Dr. Grauer's Column - Jimmy Carter’s Enduring Legacy: A Grauer School Reflection

Jimmy Carter’s Enduring Legacy: A Grauer School Reflection
By Stuart Grauer

Jimmy Carter was president during a formative period of my life. Well, they’ve all been formative, but if you were coming of age as a teacher in the 1970's, you’d have to remember Jimmy well. I did not follow politics much in those days, so I mainly recall two things: he was constantly criticized, and he was a man of the highest character and spirituality. And humble—he walked home from his inauguration and kept his childhood home. Since then, I’ve always rated leaders by their character and values, which many consider impractical and naïve, but I don’t care.

It turned out that Jimmy would have a substantial impact on my life as a teacher. I hope you don’t mind if I call him Jimmy—his humility invited such familiarity, even as President.

His establishment of the U.S. Department of Education in 1979 expressed his commitment to elevating education as a national priority. Jimmy recognized that education was fundamental not only to the nation’s economic and social health but also to its role in the global community. He sought equality, access, and development for all students, envisioning a citizenry prepared to navigate an increasingly interconnected world. He knew our poorer schools weren’t achieving this.

I loved teaching global perspectives to my history classes in those days, even though it was a new field not yet in textbooks. My school principals often expected me to stick to the standardized test material, but I didn’t, and boy did that require extra explaining. I suspect Jimmy’s idealism and global outlook placed him face-to-face with similar skepticism, but on a much grander scale.

By creating the Department of Education, Carter hoped to equalize opportunities between urban and rural schools, and between rich and poor districts—to promote fairness. Dominant conservative figures across the U.S. South hated him for it.

Though I wasn’t from the South, my hometown faced similar inequities. Poorer, minority neighborhoods in my town had severely underfunded elementary schools, perpetuating cycles of poverty. We all converged in secondary school, where the disparities were glaring. After I graduated high school, my local district was taken to the U.S. Supreme Court to shut down one of those underfunded schools. A kid I used to shoot hoops with, a Black student, was at the center of the case. I had no idea at the time. Decades later, researching multicultural education in the University of San Diego law library, I stumbled upon this case. Ralph! To me, growing up this way, it was clear that U.S. schools needed to treat different groups more equitably. Regardless of politics, it would have been hard to grow up in my town and not see the injustice Jimmy saw.

Carter’s post-presidency work was an inspiration for aspects of The Grauer School. He was instrumental in advancing Habitat for Humanity, and nowhere did his influence resonate with me more than when my students and I were building homes for those in need. Of course, I never imagined then that affordable housing would become a national crisis or that we’d one day build campus housing for teachers.

Jimmy wanted teachers to prepare students to think beyond borders, cultivating global awareness and peace—and he practiced what he preached. Brokering peace between Israel and Egypt after 30 years of war remains a shining example. Not long after the Camp David Accords, we began studying peace methodology at Grauer. Marshall Rosenberg’s work in Nonviolent Communication (NVC) had reached about 1,000 Israeli schools and later, at a pivotal moment in our history, he trained our faculty. Carter was ahead of us all. (Later on, with Bill Harman’s guidance, we even took a group of students to visit the Arab-Israeli, dual language immersion “Hand in Hand School” in Jerusalem.)

Though, extraordinarily for a President, he sent his child to public school, Carter’s emphasis on pluralism and innovation undoubtedly influenced The Grauer School’s mission: cultivating uniquely curious, compassionate, and courageous learners engaged with their communities and the natural world. At Grauer, we embody these principles:

1. Every student deserves the attention and resources they need to thrive as unique individuals (a good reason to keep supporting our Access to Grauer Financial Aid Endowment fund).
2. Schools should be evaluated by their reflection of universal values—not merely test scores or rankings.
3. Programs in expeditionary learning and global engagement honor Carter’s legacy of seeking international friendship and universal understanding.

I believe Carter’s establishment of the Department of Education laid groundwork for schools like The Grauer School to thrive by advocating for educational innovation, equity, and access. It’s unfortunate that later administrations reduced school success to test scores, removing character from the equation.

Our school's long-serving community ambassador, Pastor Bill Harman, was an acquaintance and admirer of Jimmy Carter and the Carter Center. I know Bill would agree that Carter’s belief in education as a force for global change aligns with The Grauer School’s ethos: blending rigorous academics with an emphasis on nature, community, and expeditionary learning. Carter viewed education as more than mastery of skills; it was about shaping a better world.

Leadership always presents dilemmas. Carter faced immense challenges in pursuing congressional collaboration, renewable energy, and economic fairness, often exposing himself to criticism. Even today, Congress suppresses dialogue on racism and oppression in schools, and our incoming president threatens to shut down the Department of Education. Yet Carter’s so-called shortcomings stemmed from his efforts to lead by the highest universal values—beyond mere realpolitik.

In the end, Carter’s legacy shines not through policymaking but through his role modeling. He was a leader and teacher of deep conviction and integrity. Like so many of my heroes, from Einstein to Maria Montessori, Jimmy Carter was a world beater who ended up in the humble role of:  teacher. As Bill Harman tells it:

About 15 years ago, my wife, Patti, and I attended a Jimmy Carter Bible study at his local Baptist church in Plains, Georgia, on my birthday. Arriving late, we squeezed into the last two seats in the front row. President Carter came in and stood directly in front of us to teach. That day, using the book of Esther, he dismantled the argument against women becoming pastors, humorously adding that Rosalyn—and God—wouldn’t let him see it any other way. Soon after, the Carters' church broke from the Baptist Convention over the issue.

Carter always taught. Whether leading Bible studies, sharing updates on peace initiatives at the Carter Center, or chatting informally, he had wisdom to share—but he always started by asking what you thought.

Bob Dylan said, “He put my mind at ease by showing me he had a sincere appreciation for the songs I had written. He was a kindred spirit to me of a rare kind,” but this is what I want to say about all the great teachers in my life. Because here was a man, incredibly grounded, doing impactful, soulful work that was an art form, yet criticized and even mocked for those very qualities—his humility and faith—and this is the kind of life I want every teen to understand: one where you just keep going, pursuing what you know is right. He never lost his north star for service or peace and, in the end, all living US Presidents attended his funeral.

It’s a good time to reflect on the 100 years of life and good works of a U.S. President who treated leadership not as a job or rank, but as ongoing relationships where all parties engage in raising their shared moral aspirations. This aspirational view of leadership is foundational to The Grauer School, and I hope we can keep it alive despite the counterforces the world will surely continue to present.

Today, January 9, 2025, is the national day of mourning for this great and inspirational American. Rest in peace, Jimmy.

Addendum:  A Primer on the Department of Education
Fifty-six years after Carter’s establishment of the Department of Education, the debate around its existence has reignited, with an incoming president calling for its “dismantling.” This controversy reflects deeper ideological divides: conservatives view certain educational policies as veering toward “Marxist” ideology, often seen as an exaggeration, while progressives claim they are fundamental to fairness and justice. Almost none of us believe any one side is all true, but politicians try to polarize us. Here’s a quick overview of the divide:

Conservative Perspective: Dismantle / Justice for all!
Programs emphasizing equity over equality are criticized as redistributive, promoting what some see as Marxist principles. Initiatives like critical race theory and culturally responsive teaching are viewed as advancing social justice ideologies in the classroom. Federal mandates, such as Common Core curriculum standards, are seen as overreaches into states’ rights, reflecting collectivist rather than capitalist governance. Opposition to school choice programs is framed as prioritizing government-run institutions over free-market solutions. LGBTQ+ inclusivity policies and even climate education are sometimes perceived as forms of social engineering or indoctrination aligned with Marxist or communist ideals.

Progressive Perspective: Don’t Dismantle / Liberty for all!
Many federal educational functions enjoy broad bipartisan support. Managing student loans and grants (e.g., Pell) is seen as vital to ensuring access to higher education. Programs like IDEA, which support students with disabilities, school safety initiatives, and Title I funding for low-income schools are still widely embraced. Efforts to establish basic literacy and math standards, assist schools after natural disasters, and provide data for informed decision-making are regarded as essential and non-controversial roles of federal education policy—few among us would dismantle those efforts, basic to Carter’s original vision.

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