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 vi
... Percent of adults who reached high school in West Virginia , 1940 , with per capita retail sales___ 143 Per pupil expenditures for education , 1943-44 , in United States , New York , Mississippi , and West Virginia___ Salaries of West ...
... Percent of adults who reached high school in West Virginia , 1940 , with per capita retail sales___ 143 Per pupil expenditures for education , 1943-44 , in United States , New York , Mississippi , and West Virginia___ Salaries of West ...
Page 6
... percent ( 1.1 percent is used because for a recent year ( 1942-43 ) approximately 1.1 percent of national income payments would have been required to finance the $ 40 program on a Nation - wide basis . For that reason the percentage ...
... percent ( 1.1 percent is used because for a recent year ( 1942-43 ) approximately 1.1 percent of national income payments would have been required to finance the $ 40 program on a Nation - wide basis . For that reason the percentage ...
Page 7
... per- cent ) Amount needed to reach $ 40 level after standard effort of 1.1 1.1 percent after pen- Amount each State would re- ceive to Nonequali- zation pay . Total of average alty ( per- ments reach the percent of income pay - cent ...
... per- cent ) Amount needed to reach $ 40 level after standard effort of 1.1 1.1 percent after pen- Amount each State would re- ceive to Nonequali- zation pay . Total of average alty ( per- ments reach the percent of income pay - cent ...
Page 8
... percent of Amount needed to reach $ 40 Proportion of Federal Amount each State level after aid due 1.1 percent after pen- would re- ceive to zation pay- Nonequali- ments Total of average alty ( per- reach the income pay - cent column ...
... percent of Amount needed to reach $ 40 Proportion of Federal Amount each State level after aid due 1.1 percent after pen- would re- ceive to zation pay- Nonequali- ments Total of average alty ( per- reach the income pay - cent column ...
Page 16
... 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 dis- cussing these ...
... 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 dis- cussing these ...
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...