There follow statements with respect to specific needs of the State concerning phases of the public-school program. I. Reduction of inequalities During 1936 and 1937 the Arkansas Department of Education, in cooperation with the United States Office of Education, conducted a comprehensive study of local school units in the State for the purpose of developing a satisfactory school program for the entire State. Based upon definite but reasonable standards for the State, the study proposed a program built upon relatively large administrative units, each of which was designed to include one or more high school attendance areas. Thus, provision would be made for a 12-year program to be made available for every child. Such a program would necessitate a reduction in school districts from 2,920 to 280 or less districts and would require an extensive building program. In the main, the same general situation prevails today as when the survey was made, despite a substantial increase in State contributions. In certain parts of the State large purchases of land for forest reservations have affected local revenues rather materially. In other areas the development of Farm Security Administration projects has resulted in concentrations of population and decrease in local taxes. The payments in lieu of taxes have not been sufficient to meet the increased demands. As an example, in one project for the current year the State equalizing fund will provide more than one-third of the district's total revenue, including the full share in the general State aid. The following figures, taken from the published report 2 of the study, indicate clearly the financial support needed to provide the reorganized program: ESTIMATED CAPITAL OUTLAYS NEEDED Funds needed for new buildings.. Funds needed for repairs, alterations, and new equipment. Total immediate need for capital outlay. Borrowing capacity of local school units__. Additional needs in excess of borrowing capacity. ESTIMATED CURRENT NEEDS Estimated current expenditures for proposed 9-month program based upon average salaries of $900 for white teachers and $600 for Negro teachers and a desirable ratio of other services to instructional salaries__ Estimated needs for debt service on maximum legal borrowing power__ Estimated annual need for capital outlays_ Total estimated current needs__ 1939-40 revenue receipts of local school districts__ Estimated additional funds needed annually for the proposed $9,053, 360 1, 547, 217 10, 600, 577 5, 472, 865 5, 127, 712 $17, 816, 042 2, 208, 685 500, 000 20, 524, 727 13, 163, 303 7, 361, 424 Thus it is seen that the State needs $5,127,712 to supplement funds derived from bond issues to provide adequate school plant and $7,361,424 annually to finance the school program. In the development of a reorganized program these full amounts would not be needed at once, as the program would necessarily have to be begun on a minimum basis and would proceed slowly as the people began to effect the reorganization of local units necessary to provide the complete program. II. Increase of salaries for Negro teachers Two possibilities are involved in the consideration of measures to increase salaries of Negro teachers. One possibility is predicated upon the reorganized program suggested in section I above which was based upon average salaries of $900 for white teachers and $600 for Negro teachers. The reorganized program 2 Arkansas State Department of Education, Study of Local School Units in Arkansas, Little Rock, 1937, sec. VI, pp. 187-209. calls for a total of 3,347 Negro teachers. To raise the salaries of this group from $600 to $900 would require an additional $1,004,100. It should be remembered that the above figure applies only to salaries and not to other phases of the school program. The other consideration involved is the present situation. In 1939-40 the average salary of teachers, principals, and supervisors in Arkansas was $636 for the whites and $375 for the Negroes. Considering the difference of $261 in the average salaries, it would require $677,295 to bring the 2,595 Negro teachers up to the average of the white tachers. As before, this figure does not include any phase of the situation except an adjustment of salaries to bring about parity in the average. It does not involve such factors as training, experience, and merit which apply in the consideration of salary schedules, and disparities between salaries in local situations. III. Educational facilities in defense areas A hasty survey of needs in the provision of educational facilities and additional teachers in defense areas, based upon the present limited number of areas in the State indicates a conservative estimate of $200,000 being needed. This, of course, is subject to increase as additional defense areas are provided in the State. IV. Educational facilities for children of migratory workers The subject of provision of educational facilities for children of migratory workers has not been given much thought in Arkansas because of the lack of available finances. Generally, this type of worker does not place his children in school and is not forced to because of the lack of enforcement of compulsory attendance laws. A conservative estimate is that $25,000 a year would be sufficient at present for this purpose. V. Educational facilities for children residing on Government property The number of children residing on Government property and reservations in Arkansas is small. Indications are that these children are absorbed in the neighboring districts without cost to the parents. At the present time there seems to be no need existing for funds for this purpose. STATEMENT OF MISS BESSIE LOCKE, FOUNDER AND EXECUTIVE SECRETARY, NATIONAL KINDERGARTEN ASSOCIATION, NEW YORK CITY Mr. Chairman and members of the committee, I am Miss Bessie Locke, founder and executive secretary of the National Kindergarten Association. In the pursuance of our activities for the extension of kindergartens, we are constantly brought face to face with the difficulty that local school boards have, to finance the needed education for their districts. In a deplorably large percentage of cases throughout our country the school year is not long enough nor are the schools good enough. This, generally, is not the fault of the teachers but their misfortune. They, in turn, had neither enough schooling nor good enough schooling. It is for this reason that the National Kindergarten Association has, since 1936, gone on record each year as favoring Federal aid for education. The association feels that the ability to read and write and to choose intelligently, insofar as it is possible for education to impart it, is the right of every man and woman born in this country. It might well come under amendment IX in the Bill of Rights. Being able to pronounce the printed word does not constitute reading; having no person forbid your being swayed by unsound doctrines does not constitute freedom of choice. Reading includes imbibing the writer's thought; free choice should presuppose that one understands the different offerings. It is often said that we are a Nation of sixth graders. The slur that that remark carries could not be applied to the children in any good kindergarten during the second half of the year. They are mentally alert, show developing judgment and ability to make wise choices. And if every child in this country had the best possible educational development, even to the end of the sixth school year only, that scornful remark would never again be made. The ninth amendment to the Constitution says: "The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people." Does this not refer to self-evident rights? Is it not self-evident that it is the right of every American boy and girl to receive the kind of education that will fit him to become the kind of citizen that our American ideals demand? For the National Kindergarten Association I urge that the Educational Finance Act of 1941, S. 1313, be passed-and as quickly as is possible. RESOLUTION PASSED BY NATIONAL KINDERGARTEN ASSOCIATION Resolved, That the National Kindergarten Association again give its endorsement and pledge its support to the National Education Association's effort to obtain Federal aid without Federal control, for the public schools of the United States. NATIONAL KINDERGARTEN ASSOCIATION, RESOLUTION PASSED BY NATIONAL COUNCIL OF WOMEN OF THE UNITED STATES, INC., NEW YORK CITY Whereas there are several million children in the United States who are not receiving the education necessary for boys and girls who are to understand American ideals and to become intelligent voters in this Republic; and Whereas local conditions in many cases make the provision for such necessary education impossible: Therefore be it Resolved, That the National Council of Women of the United States urge its constituent organizations to support the Educational Finance Act of 1941 and to do all in their power to secure the passage of the bill S. 1313. NATIONAL COUNCIL OF WOMEN OF THE UNITED STATES, STATEMENT OF NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION The Woman's Christian Temperance Union has, in its legislative program, gone on record as favoring adequate appropriations for Federal and State agencies dealing directly with the welfare of women and children. Education is one of the primary needs of the child. The only practical means of recovery from the distressing economic situation of so many families now classed as migrants, or living on the extreme margins of subsistence, is in the education of the oncoming generations to rise above the circumstances of their birth and environment. We favor, however, especially those provisions of the bill (S. 1313) which prohibit Federal control, and would maintain local and State initiative and responsibility in the conduct of education, the organization and administration of the schools, as phrased in the statement of policy, section 2; and which would prevent reduction in the proportion of State and local moneys expended for current expenses for public schools for minority races (sec. 6). We approve the provision in section 11, that "Such allocations shall be made by joint agreement between the Commissioner and the chief State educational authority"; and that in section 13 (b) protecting the political and civil rights of the teachers and school administrators. We approve the policy of reducing substantial inequalities of educational opportunity for children in rural communities and children of minority races. Our organization has always stood for equality of opportunity to all. We oppose, however, the intrusion of the Federal Government into State tax plans. It would be proper for the Federal Government, as a condition of allotting funds to States to require that some standard be maintained, or to make some other condition not incompatible with the rights of the States. But to take over the State tax machinery, even for the purpose only of estimating financial ability, is, we feel, a dangerous encroachment on the proper functions and delimitations of the State, a step that might easily prove to be one in the direction of the breakdown of the powers of self-government of the several States. We would be opposed to the passage of this bill, also, without qualifying phraseology in sections 3 and 7, which would confine its operation to the period of the present emergency. It is our reasoned conviction that the welfare of children and the advancement of their education is best served when the responsibility for these is left to rest where it properly belongs-on State and local authorities who, by reason of their close contact with the child and with local conditions, are also best able to devise effective means for implementing such measures in order to being about desired results. In other words, we feel that shared responsibility too often tends to become nobody's responsibility, and we would wish to see adopted a policy which would provide for a return to normal local and State responsibility just as soon as conditions would at all warrant such return. STATEMENT OF LILLIAN DETRE FOR NATIONAL COUNCIL OF JEWISH WOMEN Because we believe that adequate education of the youth of the Nation is the only sound basis of democracy, we heartily endorse S. 1313 introduced by Senator Thomas of Utah. STATEMENT OF DR. MINNIE L. MAFFETT, PRESIDENT, NATIONAL FEDERATION OF BUSINESS AND PROFESSIONAL WOMEN'S CLUBS, INC. The National Federation of Business and Professional Women's Clubs, Inc., representing over 77,000 women in more than 1,650 communities throughout the United States, has for many years been in favor of Federal aid for education, provided State control of funds is guaranteed. Therefore, we urge your favorable report on Senate bill S. 1313. As business and professional women we realize that the preservation of democracy and our American way of life depends in large measure on the improvement of educational opportunities for all. We need more and more knowledge if we are to act as intelligent citizens. Consequently, increased public-school facilities for the use of our country become a vital part of our defense of democracy. We feel that education is rightly a national concern. The United States is a unified Nation and our strength lies in our national unity. We all know that local and State support of public education is tragically inadequate in many sections of our country. The only way to raise the educational standards in these areas is some form of Federal aid. We have always insisted that "State control of funds be guaranteed." We believe bill S. 1313 adequately provides for State administration and determination of local policies. Furthermore, while we recognize the necessity of curtailing nondefense Government expenditures at the present time, we believe that better education is an essential part of that democracy we are all eager and ready to defend. We cannot secure government by the consent of the governed, especially in our complicated modern society, unless that consent is enlightened. One of our best defenses against dictatorship now and in the future is more money for our public schools, and increased educational opportunities for all. STATEMENT OF SELMA M. BORCHARDT, LEGISLATIVE REPRESENTATIVE OF THE AMERICAN FEDERATION OF TEACHERS On behalf of the American Federation of Teachers I wish to endorse the two principles set forth in the one bill which is before us: The principle of permanent Federal aid to the States for education and the principle of immediate emergency Federal aid to be given to the areas now affected by the national-defense program. The American Federation of Teachers is the professional organization of teachers affiliated with the American Federation of Labor. We are therefore deeply concerned with the proper maintenance of our Nation's schools both as teachers and as trade unionists. You gentlemen are all well aware of the fact that the establishment and development of the free public-school system of America is to a great extent due to the sacrifices, vision, and courage of the organized labor movement of our country. For a century and a quarter now the American workman has made the full and proper support of our public schools one of his main objectives, and every bonafide trade-union of this country since 1828 has devotedly applied itself to this cause. It was the American Federation of Labor, working with the American Federation of Teachers, which laid the groundwork for the legislation which 317387-41--24 gave the Nation the first program of Federal aid to the States for educationthat was for vocational education. It was the American Federation of Teachers, with the help of our parent organization the American Federation of Labor, which as some of you gentlemen remember, led the fight for some sort of emergency aid for our schools in 1933; the fight which was led successfully in the Senate by the late Bronson Cutting, in March 1935. We trade-unionists shall ever honor Senator Cutting's name for his continuous crusade for the good of our people; a crusade in which his fight for Federal aid for education was one in which he was deeply concerned. I mention these points, gentlemen, not only to give credit where credit is so richly due, but to recall to you that the American Federation of Teachers has continuously fought for both principles set forth in this bill. And we fight for both. The tremendous need for Federal aid to the States for education is a need not alone of the States, but far more of the Nation as a whole. Social literacy knows no State lines. The uneducated child of one State today becomes the problem of some other State tomorrow. The vast financial holdings of certain interests in certain States, which holdings can better be taxed by the Federal Government, yield a return-we believe in terms of taxes to our Federal Government it should be a large one-which should in part at least be returned to the State from which it is drawn. Actually, many of the so-called poorer States yield in corporate earnings to corporations of another State vast returns; returns which can be returned only in the form of social gains made available through an equitable distribution of Federal taxes placed on such holdings. There has been presented to this committee by the best authorities of our Government a picture of the desperate need in many of the States, for funds with which to maintain schools and care for our children. I say "desperate need" advisedly for to us who believe in a functional democracy living by the guidance of an enlightened and alert citizenry the failure to provide the people of all the States with an education to enable all the people to perform their civic duties properly is a most alarming challenge; a challenge, we believe, gentlemen, which must be met now, if our America as we wish it to be is to survive. Those who have spoken to you have told you both of the need and of the utter inability of the several States to meet that need. It is not necessary for others to repeat to you those figures. It is necessary that we and that every other group of American citizens devoted to the ideals of our Nation call these facts and figures to your attention again and again and urge you all as our chosen representatives to serve America by voting to give such aid. Mr. McNutt gave you all a vivid picture of the additional need to which the emergency defense program has given rise. Something must be done and done right away to help communities which have overnight been developed to many times their original size. School buildings, school teachers, recreational facilities, health facilities-factors necessary for the very life and safety of the communitymust be provided immediately lest we create another emergency as bad as the one which causes this situation. For the emergency we ask that money be made available immediately, with such safeguards as will assure its distribution on a basis of actual emergency need and with absolute recognition that the Government of the United States is concerned with the welfare of each citizen, as well as of all citizens, and that none shall be discriminated against. With this much of a declaration of our policy and of the principles to which we subscribe I would present to you the action of my organization on the wording of the bill itself. The action to which I refer is the action of the executive council of the American Federation of Teachers which acts for us between conventions. Actually I know of no organization which has met in formal session since this bill was introduced and which has therefore had time to consider the bill itself, except through one of its committees, just as we have done. First of all we favor both principles-permanent and emergency aid-but we favor them in separate bills. The whole principle of distribution of a permanent and of an emergency program would, because of the very nature of the facts and conditions, be entirely different. Second, we believe that the plan or policy of distribution should be an objective one and that it should be set forth in the act itself and not left to the judgment of five persons appointed without stipulation qualifications, for an indefinite period by the President of the United States. Third, we believe that the language of the bill must be clarified on every point. We recognize the fact that by placing a program of permanent aid in an emergency bill that there is bound to be confusion. And for this reason as well as for those |