Speaker, I yield back the balance of my time.

Mr. LARSON

Mr. LARSON. Mr. Speaker, I rise today in support of H. Res. 325, which expresses the critical need for increased funding and education to combat diabetes. My commitment to helping those with this disease is not limited to H. Res. 325. When I became a Member of Congress earlier this year, I joined the Congressional Diabetes Caucus. Diabetes, which is the sixth leading cause of death in the United States, is currently an incurable disease. This disease is also the foremost cause of adult onset blindness, and several debilitating health complications such as heart disease, stroke, and kidney disease. In the United States sixteen million individuals have diabetes. 800,000 Americans have type one (formerly known as juvenile diabetes), and while 10.2 million have been diagnosed with type two diabetes, roughly 5 million are unaware that they have it. In my district alone, approximately 37,000 of my constituents and their families have been struck with this deadly disease. Funding for diabetes treatment, prevention education, and research is extremely vital and indispensable. I cannot emphasize enough how important it is to fully fund these programs in order to find a cure for diabetes, and to find ways to prevent or delay the onset diabetes through early identification of individuals who are at high risk. Although research continues to try to identify the causes of the disease and ways to prevent it, it can only go so far with limited funding. The Diabetes Research Working Group was established by Congress and selected by the National Institute of Health to develop a comprehensive plan for all NIH funded diabetes research efforts. It has stated that there may be possible cures, solutions, and opportunities for discovery in diabetes research that are not being pursued due to the lack of funding. In the Diabetes Research Working Group's summary of its report and recommendations, there are over 70 major recommendations for research. There is no reason why these recommendations should not be funded. We desperately need to increase funding for and awareness for this disease. Diabetes affects everyone; it does not discriminate based on age, race, or creed. That point was painfully expressed to me in a letter from a constituent named Michael Hoefling who is 13 years old. He writes, ``I really want a cure for diabetes so I don't have to test my blood sugar all the time, and then I can do whatever I want without worrying, like playing sports and having more freedom.'' For Michael and the 16 million other Americans living with this disease, Congress must provide that freedom my funding diabetes research and prevention. I urge my colleagues to join me in support of H. Res 325.

Mr. LARSON

Mr. LARSON. Mr. Speaker, today I rise in support of a bill that I am co-sponsoring, which aims to increase public awareness about a violation committed by our government nearly 60 years ago against hundreds of thousands of Italian Americans. Under this bill, the President, on behalf of the United States Government, would formally acknowledge that the civil liberties of Italian Americans were violated during World War II. Given the tremendous contributions that Italian Americans have made to this country, it is hard to believe that our government once felt it had to protect itself from those considered to be ``dangerous aliens,'' as they were termed in 1941. To fully understand the need for this legislation, we must recall the events that took place beginning in 1941. On December 7, 1941, hours after the Japanese attacked Pearl Harbor, FBI agents took into custody hundreds of Italian Americans previously classified as ``dangerous aliens.'' Without counsel or trial, approximately 250 of them were shipped to internment camps in Montana and on Ellis Island, where they were imprisoned until Italy surrendered in 1943. Their crime: suspicion that these men, some of whom are anti-fascist, might be dangerous in time of war. How truly sad that a person's ethnic background was once reason enough to remove them from society. In January 1942, all aliens of Italian descent (approximately 600,000 individuals) were deemed ``enemy'' aliens, and were required to re- register at post offices nationwide. This is quite noteworthy since resident aliens had already registered in 1940 under the Smith Act. All were required to carry photo-bearing ID booklets at all times, forbidden to travel beyond a five mile radius of home, and required to turn in ``countraband''--shortwave radios, cameras, flashlights, etc. On October 12, 1942, Attorney General Francis Biddle finally announces that Italian Americans are removed from ``enemy alien'' status. Yet, their release from this status didn't allow them much time to enjoy life as fully-recognized members of American society. Records reveal that Italian Americans, the largest foreign-born group in the nation, comprised the largest ethnic group in the Untied States Armed Forces during World War II. And their contributions to the United States did not stop there. Italian Americans have made their mark in so many areas of our lives, from business, to education, to government. For example, the largest bank in the country, Bank of America was established by Amadeo Pietro Giannini, and Tropicana was founded by Anthony Rossi, the founder of Fairleigh Dickinson University was Peter Sammartino and Mother Grancis Cabrini founded 14 colleges, 98 schools, and 28 orphanages; and Charles Joseph Bonaparte founded the Federal Bureau of Investigation. Mr. Speaker, I support this bill on behalf of all Italian Americans, so that future generations will have a better understanding of our nation's history. As I have demonstrated, Italian Americans have contributed so much to this country, and I believe we own them, and their families who had to endure American societal pressures in the 1940s, this respect. It is through the educational efforts that this bill seeks to initiate, such as encouraging relevant federal agencies to support projects that heighten public awareness of this unfortunate chapter in our nation's history; such as having the President and Congress provide direct financial support for a film documentary; and such as the formation of an advisory committee to assist in the compilation of relevant information regarding this matter and related public policy matters, that we will ensure that this tragedy is never repeated. On behalf of the 630,000 Italian Americans in Connecticut, and the 114,574 who live in our state's capitol, Hartford, which is in my district and ranks 21st on the National Italian American Foundation's list of top 50 cities with the most Italian Americans, I urge support of this bill. We cannot change the past, but recognizing this serious violation will send an important message to the generations who have been affected by this terrible period of time in our nation's history. It will tell them: ``You are not forgotten.''

Mr. LARSON

Mr. LARSON. Mr. Speaker, my colleague has made several good points, and I just want to amplify a couple. Another concern that has arisen, and I spoke about the need to retool with respect to the need for infrastructure improvement. In this Congress, the gentleman from New York (Mr. Rangel) has introduced bills with respect to school modernization. It is important that we modernize our schools. It is important as we do this that we bring in the kind of technology, as I will continue to say, that will light up the desktops of children and the blackboards of teachers. Other nations are moving ahead of us. And just like the automobile industry was arrogant in the 1970s, not believing that anyone could ever compete with them, we are being leap-frogged by other nations. Countries like Costa Rica, nations like India in many instances have more sophisticated technology within their classrooms and understand its importance if they are going to thrive in a global economy. And so, we have got to make sure that, as a Nation, that if we anticipate leaving no one behind and if we are going to close this digital divide, that the way to do that is through our public education system. These are not reports that came from the Department of Education. This is the Department of Commerce. The Department is citing this alarming gap; and it understands fundamentally, as does the business community, that we lack the sufficient pipeline coming from our school systems that will provide them with the workforce that they need in the future. So it is of vital importance that we are able to get this legislation enacted and that we are well on the way to closing this divide. Mr. Speaker, I yield to the distinguished gentleman from North Carolina (Mr. Etheridge), a member of the Committee on Science and the Committee on Education and the Workforce and a leader in educational issues and an expert in this area.

Mr. LARSON. Mr. Speaker, I thank the gentleman from Oregon. I also thank the gentleman from New York for their contributions this evening. We hope to come back again with another special order to both detail out the progress and at this time yield the floor to our esteemed colleague from North Carolina (Mr. Etheridge) who has important and critical issues that impact education in his home State of North Carolina to address.

Mr. LARSON. Like so many individuals across this Nation, I participated in Net Day and was responsible in Connecticut for what we referred to as Connect 96. But even there with the electronic barnraising that took place and the single connections to our schools where we are able to hook up libraries and schools, we recognize fundamentally that there was still a problem that persisted. I do not want to leave here this evening, and I want to make sure that I allow you time to talk about an important issue as it impacts schools in your State that has been severely impacted by the flooding that has taken place throughout the great State of North Carolina, but I did just want to reemphasize three points. One, with respect to retooling. We need a national plan; we need a Marshall Plan for our public education system. No different than the ability that our parents recognized when they came home from the Second World War and said, Look, we need to connect this Nation through commerce by an interstate highway system. It is a different highway, but probably, more important, it is an information highway, that without that connection this gap between those who have access to information and those who do not are going to be left behind. So we need to put the best minds together to focus on the best means of providing universal and ubiquitous service to our children and our teachers, and our teachers are fundamental to this. At no point, first, would anyone, especially the superintendent of school systems of all of North Carolina, or a Congressman from New York or Oregon, recognize fundamentally the role of parents. There is no greater teacher. That is not at issue here, nor is what is at issue here the use of technology to replace a teacher. What is at issue here is the use of technology to enhance and augment the ability of teachers to get after the goal that every teacher strives for, to individualize instruction for their students, to bring out the very best, to be more diagnostic in their approach to teaching, to open up universes where all of us in this room have here before never traveled and to be able to be more prescriptive in their remedy and, therefore, more accountable. The accountability between teacher and student, and teacher and parent, and parent and child is enhanced by this technology, and by no means is it ever meant to replace, but augment and provide us with the kind of tools that we are going to need to have the best educated country in the world. Mr. Speaker, that is what has allowed us to come to this point in history as the preeminent economic and military force in the world. Absent our attending to investment within our public school infrastructure will only mean the slow decay of this Nation. It cannot happen on our watch. We have got to make sure that we move forward on this agenda, and we can do so by inviting our students as well. There is concern all across this country about kids' involvement with this technology and the Internet, but supervised by adults, caring adults that put a civic tone and civic responsibility with appropriate checks, we can unleash in this country a new civic force starting very young but recognizing the importance not only of being served, but providing service. That is the goal of this education, of these proposals to retool, to retrain and fundamentally rethink. I recognize my dear friend and representative from Oregon for some closing remarks so that we can give the gentleman from North Carolina (Mr. Etheridge) time to respond to his proposals as well.

Mr. LARSON. A point very well made. I yield to the gentleman from Oregon.

Mr. LARSON. I would like to amplify that point by saying that the legislation acknowledges that decisions with respect to education are best made locally. I am a former member of the board of education in my community in East Hartford. I served locally on a town council and served in the State legislature. I understand the importance of local control. This legislation seeks not to intervene with local control but augment the ability. And to your point, and I think the most critical issue that we face with respect to supplying our schools with the wherewithal to do this without bankrupting them through local property taxes is to come up with a strategic means of supplying information, through whatever conduit, satellite, broad band width, radio wave, infrared, whatever is most economically feasible and efficient to bring technology into those classrooms. That is an information superhighway, not different infrastructurally than a national highway system and only, and I would argue along with you, is the Federal Government in a position to do that. No community, no State, even a city as large as New York or a State as affluent as Connecticut or Oregon can provide itself with the wherewithal to do the kind of infrastructure work and maintenance that will be needed. But this Nation does, because what is at stake here is to make sure that we have the ability to facilitate learning throughout a lifetime.

Mr. LARSON. Mr. Speaker, in my State, in Connecticut, and in my hometown of east Hartford, united technologies have buddied up very successfully with fourth and fifth grade teachers to expose them. These are teachers that had, frankly, not ever used computers, who had never seen a laptop, who were exposed to it. And as they became more familiar and were able, as my colleague pointed out, to integrate the technology within the context of their daily lesson plans and their curricula, then they began to see the wonders of this technology. I have pointed out this evening that there is wide concern about rural areas, many of which my colleague represents in North Carolina. But there is no one who is more sensitive and understands more succinctly the problems of urban America with respect to technology than our esteemed colleague, the gentleman from New York (Mr. Weiner), who also serves on the Committee on Science with us. Mr. Speaker, I yield to the gentleman at this point.

Mr. LARSON. Mr. Speaker, I have been to several hearings and a variety of different forums as it relates to this issue, and the general public and the business community and in fact the academic community is crying out for leadership. This Nation has always been able to move forward on critical issues. We have always been able to respond, especially when the very fabric of our economy is at stake here. If we are going to continue to thrive and compete in a global economy, then we have got to make sure that we have the students who can make that transition from the school to the workforce, that, in a knowledge-based society, that our students going on to higher education are exposed to the same kind of data and research. But what we find from the Department on Commerce is that, while more people today have purchased more technology, i.e. computers and voice video and data integration within the context of work and home, fundamentally the gap has widened between those who have access to that information and those who do not, creating the haves and have-nots in the information age.

Mr. LARSON. Mr. Speaker, today across our Nation, we are most fortunate that this economy that we are participating in continues to surge and roar. Yet, Mr. Speaker, today based on the finding of the Commerce Department, we find an alarming trend throughout this country as it relates to something that is commonly referred to as the digital divide. The genesis for this special order this evening is to discuss that divide and potential solutions through prospective legislation that will be introduced in a compendium of bills that colleagues from the Committee on Science and the Committee on Education and the Workforce will be addressing as we move forward this evening. In a conference report entitled Falling Through the Net, Larry Irving, in testifying before the Subcommittee on Empowerment of the Committee on Small Business, and speaking directly to the ranking minority member, the gentlewoman from California (Ms. Millender- McDonald), reported the following: He cited that there is an alarming trend that is taking place all across this Nation. Even though there is greater access to the Internet, what we find is that the gap is widening between those who have access to information and those who do not. And for those who do not, most disturbingly we find that it is happening along the lines of race, gender, geography and wealth. We must seek to close that gap. We must seek to make sure that in the policies that we enact here in the United States Congress that we leave no one behind in this economy. This poses a problem for us because of this gap. It is three-tiered. First, in terms of the economic isolation that it creates; economic isolation that all too often takes place within our urban areas and, therefore, impacts our minority populations who live there; economic isolation that takes place in our rural communities because of the inability for us to reach those communities with the technology they richly deserve and need; and it also results in an inferior form of education. The gentleman from Michigan (Mr. Ehlers), who serves on the Committee on Science, and the gentlewoman from Maryland (Mrs. Morella) on the Committee on Science, have pointed out, there is not a sufficient pipeline for us to make sure that there is a transition in our public school systems from school to work. In fact, many people have come before this Congress, many from the business community, asking us to ease immigration quotas so that they can import people from abroad to provide for the more than 350,000 jobs in the high-tech area that are currently going unfilled. Any economist worth their salt has spoken at length about the Information Age. We have come to acknowledge that knowledge will be the future currency in this country, and it is knowledge that will make this economic engine that is propelling us forward continue to thrive in a global economy. Tonight, we hope to address this by way of solutions. Now, I know all too often that Congress has a deserved reputation of talking at length about the problems but does very little in the way of solutions. What we are hoping to address by way of legislation is to look at three fundamental areas. All of us involved in education understand the three Rs of reading, writing and arithmetic, and yet to guarantee in the future that teachers will have the best tools afforded to them, that we will be able to provide our children with the very best and most up-to-date technology within the classroom, fundamentally we have to do three things: We have to look at retooling our infrastructure; we have to look at retraining our teaching force; and we have to rethink how we look at education from the bottom up. We are of the mind, and hope to address this this evening as well, three bills that are before the Committee on Science and the Committee on Education and the Workforce. Those bills focus on the problem. And let me start with the issue of retooling. What do I mean by retooling? Fundamentally, most Americans, when they think of retooling, think of our great failure in the 1970s when we found out what happens when a business does not retool, as was the case with respect to the automobile industry. We did not make the necessary steps in that area, and we found that we lost market share. We found that all of a sudden the United States, once the preeminent producer of automobiles, fell behind competing nations. It is a lesson that we learned hard. That was in the automobile industry. The industry we are speaking about this evening is education and, fundamentally, it is our children that we are talking about. We need in this Nation, just like we have a national highway system and a highway infrastructure that transports our commerce, and that our parents made sure was constructed after the Second World War, we need to make sure that our children have an information superhighway that links up our public schools and our libraries so that everyone can have access to information; so that everybody will be able to have access to the knowledge that they are going to need to flourish and to grow in the Information Age in an increasingly shrinking world in this global economy of ours. We expect to close this gap. If we expect not to leave any child behind, we also must provide for having teachers who are able to utilize that technology within our classrooms. I am a former school teacher. I understand implicitly the need and the desire on the part of teachers to be able to individualize instruction for all of their students. We now have the capability, we now have the technology to do just that; to allow the teacher to individualize instruction; to be more diagnostic in their approach to teaching and, therefore, more prescriptive in the remedies that they apply to their students. We have the opportunity to allow the gifted to learn as fast and as far as their minds and creativity will carry them. We have the opportunity to remediate for those students that need our help the most and, for the vast majority of students, to allow them to participate and thrive in the fullness of this economy, by providing them with the skill sets that they are going to need. Frankly, that is going to require a change. We have to provide incentives for our teachers. First and foremost, tax incentives so that they can pick up equipment on their own, purchase computers, purchase the hardware and software that they need and receive a tax credit for it; to go back and get an education and receive a tax credit for that so that they can be further trained in their ability to integrate voice, video and data within the context of their lesson plan, within the context of their curriculum, so that they are a more effective and efficient teacher. And incentives need to be provided to the business community as well; to allow them to buddy up with teachers, to allow them to buddy up with school systems. And where they will provide hours, by lending the expertise of their corporations to public schools, they should receive a tax credit for that as well. Secretary Riley has pointed out that we are going to need 2 million teachers over the next 10 years, and we have to make sure that our universities are turning out teachers that are well versed in voice, video, and data technology, and capable of integrating them within their lesson plan. Now, I am constantly reminded by my wife and by others, and I believe this to be true, that no piece of legislation, no bill that is proposed, ever reads to a child at night, or tucks them in, or provides them with encouragement. Only caring parents can do that, and only professionally trained teachers, within the context of the classroom, can provide for the kind of ubiquitous individual education that I believe the technology that we possess now can provide for our students. But we need to act now. And what I am suggesting this evening is that aside from the infrastructure needs that I know that we must address, and besides the retraining, that we fundamentally have to think about that technology and how our children use that technology. It has been stated on more than one occasion that oftentimes the fifth grader in a local school knows more than the teacher, or is the technology expert in the school. We have to take advantage of this. We are submitting legislation that focuses on creating a National Youth Tech Corps starting in the fifth grade, reaching out to children, making sure they understand the importance of not only being served but providing service, letting them participate fully in mentoring other students and, in some cases, of course, teachers as well. We want to let them also participate civilly and understand the importance of putting a civic face on technology and the responsibility that goes along with that. Let them work with the elderly in a community and help shut-ins use E-mail and talk directly through technology to their children and to their grandchildren. I know that it will take some time to look at what is the most efficient technology and infrastructure. Will it be wide band, will it be radio wave, will it be infrared, will it be satellite transmission that we use to bring this ubiquitous form of technology to our public schools and libraries? And to fully train teachers is going to take time as well. But our youth are already hungry. Our youth already understand and grasp the technology oftentimes better than their parents. And I believe that from the bottom up, if we encourage their involvement, and acknowledge and recognize them for their effort, that we can move this Nation forward. I have felt for some time that as a nation we have our head in the sand with respect to this issue, and that we, as a Congress, have got to wake up and understand. If we will consider just for a moment the dilemma the local superintendent of schools or boards of education face, all wanting and desiring to light up the desktops of their children and the blackboards of their teachers, but faced with enormous economic costs and something that we refer to as Moore's law on the Committee on Science, where technology is eclipsing itself at a rate so that every 6 to 12 months it has become almost obsolete, no superintendent, no principal, no board of education is going to be able to find themselves in a position to put the monies forward needed to bring this technology into their classroom if there is not a plan for ongoing maintenance, and if the very technology that they install could be obsolete in 6 to 12 months. Mr. Speaker, this requires the best and the brightest minds in this country, an alliance for progress that will bring together the National Science Foundation, NASA, the Department of Education, the business community, and government focusing on the best solutions to bring that technology into our classrooms and our libraries. I am joined this evening by a distinguished colleague on the Committee on Science as well, the gentleman from Oregon (Mr. Wu), and at this time I would yield to him.

Mr. LARSON

Mr. LARSON. Mr. Speaker, I rise in support of H.R. 2303, an act concerning the history of the House Awareness and Preservation Act. At the outset, Mr. Speaker, let me profoundly and deeply thank the gentleman from California (Chairman Thomas) and his staff for taking a good concept and making it into a much better bill. I would also like to thank my good friend and colleague, the gentleman from Maryland (Mr. Hoyer), for his constant advice and mentoring. As a former Senate president, as well, he understands how important it is, especially amongst freshmen Members, to make sure that we receive the appropriate kind of guidance at all times. So I want to thank the staffs, as well, who have labored on this bill. The bill has over 300 sponsors, Mr. Speaker, and in large part because of two prominent cosponsors on the bill, the gentleman from Illinois (Speaker Hastert) and the gentleman from Missouri (Mr. Gephardt). So I foster no illusions that my name on the top of this bill attracted so many sponsors, but would point out that at the heart of this bill is a deep and abiding respect for this chamber and its history; and the gentleman from Illinois (Speaker Hastert) and the gentleman from Missouri (Mr. Gephardt) personify all the Members who care deeply about this Chamber and its history. A special thanks must go, as well, to the staff of the Speaker and Ted VanDerMead as well in our leader's office, Dan Burton for the tireless work they performed, as well. I would be remiss if I did not mention George Shevlin and my entire staff who have shepherded this bill to this point. How fitting, Mr. Speaker, that as it approaches its 200th year that the Library of Congress will undertake this important local legacies project as it reaches out and asks every congressional district in return to report back to it the legacies of the 435-Member body here. I wanted to thank the Members, especially the gentlewoman from Missouri (Mrs. Emerson), who, on a trip to Hershey, talked to me about how important the history of this institution is and reflecting on her husband Bill; and to the gentleman from Illinois (Mr. LaHood), who, also during that sojourn, talked about its importance, talked about his service with Bob Michel. They were enormously helpful. Also, I want to thank for her constant encouragement the gentlewoman from California (Ms. Eshoo). This bill had its genesis actually at the John Fitzgerald Kennedy School in Harvard in meetings with Alan Simpson and David Broder, when they challenged the freshmen class of the 106th Congress to return to a time of civility. This charge was further echoed when we went on to Williamsburg by Cokie Roberts, talking about her dad, Hale Boggs and, of course, the beloved Lindy Boggs and the feeling that they had for this great institution. And at a dinner in Virginia with the dean of the House, to be able to hear the gentleman from Michigan (Mr. Dingell), who has been here since 1954, talk about the Presidents and the speakers that he has served with was incredible. All of that led me to believe that we deserved a history of our own here. I had observed, having traveled over to the other body to listen to debate, that there appeared a four-volume history of that body written by Senator Byrd. And to my chagrin, I learned that we had no such works for the People's Chamber. Just a walk through Statuary Hall will indicate to anyone the magnitude of the history of the House of Representatives. In the very short time that I have been here, the number of important speeches that have taken place in this Chamber and the fond memories that were recalled of people like Moe Udall, of people like George Brown, who when I came here was the ranking member of the Committee on Science and had chaired that committee and, as we all know, has passed on. The richness of the political experience and the governmental experience are the people that come here and the people that serve, and that is why this history is so important. And yet this seeks to accomplish more than just the writing of history, but the capturing of its membership in oral history, as well. The gentleman from Maryland (Mr. Hoyer) has discussed what the bill proposes and what it actually carries out. First is to have the Librarian of Congress summon both Members of this House, past and present, and eminent historians to decide how to go about and write this great history of this institution, not only including this Congress but the Continental Congress, as well. It also calls on the Library of Congress to become a repository for oral history. The Former Members of Congress Organization, for example, has already set out on this task. But, in talking to many of them, it has been piecemeal and catch as catch can. And to come under the vast umbrella of the Library of Congress will aid it immensely because there are unique stories to be told by all the Members of this body. It truly is what makes this a representative institution. And the last, of course, is to provide a sense of the Congress, a sense of the Congress in terms of instructing incoming freshmen about the rich history of the House of Representatives and having our more learned Members and providing them with the opportunity to meet and discuss the great history of the House of Representatives. It also provides for the Speaker, as he may choose, to conduct forums and to provide the same kind of meetings where dialogue can take place. In discussing this with the gentleman from Illinois (Speaker Hastert), he was reflecting, as we are both former school teachers, how interesting it would be to have Bob Michel and Dan Rostenkowski discussing the Congress in Statuary Hall and its importance and significance. Mr. Speaker, I am very proud to stand here today as a sponsor of this bill and continue to be humbled every time I walk into this Chamber. I believe that history is important. I believe this bill is important, not so much because it is a bill that I have introduced and care deeply about, but because what it means to this grand institution. Mr. Speaker, I submit for the Record a letter of support from James H. Billington, the Librarian of Congress. The Librarian of Congress, Washington, DC, June 22, 1999. Hon. John B. Larson, U.S. House of Representatives, Washington, DC. Dear Mr. Larson: I very much appreciate the opportunity to review the final version of your draft bill authorizing the Library of Congress to oversee the preparation of a written history of the House of Representatives. I believe the legislation you have developed allows the Library to bring together a number of necessary elements to produce an authoritative publication that will fill a void in the annals of the Congress, and I support both the bill's goal and substance. Your legislation will allow the Library's publishing office and curatorial staff to work together to develop the project, identify primary source material in our collections, and explore various options for its publication. As I indicated in my comments on an earlier draft of the legislation, I envisage appointing a scholarly advisory board, including historians as well as current and former Members of Congress, to assist in the selection of one or more historians to provide the text of the book, and to continue to be involved through the publication stage. The legislation provides sufficient discretion for the Library to work out the details of funding, publication, marketing and distribution in a manner consistent with the best interests of the House of Representatives. The legislation also reflects the appropriate roles of the Library of Congress and the U.S. Association of Former Members of Congress in the collection and preservation of oral histories of the Congress. These will undoubtedly prove invaluable to some future historian in continuing the narrative begun by your legislation. I would like to extend again my offer to hold a lecture series on the history of the House of Representatives in the Members' Room, as a way of both stimulating interest in the published history and drawing together Members, former Members, historians and the Library's incomparable collections for the enjoyment and enlightenment of all. Sincerely, James H. Billington, The Librarian of Congress.