Mr. BREHM. Excuse me, does that mean 5.97 per hundred tax rate? Mr. EPSTEIN. Yes, sir. Mr. BREHM. That is a pretty high tax. Mr. EPSTEIN. That is why we came here. Mr. KEARNS. You realize, probably, that in any bill where you get this hiked up to $10, it is going to cost tremendously. You are not coming here particularly for your own cause; you are coming for the cause of teachers in general. Mr. EPSTEIN. We are, and also for the fiscal help of our own community, which is willing now to grant us the pint of blood, but, you can only grant so much without hurting yourself, and we are very much afraid about what might happen after a while. Our property is now taxed on a valuation of almost 100 percent. This almost prohibitive rate makes a pretty tough situation for the ownership of property, both industrial and residential, in our community. Mr. KEARNS. Are your teachers satisfied with the money they are making now in Newark? Mr. EPSTEIN. We think Newark has taken the first step in recognizing its teachers in terms of salary as professionals. We think that ultimately even these are not the perfect rates but right now they are satisfactory in terms of comparison, which is our only guide. Mr. KEARNS. That is all, Mr. Chairman. Mr. McCOWEN. I will say for the benefit of the members of the committee who came in late that the questions are limited to 3 minutes so that we may get through by 12 with this long program. Mr. LESINSKI. Mr. Chairman, I have been on this committee for a long time. Personally, I am sympathetic that the Government should subsidize underprivileged territory. But the question of overall is another question. The gentleman said that their rate is 5.97. Our rate up home is 9.5 in Michigan, and we are paying the price. Personally, I never had any benefit from it. The home that I am living in now has nearly a $200 school tax, while the same home in Florida only has $6. Now, why in God's world should I pay for Florida's education? That is a question we want to decide here. I think in sections where there are underprivileged territories and we have quite a few-I think there it is the Government's business to come in, but when it comes to doing it on an over-all basis, that is another question. That raises the question why I, in Michigan, should be taxed for New Jersey, or Florida, or any other State. It is not fair. Besides, remember this: We have a 3 percent sales tax on everything. We have no income tax, but we have a sales tax of 3 percent, which makes a difference. That is all, Mr. Chairman. Mr. McCONNELL. I just thought of a question while you were discussing these matters. You spoke of a shrinkage of your tax base in the States. I admit that is a growing problem. Suppose there was a restoration of a larger tax base there, or taxing area to the States, would you continue to advocate Federal aid to schools or education then? Mr. EPSTEIN. I would say legislation is needed to meet the needs of the times. If the time changes-and with the high indebtedness of the Federal Government, among other things, I, unfortunately, foresee a long period of extremely broad Federal tax base and continued narrow local tax base-if that time should come when the possibilities alter themselves, then I think the Congress should reevaluate the matter. Mr. McCONNELL. Boiling that all down, would you answer my question in this way; that if there was a restoration of the tax base to the States that you would then not advocate Federal aid to education? Is that your answer? Mr. EPSTEIN. Well, I think it has to have certain qualifications. That is, if you want to guarantee that schools be helped, then perhaps to protect that, the first restoration of the tax base, if and when it comes, should be with the proviso that it should be devoted to schools. Not being a lawyer I would not know how to write that type of legislation, but, as I say, there could be a guaranty that the schools which need it very, very badly have it. Let us put it that way. Mr. BREHM. I would just like to make a brief reply to Mr. Lesinski. He says his rate is 9.5. That is a high rate, of course, but I want to argue the question with him when he says he receives no benefit from it. Mr. LESINSKI. I, personally; no. Mr. BREHM. I would like to argue that out. You receive a benefit from the educational advantages; everybody derives benefits. Mr. LESINSKI. If you put it that way, yes, but I meant personal benefits. Mr. OWENS. Have you a 100-percent valuation there, too? Mr. LESINSKI. Eighty percent. Our over-all tax rates, city, State, and county, run about three and one-half mills. Mr. McCOWEN. Mr. Gwinn, did you have a question? Mr. LESINSKI. Your tax is 5.97. It is a little over a half percent. Mr. GWINN. The only thing you want out of Washington is money; you do not want any control. Mr. EPSTEIN. Well, we are willing to tell you through reports that we spend the money properly. That is, we think you should receive reports on the thing. We do not want control; that is true. Mr. GWINN. If New Jersey had plenty of money, you would not be coming to Washington for it, would you? Mr. EPSTEIN. That is quite correct. Mr. GWINN. Then if we reduced the Government's burdensome taxation on New Jersey and reduced this $37,000,000,000 budget which we have down here helping to manage New Jersey, you will take care of your own educational needs. Mr. EPSTEIN. I would have to study that particular phase of it. I am not prepared to answer that question, sir. Mr. McCOWEN. Mr. Kearns? Mr. KEARNS. I would like to ask Mr. Lesinski a question. You would not in any way want to compare the educational systems of Michigan and Florida, would you? Mr. LESINSKI. No; it is a question of the tax rates. Mr. KEARNS. Look at what Michigan is paying for and look at what Florida is paying for. Mr. LESINSKI. I would not compare the two systems at all, but the children up there have no school system to amount to anything. Mr. KEARNS. They do not have any in Florida, either. Mr. McCOWEN. Mr. Epstein, we thank you for your statement. I will insert your chart giving an analysis of certain proposed Federal aid plans for education in the record at this point. Colonel Taylor of the American Legion has requested that he be permitted to introduce the next speaker, and he may do so. However, the time allotted to the speaker will be 15 minutes. STATEMENT OF COL. JOHN THOMAS TAYLOR, OF THE AMERICAN LEGION Colonel TAYLOR. Members of the committee, I want to present Fred W. Young, of Yazoo, Miss., a member of the national executive committee on labor and a member of the Americanism commission. We have made a careful study of this whole matter, and he has a brief statement to make to you. Mr. McCowEN. Thank you, Colonel Taylor. Mr. Young, if you will state your name and organization, you may proceed. 1,698, 000 5, 560,000 13, 153, 000 2,253,000 327,000 810,000 81,000 294, 000 2,415,000 2,860,000 11,960,000 4,928,000 7,510,000 1,090,000 7, 206, 000 19, 126, 000 1,389, 000 4, 254, 000 1, 473, 000 520, 000 920, 000 156, 000 520, 000 920, 000 STATEMENT OF FRED W. YOUNG, REPRESENTING THE NATIONAL AMERICANISM COMMISSION OF THE AMERICAN LEGION, YAZOO CITY, MISS. Mr. YOUNG. My name is Fred W. Young, and I am representing the National Americanism Commission of the American Legion. Mr. McCOWEN. You may proceed with your statement. Mr. YOUNG. I might say that this statement has been approved by the legislative committee. Gentlemen, I am glad to have this opportunity to appear before this committee to discuss legislation providing Federal aid for education. I shall address myself to the general question of Federal aid and its importance to the welfare of our Nation rather than to the specific features of any bill. I would like to read the resolution which was passed by the national convention of the American Legion at San Francisco in October 1946. RESOLUTION Whereas the critical situation in American education caused by the shortage of teachers is undermining the educational opportunity of millions of children and constitutes a threat to the individual competence which is a cornerstone of national defense; and whereas the reason for the present exodus from the teaching profession is primarily an economic one; we therefore reiterate the action taken by the national executive committeee of the American Legion in 1945 in adopting the following resolution: "We recomiend the consideration of legislation before the United States Congress providing for Federal participation in school support and urge that legislation which adequately protects the schools from Federal domination and secures the continued existence of local control of schools receive the support of the American Legion." The American Legion now resolves that, in view of the present serious situation, its support will be, vigorous and continuous. The American Legion has, therefore, by convention mandate pledged its vigorous and continuous support to legislation providing for Federal participation in school support which secures the continued and permanent existence of local control of schools. It has, however, pledged its vigorous and continuous opposition to legislation which would permit Federal domination or control of or interference with the schools. The American Legion, composed of millions of American citizens from all walks of life, is vitally interested in all questions which affect the welfare of our Nation. The American Legion is, therefore, vitally interested in education and subscribes to the following principles: I. Education is the foundation for national security. II. Health education with correction of defects in early life will produce a more virile people. III. Equality of opportunity is the fundamental basis of de mocracy. IV. Universal education with equal opportunity for all is a unique contribution so far as the American way of life is concerned. V. Education generally has never been satisfactorily supported throughout the Nation. Education is the foundation for national security. A representative republic cannot hope to endure with an illiterate citizenship. Dictators and totalitarian regimes are the inevitable results of lack of 61040-47-vol. 1-3 education. Our State legislators, our governors, our Representatives in Congress and, in fact, all of our public officials cannot rise far above the general level of our citizenship because those officials were chosen by our citizenship in free elections. Selective service statistics in World War II revealed an alarming situation in our Nation with reference to illiteracy. The selective service was forced to reject enough men because of illiteracy to have provided several divisions of our Army. Ignorance and illiteracy are natural allies to the many "isms” which threaten the American way of life. Therefore, illiteracy is one of our greatest threats to national security. Health education with correction of defects in early life will produce a more virile people. Health education must receive more emphasis than formerly, particularly in those areas which have not been financially able to provide competent instructors and satisfactory courses of instruction. The annual economic loss to our Nation due to diseases which could have been prevented is a factor which can be no longer ignored. Equality of opportunity is the fundamental basis of democracy. Equality of opportunity cannot exist without equality of educational opportunities. Equality of educational opportunity cannot be achieved in our Nation under present conditions. A study of the wide range which exists between the States in their ability to finance an educational program reveals an alarming situation. A comparison of the amount of wealth available per child in Mississippi for education with that in California, New York, New Jersey, and many other States, provides convincing evidence that Mississippi can never provide the educational opportunities to her children by her own resources which the other States mentioned can provide with little effort. In 1944-45, New Jersey, by expending 1.74 percent of its people's income, provided $198 per child in school. Mississippi in the same year provided only $44 per child in school by using 1.64 percent of its total income. The poorer States can never hope to provide broad curricula which will adequately take care of the needs of their children or pay adequate salaries to their teachers on a basis comparable to wealthier States without assistance. The fact should be emphasized that the youth of our country, irrespective of where they are born or educated, are the future citizens of the entire Nation. They will determine the way of life and the type of government which our country will have. Another fact is most significant. Ours is a mobile population. There has been constant movement of our people from one part of the Nation to another. This is true of all races and has been particularly noticeable with reference to illiterate and poorly trained people. Southerners have moved in large numbers to the West, the Middle West, and the East. These people will either become good, law-abiding citizens in their new homes or will become problems. In either instance, as voters they will help select the officials of these areas. Universal education with equal opportunities for all is a unique contribution as far as the American way of life is concerned. No other nation in the world has produced a system of free schools like ours. The masses of our people now going to high school secure not only general education but training in skills which will enable them to attain economic security and happiness and success in life. The dif |