To the Senate Committee on Education and Labor; At a meeting of our association convened on Wednesday, April 30, 1941, S. 1313 providing for strengthening national defense and promoting the general welfare through the appropriation of funds to assist the States and Territories in meeting financial emergencies in education and reducing inequalities in educational opportunities was considered. The Railway Labor Executives' Association unanimously approved this legislation, believing that proper education is essentially necessary, if the future posterity of our Nation is to be protected by intelligence and character building, by providing ample and proper schooling facilities. It is our opinion that even though we are not confronted with centralization and other means which might tend to depreciate our educational program, legislation such as intended to be accomplished by this bill is, nevertheless, necessary and particularly in such regions as where proper schools have been neglected, resulting in a greater prevalence of illiteracy. Any increased taxation for such a worthy cause as sponsored in S. 1313 is justified if this great Nation of ours is to move forward and continue as a great democracy. Our association, therefore, unanimously adopted the following motion in support of S. 1313: MOTION: That the Railway Labor Executives' Association approve and unanimously endorse S. 1313 having for its purpose to promote the general welfare by affording educational opportunities through Government aid as provided in S. 1313. Hon. ELBERT D. THOMAS, RAILWAY LABOR EXECUTIVES' ASSOCIATION, Education and Labor Committee. Capitol Building, Washington, D. C. DEAR SENATOR THOMAS: Last year our association endorsed S. 1305, a bill to promote more effective education. That bill specifically limited the maximum appropriation to end June 30, 1945. This year the undersigned as Secretary of the Association brought to their attention S. 1313 introduced by yourself, recommending its endorsement. While our association previously approved and is still sympathetic toward an educational program to help wipe out much of the present prevailing illiteracy, considerable objection directed itself to the appropriation of $300,000,000 a year and specifically to the language "and for each fiscal year thereafter" without any limitations whatsoever. It appeals to the undersigned, and I believe I speak the views of the members of our association, that some limitation should again be placed in the bill ending such authorized appropriation, for example, 1945 or 1946, and if during the period of such appropriation essential progressive results have been made, there is little doubt but what further extensions can be made by the introduction of legislation which may continue it for another period of years. Our association has and is supporting legislation outlawing poll taxes where they maintain, and we find that the preponderant illiteracy generally maintains in such States as where the poll tax is still in existence. It is therefore, apparent that the educational needs are much greater in the States where illiteracy predominates, and it certainly isn't a healthy condition when the percentage of the potential voters who cast their ballots in the 1940 presidential election was 21.1 in the eight poll-tax States as against the 40 non-polltax States, 70.59 percent. From this we must conclude that certain tax laws in the several States interfere with the promotion of education and if removed no doubt the $300,000,000 appropriation per year would also be substantially reduced. Our association in general, however, approves and endorses better education with certain restrictions as indicated, i. e., limiting the period and based on the results after a few years' experience, it then could be more convincing as to the continuance of future appropriations. Very truly yours, J. G. LUHRSEN, DEPARTMENT OF CLASSROOM TEACHERS, Senator THOMAS of Utah, DEAR SENATOR THOMAS: During the recent hearings before the Senate Committee on Education and Labor, there were two classroom teachers from North Carolina attentively listening to the testimony presented by witnesses favoring and opposing Senate bill 1313. Mrs. W. R. McDonald of Hickory, president of the department of classroom teachers of the North Carolina Education Association, and I, field secretary for the department, noted that there were no classroom teachers testifying. We spoke to you at the conclusion of the hearings and you asked us if we would like to file a statement for the Record. At that time we were unprepared to do so. If the enclosed statement is acceptable we should like to have it included in the records. The teachers of North Carolina are delighted to know that the important question of Federal aid to education is in the hands of such a capable and interested leader. We send to you and your committee our deepest appreciation for your efforts and interest. We are attempting to crystallize public opinion in favor of this bill, and we feel that the classroom teachers, through their public relations programs, will be able to do much in this line. Very sincerely yours, MARY LANGSTON, Field Secretary. STATEMENT SUBMITTED BY MARY LANGSTON, FIELD SECRETARY, DEPARTMENT OF CLASSROOM TEACHERS, NORTH CAROLINA EDUCATION ASSOCIATION Mr. Chairman, members of the Committee on Education and Labor, I have listened with much interest and concern to the facts and statistics presented at the committee hearings on Senate bill 1313, providing for Federal assistance to the States for public education. I believe that I am correct in stating that all testimony has been given by representatives of tax leagues, school administrators, church leagues, and organizations for racial equality. I hope that this committee will not assume that a mere classroom teacher representative is presumptous in attempting to state the views of classroom teachers concerning this very important problem. I would even go further and say that perhaps the testimony of students now enrolled in public schools in different sections of our country might be helpful, for sometimes from the least of us come words of wisdom. The term "poorer States" has been used repeatedly in discussion of this bill. If the term "poorer States" applies to those States having the lowest per capita wealth, the lowest income, the lowest taxpaying ability, and the greater relative number of children to educate, I will say that I am a classroom teacher in one of the "poorer States". However, if our wealth were measured in terms of our efforts and willingness to provide equal opportunities for education, in terms of our production of the Nation's future increase in population, in terms of our contributions of labor and raw materials to the richer industrial States, I will say emphatically that I am a teacher in one of the richer States. Often our sense of values becomes a little unbalanced and we forget that our independence comes through our interdependence. During this great national crisis which we are all experiencing, is there not a danger that we will overlook some of the fundamental bulwarks of our democracy? Is not education itself one of the greatest lines of national defense? How can we preserve our democracy by failing to provide equal opportunities to the future citizenry of our nation? We heartily approve all material defense which can protect our form of government, but we earnestly believe that this material defense goes hand-in-hand with the defense which comes through the love of, and actual experience with democracy. We cannot afford to practice false economy. We must think of the future costs in terms of the effect upon the leaders of tomorrow. The "poorer States" are asking no charity for the children within their boundaries. They are asking that the Congress of the United States insure the equal opportunities which are the inherent right of every individual. Just as "no chain is stronger than its weakest link", so, no nation can neglect its poorest State. The "poorer States" are doing more in proportion to their income than the wealthier States, but the best that they can do is still far below the national average in every phase. If the less-able-to-provide States were surrounded by the Wall of China, and kept isolated, perhaps the educational opportunities would be no concern to the entire Nation. I wonder what the rest of the Nation would do without our contributions, however? The classroom teachers of our State, teaching the children of the farmer and the banker, the pauper and the millionaire, recognize no difference in the rights of equal opportunity. The classroom teachers in our State, faced with the responsibility of training boys and girls to take their rightful place in our society, feel deeply the necessity for aid in this problem. One of North Carolina's greatest educational governors, Charles Brantley Aycock, said: "I thank God Almighty, who is no respector of persons, that you cannot get the best for your boy or for your girl until you are willing to give the best to my boy or my girl." That has been done in the different States. Is it not now the responsibility to further equalize such opportunities on a Federal basis? MARY LANGSTON, Field Secretary, Department of Classroom Teachers, HOUSE OF REPRESENTATIVES, CHAIRMAN, Committee on Education, United States Senate. DEAR SIR: I herewith submit a statement of the Honorable Clarence D. Blair, superintendent of schools, St. Clair County, Ill., in support of Senate bill 1313. I would recommend it be placed in the record of your hearings. Mr. Clair supervises the public schools in the largest county in Illinois outside Cook County. He is thoroughly familiar with the subject on which he speaks. Scott Field, referred to herein, is a permanent post of the United States Army Air Corps. At the present time more than 8,000 enlisted men are quartered there, 5,800 more are to be added immediately, while in the near future another 5,000 may be expected. Educating the children of the personnel at the post is beginning to create a problem for the public schools at Belleville, Mascoutah, O'Fallon, and Lebanor, neighboring towns, none of them overly equipped to handle a normal school load. Respectfully yours, EDWIN M. SCHAEFER, M. C. OFFICE OF COUNTY SUPERINTENDENT OF SCHOOLS, Hon. EDWIN M. SCHAEFER, DEAR CONGRESSMAN: Thank you for sending me a copy of Senate bill 1313. In your letter you ask me to submit a statement concerning the situation as exists in St. Clair County relative to the educating of children living at Scott Field. Last year there were more than 50 children of school age residing in Scott Field. These students were educated in Belleville and Mascoutah, and the tuition was paid by the State of Illinois. As you may know, prior to 1938 there were no provisions for the State to pay the tuition, and the school system in Belleville generously educated the children residing at the post. Due to an amendment to the State distributive fund act, tuition for these students was provided for from that fund. Inasmuch as all the land has been withdrawn from taxation around Scott Field, I feel that it is a Federal responsibility to provide funds for educating these children. I see no reason why the State should appropriate money from the State public school fund to cover their education, nor do I see any reason why the burden should be placed upon the local districts, since no taxes are derived from the property owned by the Federal Government. As you may also know, there is a Federal housing project under construction adjoining Scott Field. These houses will be available for officers and civilians employed at the field. With the increased personnel at Scott Field and the houses becoming available through the Federal housing project adjoining the field, there will be a tremendous increase in the number of children of school age. I would estimate that the number would greatly exceed 100. At the present time, the State could not pay the tuition costs for the children residing in the Federal housing project, for the law limits the payment to children residing within a military reservation. Consequently, the burden of educating the children living in that area would fall upon the local rural school districts, and much of the taxable property has been taken from the districts due to the expansion of Scott Field. I trust that I have pointed out some of the conditions existing here and that you will use every effort to see that Federal assistance is given to alleviate the situation which confronts the schools in and around the military post. No doubt, this same situation exists in many other parts of the country. Yours sincerely, CLARENCE D. BLAIR, Superintendent. NEW YORK, N. Y., May 7, 1941. Hon. ELBERT D. THOMAS, Senate Office Building, Washington, D. C. DEAR SENATOR THOMAS: It may interest you to read the enclosed brief history of the struggle one Kentucky mountain school teacher has made to found and keep going a small school in an isolated valley in that State. If there are any doubting Thomases in our broad land of how long overdue such fine legislation as your proposed S. 1313 is, I wish they, too, could read this. When the preservation of our way of life is finally assured, it will have to be guarded and treasured for all time. And that job must fall into the hands of an educated America-educated from border to border and coast to coast. A continuance of our precious way of life will be infinitely more assured when legislation like Senate bill 1313 becomes law. Most sincerely, Mrs. J. J. DALY. BRIEF HISTORY OF LOTTS CREEK COMMUNITY SCHOOL, INC., CORDIA, Ky. Alice H. Slone, Director Lotts Creek Community School is located on Lotts Creek Valley, Cordia, Knott County, Ky. The valley is estimated to be some 13 miles long, and has many branches and tributaries along which are dotted the numerous cabins and shacks of the natives. Lotts Creek Community School serves the people of this entire valley and of other similar valleys over the mountains. There are no roads along these valleys or tributaries; no modern conveniences, and the grade schools are poorly equipped. The homes are drab, poor, lacking in order, and in many cases even the roughest kind of board toilet is missing-outhouse. The people who live along these valleys and branches are still possessed of stalwart character inherent from their more sturdy ancestors. They have an innate goodness of heart and a natural refinement. Being utterly mountainbound and unable of themselves to break those bonds, living ever shoulder to shoulder with primitive nature, they have come to accept a tragically low standard of living as the natural one. They know no other. I say they know no other. That is not entirely true. They long for better ways but have at their command neither the means nor the knowledge with which to bring about that change. They need leaders and demonstration. The mountaineer is quick, once he has had the opportunity to observe. In ways of building, in custom, in every way he is quick to note and to reproduce. Such schools as the one at Lotts Creek, completed and equipped, would well serve this need. Being, myself, a native-born mountaineer, I well knew the problems of these. my people. Always there has been with me the responsibility and the urgent desire to lift these people out of the valleys. At the age of 15 I borrowed $15 and an address from a Boston woman interested in this section of the country. The address was that of a well-known Cleveland photographer, niece of Susan B. Anthony. With her I lived, earning my way by helping in the home. There I graduated from high school and attended a business school. From there I went to Ohio State University and was graduated in the college of education in 1932. Upon my graduation, I came directly to the mountains and a year later started the Lotts Creek Community School. This school includes both high school and grades. Our enrollment this year was 122 students. Schools must be financed. At a girls' camp-North Way Lodge-in Canada, I drew the first plans for financing this school. I had been a counselor in this camp for several years and many of my friends were interested. The plan was to sell gift packages of shelled white walnuts. Contracts were made to the extent of $100. A few were paid for in advance. But to my utter consternation, there were no walnuts that year. The plan could not have worked, however, for the time, labor, and expense would have eaten up all returns. I returned the money with explanations, and $10 was given as a gift contribution. This gave me the idea of laying my plans before college and camp friends. A cousein to my house mother at college gave the laboratory; many friends contributed books toward the required number (500) for a library, and with two teachers to teach for a year, I won State approval, and the county board of education promised to pay one teacher upon the commencing of the second year. My brother and I began to teach. The next year a teacher was paid by the county board of education. The following year two teachers were paid, and twice now the county has paid teaching salaries for three teachers. Knott County is a poor county. With the $10, our first contribution, a log cabin was started. This was to serve as a teacherage. Government aid was solicited and some was received. At the end of 2 years the building was sufficiently completed to house the books and the teachers. Old cots were hunted up in the neighborhood, propped up on broken chairs, a $14 Sears, Roebuck stove was bought, time payment; women in the neighborhood contributed quilts, and the teachers moved in. Previous to this time, they had been living about in the neighborhood, had weathered a feud, about which we still speak in whispers, and had become thoroughly acquainted with the neighborhood and its ways. The All the above, except equipment, really is the history of the high school. grades had teachers but few books, and no equipment by way of reading material, maps, etc. State requirements, aimed to bring about consolidation of schools, raised the requirement for numbers from a minimum of 45 students to that of 60. Our enrollment was just enough to meet or barely meet the old requirements. The people began to suggest a dormitory in which to house children from other creeks lacking schools and too distant for attendance here, or for the matter of that, anywhere. The creek people gave logs and work. Our friends outside the mountains had increased to a list of about 200. Small money gifts were made at Christmas and odd times. We saved these and asked for more. I held one of the teaching positions and that salary was added. The dormitory isn't quite finished and still carries a debt of $350, but we are living in it. There is an office, cooking room for the girls, a common living room, two bedrooms for teachers, and a full dormitory floor for girls. Also a dining room and storage space. We now have a new cooking stove, soon to be set up, and hope soon to have tables and cabinets. The kitchen will serve as a demonstration for neighborhood kitchens. Indeed we live in the neighborhood. All work is constructed with a view as to what can be done by and for the people living here. How create beauty, comfort, convenience, and order in planning and building-and living. Domestic science is taught and agriculture. So, too, all required subjects, with a special attention to all sciences-sociology, general science, and chemistry. We are now equipped in space for 25 students, but lack food and cots for that number. Those who can afford to do so bring these things from home. We now have 11 children living in the dormitory. The others are day students only. Now, for these cildren living at the school we need a part-time teacher and house mother. Preferably a domestic-science teacher. We can get one for $50 a month but we haven't that money. We must have it for the opening of the school term in July. Our school term is from July 22 to April 11. A volunteer teacher, thoroughly interested, would serve as well as a salary for a teacher. We now need a sleeping building for boys, and a separate building for the high school, containing class rooms, an assembly room, a manual-training room equipped, and a library, in which boys would do all the work of maintaining themselves practical training through which they would learn and benefit so quickly. To The children at Cordia are beautiful, eager, promising. They can be useful. They will be useful because the school is here, and they are making use of it. see the worth of it, one needs but to compare these children with the children of other such valleys. Another great worth is the use of the school as a demonstration in standards of living. We think that this part of our work is hardly secondary in value. It is the road that surely leads up and out to happy, useful citizenship in our great country. March 2, 1941. ALICE H. SLONE, Director. |