Federal Aid to Education: Hearings on H.R. 140, H.R. 1870, H.R. 1942, H.R. 2188, H.R. 2525, H.R. 2683, H.R. 2953, H.R. 3076, and H.R. 3104. April 29-30; May 1-2, 8-9, 13-6, 20-3, 27-9, 19471947 - 774 pages |
From inside the book
Results 1-5 of 100
Page 24
... believe that the States have in the use of their own funds almost universally in the last 20 years traveled a long way toward bringing about equalization insofar as they are able to do so with their own resources . Mr. BUCK . And by the ...
... believe that the States have in the use of their own funds almost universally in the last 20 years traveled a long way toward bringing about equalization insofar as they are able to do so with their own resources . Mr. BUCK . And by the ...
Page 45
... believe that the State and not the Federal Govern- ment should set educational standards and should supervise in a gen- eral way the schools within the State . But State control of education does not mean that the Federal Gov- ernment ...
... believe that the State and not the Federal Govern- ment should set educational standards and should supervise in a gen- eral way the schools within the State . But State control of education does not mean that the Federal Gov- ernment ...
Page 48
... believe , Mr. Chairman , that this small ap- propriation requested in your bill or my bill would have an adverse effect upon a program of economy in Government . After all , this money is not a gift to the States . It is an investment ...
... believe , Mr. Chairman , that this small ap- propriation requested in your bill or my bill would have an adverse effect upon a program of economy in Government . After all , this money is not a gift to the States . It is an investment ...
Page 54
... believe it to be as much the responsibility of the National Government to make grants to public schools.as it is to carry on any other function of government . The time for action is now because the need was never greater . I know that ...
... believe it to be as much the responsibility of the National Government to make grants to public schools.as it is to carry on any other function of government . The time for action is now because the need was never greater . I know that ...
Page 111
... believe in the compulsory state ? Dr. NORTON . No , I don't , I believe in education for children . I am not going to let these fancy ideas and fine words get in the way of giving a child an education . Mr. GWINN . Wait a minute . Let ...
... believe in the compulsory state ? Dr. NORTON . No , I don't , I believe in education for children . I am not going to let these fancy ideas and fine words get in the way of giving a child an education . Mr. GWINN . Wait a minute . Let ...
Common terms and phrases
adequate aid to education Alabama American American Samoa amount of Federal apportioned apportionment Arkansas average BARDEN believe bill BREHM Catholic Chairman child church citizens CLASSROOM UNIT Commissioner of Education committee Congress Constitution daily attendance Dallas County DIMIT districts dollars educa Education Association educational authority educational opportunity equal fact Federal control Federal funds Federal Government finance Guam GWINN interest Jersey KEARNS KENNEDY LANDIS legislation legislature LESINSKI McCOWEN mean ment minimum minority racial group Miss NEFF Mississippi National Education Association Negro nonpublic schools North Carolina NORTON number of children Ohio OWENS paid parochial schools percent percentage population problem public education public schools pupil purposes question received religious ROHRBOUGH salaries school system SCHWABE separation of church spend statement teachers teaching Territory thing TINK tion United States Commissioner Washington West Virginia York
Popular passages
Page 433 - Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.
Page 39 - The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers only. The child is not the mere creature of the State; those who nurture him and direct his destiny have the right, coupled with the high duty, to recognize and prepare him for additional obligations.
Page 335 - That no man shall be compelled to frequent or support any religious worship, place, or ministry, whatsoever...
Page 523 - ... levied to support any religious activities or institutions, whatever they may be called, or whatever form they may adopt to teach or practice religion. Neither a state nor the Federal Government can, openly or secretly, participate in the affairs of any religious organizations or groups and vice versa. In the words of Jefferson, the clause against establishment of *-• religion by law was intended to erect "a wall of separation ^ \'- '} between church and State.
Page 523 - No tax in any amount, large or small, can be levied to support any religious activities or institutions, whatever they may be called, or whatever form they may adopt to teach or practice religion.
Page 47 - Board for such prior quarter. (3) The Secretary of the Treasury shall thereupon, through the Division of Disbursement of the Treasury Department and prior to audit or settlement by the General Accounting Office, pay to the State, at the time or times fixed by the Board, the amount so certified.
Page 693 - The appropriations were made for the specific purpose of purchasing school books for the use of the school children of the state, free of cost to them. It was for their benefit and the resulting benefit to the state that the appropriations were made. True, these children attend some school, public or private, the latter, sectarian or non-sectarian, and that the books are to be furnished them for their use, free of cost, whichever they attend. The schools, however, are not the beneficiaries of these...
Page 552 - ... have, when a specification of the objects alluded to by these general terms immediately follows, and is not even separated by a longer pause than a semicolon? If the different parts of the same instrument ought to be so expounded as to give meaning to every part which will bear it, shall one part of the same sentence be excluded altogether from a share in the meaning, and shall the more doubtful and indefinite terms be retained in their full extent, and the clear and precise expressions be denied...
Page 266 - In the administration of this Act, no department, agency, officer, or employee of the United States shall exercise any direction, supervision, or control over the personnel, curriculum, or program of instruction of any school or school system of any local or State educational agency.
Page 331 - Congress shall make no law respecting the establishment of religion, or forbidding the free exercise thereof, was intended to allow every one under the jurisdiction of the United States to entertain such notions respecting his relations to his Maker and the duties they impose as may be approved by his judgment and conscience, and to exhibit his sentiments in such form of worship as he may think proper, not injurious to the equal rights of others, and to prohibit legislation for the support of any...