Page 36 - Leadership Lessons of the White House Fellows

A FOUNDATION FOR FELLOWSHIP

at every level of society. The book caught the attention of President
Kennedy, and Gardner not only became more involved in federal efforts
to improve education but also edited a volume of JFK’s speeches and posi-
tion papers. Gardner followed that volume with his second major book,
Self-Renewal. Just as the United States was about to begin a period of pro-
found change in its society, culture, and politics, Gardner argued that
change—both personal and societal—is a great source of renewal and
should be embraced. For his work and writings on leadership he received
the Presidential Medal of Freedom in 1964.
Gardner had written a very similar memorandum in 1957 but, finding
no groundswell of support, had put it back in his desk drawer. He dusted
off the memo and sent it to Goldman. Gardner’s memorandum gave the
rationale for a “Presidential Corps,” and in it he suggested that “a small
organization would be formed to select one hundred of the ablest and most
highly motivated young men and women in the nation for a fifteen-month
period of service with the government.” He suggested that the president
serve as the honorary chairman of this organization and that a group of
individuals from the highest reaches of society be recruited to select the
young people. Selection would be predicated on “intelligence, character,
special talents and general promise, and the standards would be so high
that this would be as impressive an honor as a young person could win.”
Gardner recommended that the age range be twenty-one to thirty-one and
that the candidates be required to have earned a four-year degree. He pro-
posed that they be paid a decent but not excessive salary and that married
candidates be provided with family allowances. Academic credit might be
allowed, he added, and perhaps the program could grant credit toward mil-
itary service.
Gardner wanted each person to be given a meaningful work assign-
ment in Washington, writing that “the whole success of the plan would
depend, of course, on the educational value of these assignments. If the
individual were assigned to meaningless routine, the experience would be
fruitless.” Gardner suggested that the work assignments closely adhere to
each candidate’s current work or education. For example, young men
involved in ROTC would be sent to work for the armed forces or an
accountant would go to the Office of Management and Budget. The only
requirement was that the candidate be exposed to government processes.
To keep the group cohesive, Gardner suggested that the young people be

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