FEDERAL MONEY AND REGULATIONS

That is the great evil wherever the Federal Gonverment puts money it can regulate.

You take loans for building purposes. One of my friends said they lent some money for hospital extensions, and the demand of the department was for 17 percent Negroes.

He said, "Can I put in also 83 percent whites?" They said "No." That is what you do when the Federal Government gets into housing. It puts the Federal Government right down into the running of the States.

I realize that you are under pressure and that I ought not to attempt to say anything at this late date.

I want to tell you what Roosevelt said before he was elected President, and the importance of this thing.

The Constitution gave the Congress no power to legislate on a great number of vital problems, "such as * * * insurance, of business, of agriculture, of education, of social welfare, and of a dozen other important features."

Then he says this:

We are safe from the danger of any department from the principles upon which this country was founded only so long as independent home rule of the States is scrupulously preserved * * *

He didn't stop there.

*** and fought for whenever it runs in danger.

That is what I am doing.

OPPOSITION TO INCOME TAX

It is going to be worse and worse all the time, and the States are deprived of funds through the income tax that they ought not to be deprived of to attend to their own business.

I ask one thing to have in mind is to cut down the income tax and leave it in the States where it can be handled. The concentration of power in the Federal Government has not only been condemned by Roosevelt, but the present occupant of the Presidential chair. Roosevelt said:

It is not properly a Federal responsibility to try to supply all the power needs to our people. The Federal Government should no more attempt to do so than it should assume responsibility for supplying all their drinking water, their food, their housing, and their transportation.

To attempt such a centralization of authority and responsibility always starts a deadly cycle.

*** Thus, still more Federal intervention becomes necessary, and such a conversion of local regions into Federal satellites poses a threat deadly to our liberties.

That is what we are engaged in right now, one thing after the other. As they get the whole area under their control through this process, as set forth in Welburn v. Fireman's Insurance Company, they can take control of all the local regions of this country.

Senator MURRAY. Thank you, Mr. Williams.

The meeting will be adjourned until tomorrow morning at 10 o'clock. (Whereupon, at 1:05 p. m., the committee recessed, to reconvene at 10 a. m., Thursday, March 6, 1955.)

SCIENCE AND EDUCATION FOR NATIONAL DEFENSE

THURSDAY, MARCH 6, 1958

UNITED STATES SENATE,

COMMITTEE ON LABOR AND PUBLIC WELFARE,

Washington, D. C.

The committee met at 10 a. m., pursuant to recess, in the Old Supreme Court Chamber of the Capitol, Senator Lister Hill (chairman) presiding.

Present: Senators Hill (presiding), Kennedy, Smith, and Allott. Present also: Senators Humphrey, Pastore, and Case of New Jersey.

Committee staff members present: Stewart E. McClure, chief clerk; Roy E. James, assistant chief clerk; John S. Forsythe, general counsel; William G. Reidy and Michael J. Bernstein, professional staff members.

The CHAIRMAN. The committee will kindly come to order.

We are very happy to have with us this morning our friend and our distinguished colleague, the Senator from Rhode Island, Senator Pastore.

Senator, we welcome you here, and we will be happy to have you proceed in your own way.

Senator SMITH. I am glad to join in my colleague's statement that we are happy to have you here.

STATEMENT OF HON. JOHN O. PASTORE, UNITED STATES SENATOR FROM THE STATE OF RHODE ISLAND

Senator PASTORE. Mr. Chairman, I am very grateful for this opportunity to express by interest in education for the youth of America and my concern that we may be failing our youth in not living up to the challenge of our times not preparing our youth to face their own responsibilities for the future."

When we realize that of the seniors who left our high schools in June of 1957, 200,000, who were in the top 30 percent of the graduating classes, failed to go on to college, we are faced with a problem that should cause us sleepless nights.

It is, of course, a problem that antedates June or September of 1957. It has been a long time in the making. The studies, the attempts at solution have not waited for this morning-and for me for my humble participation.

On many fronts and for many years, devoted minds and hearts within and without the educational arena have struggled with the frustration in education.

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

Only 2 weeks ago the results of a study of 2 years was reported to the conference of the American Association of School Administrators in St. Louis. The association represents more than 10,000 administrators, mostly superintendents of the country's private and public schools.

I like their idea that "progress lies in doing more of the good things already under way" as they emphasize that our greatest need on the high school level is to "substantially increase the quality and extent of preparation for college work of all college candidates and particularly those of outstanding ability."

Basically, our educational problem is found in the growing pains of a great country. If we were content to stand still-if we contemplated retreat from destiny-there would be no problem of education. We would not have to cope with the present. We would not be counting on a future.

MORE MINDS TRAINED TO LEADERSHIP

But because we pioneer progress which is ever and always changing the present-because our technology is always delving into the new and always daring the untried-because we have made giant strides in science and engineering, our supply of scientists and engineers has not kept up with the demand. But, equally, with our surge in population as a nation and with the acceptance of responsibilities in the community of nations, we will have need of more and more minds trained to leadership in many fields-more scientists and more surgeons-more engineers and more educators-more technicians and more teachers more physicists and more preachers—more mechanics and more ministers.

On every hand we are appalled by the facts of the wastage of our talented youth. Everyone declares his desire to do something about it. We could wish that in the family of talented youth and in the community of such families there could be the means-and the minds to make the measures to cure our deficiencies.

We could wish that the educational ambitions of our youth and the educational security of America's future might be fully served at the local level.

FEARS OF FEDERAL CONTROL

For we are fully aware of the controversies enflamed by mere mention of Federal support for education. We are familiar with the expressed fear that Federal support of education would bring Federal control.

The experience of our land-grant colleges would seem to be a good answer. For almost a century they have maintained their independence. Yet last year over one-fourth of their current fund income for education and general purposes came to these 69 land-grant colleges and universities from the Federal Government and none seems to suffer from excessive Federal control. We are likewise reminded that the greatest scholarship aid in history-the so-called GI bill-has not fettered any college or university or student. Eight million veterans of World War II have been aided-2,300,000 have attended colleges

and universities and 3,300,000 have attended schools below the college level. More than a million Korean veterans-1 out of every four who served during the Korean conflict-have received GI training. More than half of them have gone to college.

Our country is grateful for the help it has received from its youth in war. Our country recognizes the help it must have from its youth in peace.

Equally our country realizes that our youth will need the help of its government if our youth is to attain the fulfillment of its own talents, out of which the security of our land the prosperity and peace of the world can be maintained.

We are met this morning not for the purposes of self-aggrandizement. Rather it is self-defense.

PURPOSES OF S. 3187

Let me borrow the words of the sponsors of a bill that is before you: The fundamental purpose of the 14-point bill we are proposing

reads the declaration

is to strengthen the national defense, advance the cause of peace and assure the intellectual preeminence of the United States. In this space age, the Nation's defense depends as much on its intellectual power as on its military power.

I am, of course, speaking about Senate bill 3187, introduced by my colleague and your chairman, Senator Lister Hill.

I know perfectly well that the cause of education did not wait for this National Defense Education Act of 1958. The nationwide needs of schools and their scholars and their schoolmen have long had their advocates. I applaud them all-even though I apply myself particularly to the bill conceived by my colleague from Alabama, Senator Hill.

This is because my study of it made me proud of the privilege of being permitted to cosponsor it.

If there is an educational bill that offers less-and I am sure there are several-I would nevertheless appreciate their sense of direction toward giving help to education and would lift the advocates to the broader reaches of this measure-S. 3187.

APPRAISAL OF S. 3187

If there is a bill that promises more with an equal practicability and possibility, I would attach my enthusiasm to that. But I know of no such bill.

In the Senate, I found occasion to voice my high estimate of this bill. If my words were generous, my appraisal was genuine.

My evaluation of the bill and my appreciation of the study, the research, the scholarship, and statesmanship woven into all its categories of practical help, increases day by day.

Its scholarships based on ability, its loans based on self-respecting need, its work-study programs, fellowships for teachers and teacher candidates, the collateral programs, the programs of assistance in research, in providing facilities, exchange of information-there are a dozen intensive and extensive aids to make the weak points of the past the strong points of the future.