At the present moment, the American Federation of Labor and the Congress of Industrial Organizations through a joint labor committee and in cooperation with other civic-minded groups are about to have a bill introduced which should provide a labor extension program of labor education similar to that now enjoyed by the farmers in America.

Almost one-third of the resolutions of the recent eighth constitutional convention of the CIO had to do with education and welfare. On teachers and education the CIO had this to say:

An unprecedented crisis exists in the American school system. The underpayment of teachers, the underfinancing of school systems and the consequent undermanning of the classrooms have created a reduction of educational opportunity from the elementary school to college level and threatens the very basis of our entire educational system.

Since 1939, while the cost of living has risen to inflationary heights, teachers at all faculty levels have received an average wage increase of less than 20 percent. Since 1939 more than 60,000 teaching positions have been closed. This means that 60,000 classrooms have been abolished and the work thrown onto other teachers.

Since 1939 more than 350,000 teachers have left the profession.

In 1940, 2,000,000 children from 6 to 16 were not in any kind of school. Despite the desperate Nation-wide shortage of teachers, our teacher-training institutions report their enrollment at its lowest in history. Although our colleges and universities are filled to overflowing, less than 7 percent of the students are preparing for teaching.

Hundreds of thousands of veterans are unable to take advantage of Government educational support because teachers, classrooms, and schools themselves are undermanned and underfinanced.

In thousands of communities, Negro teachers and women teachers are receiving unfair and unequal salaries entirely because of discrimination due to race and sex. Ten percent of the classrooms of the country, covering 2,000,000 children, actually spend less than $500 per year for all classroom expenses, including teachers' salaries.

This crisis has been accelerated within the past 12 months. It continues to undermine the possibility of equal educational opportunity for our children and the children of workers everywhere in America.

This convention calls on all CIO affiliates to aid and encourage all teacher campaigns for increased wages and improved educational conditions.

We of the CIO have always believed also that it is not enough to provide good teachers and good schools. The boys and girls of America, our most important natural resource, are conditioned by the nature of their families, their communities and their economic environment. We believe that it is the economic undergirding which gives stability to our family institutions. Because we so believe, we support legislation for a decent minimum wage, social security, and an adequate health program.

May I call your attention to certain other positions, consistent with our broad approach to education, which we advocate on education and child care, on maternal and child health, child labor, and housing:

EDUCATION AND CHILD CARE

The most advanced industrial nation in the world still does not have adequate provisions for the education of its citizens and care of its preschool children. Almost half of the adults in the United States did not finish elementary school. We still have 6,000,000 illiterates. The average annual salary of teachers, principals, and supervisors in 1942 was $1,550, with rural teachers averaging only $900. Facilities for the day care of working mothers, even at the height of the wartime demand, met less than 10 percent of the basic need: Now, therefore, be it Resolved, That we urge that minimum educational standards be established by the Federal Government based on the principle that every boy and girl is entitled to free education through high school, with advanced study for those of demonstrated ability. We urge an adequate minimum wage scale and proper security for teachers. We urge a program under which hot meals will be made available to school children without cost. We urge an adequate nursery school program to assure proper daytime care for the preschool children of working mothers. These objectives can be secured through Federal aid in cooperation with State financing, such Federal assistance to seek the elimination of existing discrimination because of race, creed, or color.

Every American must enjoy full opportunity for, and receive, an adequate education.

MATERNAL AND CHILD HEALTH

Whereas (1) Year after year the United States Children's Bureau reports to the Nation on the great numbers of children who die needlessly, who don't get good medical care when they are sick, who have to grow up handicapped for life because their parents can't get the expert care needed to correct their children's physical and emotional defects;

(2) The Federal Government has a direct responsibility for this neglect of child health and life;

(3) Despite the social-security programs for child health and welfare services which have been in existence for 11 years, the Federal Government has never yet faced up to its full obligations to our children;

(4) Continued neglect on the part of Congress to make adequate provision for a broad program of child health and welfare services is a threat to the very basis of our democracy; Now, therefore be it

Resolved, (1) That the CIO reaffirm its position that all mothers and children have a right to all diagnostic and curative medical services needed for good health, and that it is a responsibility of Government to see that such services of good quality are within reach of all mothers and children;

(2) That the CIO, while continuing to press for a national health program for all the people, work for the attainment of a complete system of hospital, medical, nursing, dental, and mental health services to serve all our mothers and children so that every child born in the United States is well born and is assured every possible chance for good health while he is growing; and

(3) That the CIO also support legislation that will help all communities to provide programs for the day care of workers' children, good home care for every dependent and neglected child, wholesome recreation for all children, and whatever other child-welfare services are needed to give our children security and the opportunity for full development of their capacities and talents.

CHILD LABOR

Whereas (1) A nation as rich as ours in manpower, technical skills, and natural resources has no need to depend on the labor of its children to produce the good living that our economy is capable of providing and must provide for all families; (2) The employment of children, before they have had ample opportunity to mature and to obtain all the training and education they can use, is a rebuke to the Nation;

(3) Simply barring such children from employment, without increasing their opportunity for growth and development and helping them get the cultural, education, and vocational training they should have during youth, is equally reprehensible and injurious;

(4) Right now great numbers of children and young people are in special need of help. Hundreds of thousands, younger and less experienced than our youngest veterans toward whom the Federal Government has recognized some obligations, cut short their education and went into plants and shops to help win the war. Many of them are now the forgotten youth when opportunities for jobs and schooling are passed around. Young people who grow up during a war need help in facing a particularly difficult period of postwar change and adjustment: Now, therefore, be it

Resolved (1) The CIO work for legislation that will broaden the child-labor provisions of the Fair Labor Standards Act to cover all interstate commerce and industrialized agriculture;

(2) The CIO work for State legislation that will bring State child-labor laws up to a standard that fully protects young workers from harmful employment, including a minimum age of 16 for employment in factories, at any time, and for all employment during school hours;

(3) The CIO support adequate appropriations for the enforcement of State and Federal child-labor legislation and regulation;

(4) The CIO work for the expansion of public employment services so as to make possible a high quality of employment counseling and placement services to all young people in need of them.

HOUSING

The democratic goal for a sound society is a decent home for every family; Meet one of the foremost problems through a reinforced and strengthened over-all housing program based on a recognition of the magnitude of the needs 60144-47-pt. 1—15

of the homeless veterans and our slum families, while at the same time appraising realistically America's potential productive capacity to meet this need.

Wage an all-out campaign for the maximum use of existing facilities through temporary requisition of unused housing, the allocation of hotel space to veterans, the use of feasible and convenient resort facilities and immediate stoppage of discrimination against families with children.

Limit profiteering in housing so as to assure occupants that they will have decent homes at a cost they can afford.

The accomplishment of these ends would go a long way toward giving us healthy young citizens.

As I said, when testifying formerly, we of the CIO are particularly interested in direct Federal aid which will equalize the educational opportunity of the boys and girls of America. One of our most pertinent reasons why this is so grows out of the nature of our organization.

Today, some 6,000,000 workers are members of the CIO, and more than 8 or 9 million are members of other labor groups. These 15,000,000 Americans are spokesmen for the unorganized. Advancement in the economic and educationał standards of the organized workers has a tendency to lift or to better conditions for the unorganized as well. So we feel that our contribution to bringing about Federal aid is in the interest of America and her children.

The population of America is not a static one. We are a mobile people. The CIO has within its membership hundreds of thousands of migrant workersmen and women who move from one community to another, from one State to another, to better their economic conditions in the industrial centers of America. For example, according to the United States Committee to Investigate Migration Workers, from 1930 to 1940, 4,000,000 workers moved from one locality to another; from April 1940 to November 1943, according to the Bureau of Labor Statistics, more than 31⁄2 million people moved from one State to another.

These last figures show only additions and subtractions from State populations at given dates, exclusive of births and deaths, and do not reflect nearly all of the comings and goings and the multiple moves of war workers, but inter- and intrastate.

California, for instance, has received 1.7 million in-migrants; Michigan, Washington, Maryland, and Ohio more than a quarter of a million each. States which have lost population are predominantly rural Alabama, Arkansas, Georgia, Idaho, Iowa, Kansas, Kentucky, Louisiana, Minnesota, Mississippi, Missouri, Montana, New Hampshire, and New Mexico. Arkansas, North Carolina, Kentucky, and Oklahoma lost about a quarter of a million apiece, in 1940 to 1943. Now what does this mean to the CIO? The answer is obvious. The surplus children and workers from our rural areas migrate to the city where they seek jobs in industrial cities. The war accelerated this trend. At present, it is temporarily reversed; but I am told the development of the cotton picker and other advanced farm machinery will once more accelerate the exodus from the country. Now what does this mean to the CIO? It means workers are leaving the States whose economic circumstances make it impossible for them to give their people the quality of education which every American citizen deserves. It means: that when these workers move to Detroit or Flint they are moving from the simple rural economy and life to a complicated industrial economy and life.

These transient Americans come to the city illiterate and inadequately trained for the adjustments they are called upon to make.

I remember very well the development of the Black Legion in Michigan. While teaching in Ann Arbor, a friend of mine did his doctoral thesis on the origin and attitude of its members. I used to go with him to gather data, and come away with the impression that the members of the Black Legion, to a large extent were former citizens of the South who had moved north and brought their social attitudes and prejudices with them-attitudes and prejudices which were responsible for the development of indigenous Fascist groups, in their wav just as intolerant as the Nazis of Germany. The first person murdered by Black Legionnaires was a Catholic youth of Pontiac who was seen in the presence of a Protestant girl.. Fortunately, the Black Legion did not develop to the same extent as the Ku Klux Klan, perhaps because economic conditions in Michigan got better and the pressures which developed between Negroes and whites, native Detroiters and imported workers competing for jobs, abated.

However, all of us who are acquainted with the race riots in Detroit know that they were a byproduct of the social tension which was precipitated when people with an inadequate understanding of American ideals live in an inflammatory environment such as is ascribed to modern Detroit.

We, in the CIO, are doing all we can to relieve racial tension. The Julius Rosenwald Fund, in its recent report, said, "The Congress of Industrial Organizations is the strongest force against discrimination (in employment) that has arisen in these fervid years." We are carrying on an educational program. But we recognize that the job will not be adequately done until the educational opportunity of the migrants to our industrial centers is improved at its source, until better teachers are secured, until a real program of education and tolerance and understanding is developed.

So, we in the CIO are interested in everything which increases the educational opportunity of our members. We believe such increased opportunity will make them better union members and, what is more important, better citizens of our great democracy.

It is sometimes argued that this wartime migration which I describe is purely a temporary one. I do not believe such to be the case because Americans have always been on the move. Every census since 1850 shows at least one-fifth of our people living in States other than those in which they were born. The major reason, in peacetime as in wartime, causing workers to pull up stakes is to better their economic conditions.

In 1930 the national proportion of migrants was as high as one-fourth; 50 percent of the population of 10 States was born in other States, and over 15 percent of the population of 36 States was born in other States. We all know of the migrations of the Oakies and thousands of homeless workers who sought job opportunities during the depression.

The phenomenon is, of course, also accelerated by the industrial revolution which, by its very nature, is continuing to change us from an agricultural to an industrial nation.

It is affected further by the fact that the birth rate is highest in the rural areas of the country which are, incidentally, the less economically privileged of the Nation. For example, some of the poorest States have the highest birth rates. In 1942, New Mexico's birth rate was 26.7 per thousand; Mississippi, 25.4; North Carolina, 25.2; Alabama, 24.2; Idaho, 23.9; Montana, 22.8; as compared with the low rates of Pennsylvania at 19.1; Massachusetts, 19.0; New York, 18.9; Missouri, 18.6; and Kentucky, 20.9. The effect of these high birth rates can be seen in the fact that in 1940 South Carolina had 589 children to each 1,000 adults, California but 277. California'a income per adult was twice that of South Carolina.

In the words of James Patton of the Farmers' Union, the young people who move to the urban centers are the most valuable exports of these poorer agricultural States. I believe the Farmers' Union estimates that about $4,000,000,000 worth of earning capacity of young people and workers are exported each year. It seems reasonable to me to take the same interests in the children who move across State lines as we do in agricultural products and livestock, which we insist must meet certain quality standards.

Lest we be thought to be purely selfish, may I make very clear that we are supporting this bill not only because of its effect on those who move from rural communities, but because of the very definite relief which it would give those who stay. We in the CIO do not belong to the school of thought which argues. that we should develop the educational opportunities of one section of our Nation at the expense of another. We believe that the boys and girls on farms and in small towns must have the same right to educational opportunity as do those who live in more privileged urban centers.

We feel that now is the time to start a program of lifting the educational level of America. This is not only because of the nature of the present war emergency, but also because of certain other trends in our national life.

Our national birth rate has increased from 18 per thousand in 1940 to 21 per thousand in 1942. The death rate has declined. The total number of registered births in the United States increased from 2,265,588 in 1939 to 2,808,996 in 1942, an increase of some 600,000. I am told our schools will have more than 3,000,000 children than are normally in attendance.

Now, these children are ready for school, and over a million veterans are going on with their education. At the same time, many of the 3,000,000 working boys and girls between 14 and 17 years of age are returning to school.

Therefore, it seems absolutely imperative that we begin a program now, which will lead to the elimination of the basic educational inequalities which exist in this Nation.

We can begin this process of equalizing educational opportunity by appropriating the funds necessary to take care of 15 or 16 States which need it most. We can make these funds available for teachers' salaries, for better schools, and from this modest beginning, we can go on to really doing the job.

What we will do basically depends upon our sense of values.

I am intrigued by the emphases we are placing on national defense, the billions we are pouring into armaments as if national defense was purely a matter of planes and tanks and guns.

National defense, believe me, is dependent upon the development of our greatest natural resource-our boys and girls-and seeing to it that they are born into homes where there is adequate food, live in decent houses, and have equal educational opportunities.

Frankly, it seems to me that our present trends are amoral, that our values are askew, and that the only way we can bring them into balance is to make possible an educated and enlightened citizenry.

During the last year and a half, I have had the good fortune to be with the American Education Commission in Japan and UNESCO in Paris. I have seen a little of this world. From the experience I learned one lesson which to me is basic: If democracy would meet the challenge which it is called upon to meet in these days, those of us who profess to be protagonists must be more right than those who challenge us. By being more right, I mean being more right on those issues we face-education, equal opportunity, job security.

So we in the CIO support Federal aid. We will support more Federal aid, and we will do so in the interest of our greatest natural resource—the children of America.

Senator AIKEN. We will call the next witness, Miss Sara Walsh, director of national teachers division, United Public Workers of America, CIO.

There has been handed to the Chair a substitute bill, S. 81, a teachers' bill, introduced by Senators Green and McGrath and this substituted bill which I believe had probably better be printed in the report of the hearing should replace the original bill.

(The proposed amendment in the nature of a substitute for S. 81 is as follows:)

[S. 81, 80th Cong., 1st sess.]

AMENDMENT (in the nature of a substitute) Intended to be proposed by Mr. GREEN (for himself and Mr. McGRATH) to the bill (S. 81) to assist the States in improving and maintaining their systems of free public education by providing funds to be used for supplementing teachers' salaries, viz: Strike out all after the enacting clause and insert in lieu thereof the following:

That for the purpose of assisting the several States in improving and maintaining their systems of free public education by supplementing the salaries of teachers in free public elementary and secondary schools there is hereby authorized to be appropriated for the fiscal year ending June 30, 1948, and for each fiscal year thereafter, such sums as may be necessary to carry out the provisions of this Act. SEC. 2. From the sums appropriated pursuant to the first section of this Act, the United States Commissioner of Education (hereinafter referred to as the "Commissioner") is authorized to make grants to the States which have accepted the provisions of this Act as hereinafter provided. The proceeds of such grants shall be available for expenditure by such States exclusively for the purpose of supplementing the salaries of teachers in free public elementary and secondary schools within their respective jurisdictions.

SEC. 3. The amounts of grants authorized to be made under this Act to any State during any fiscal year shall be determined by multiplying the number of pupils in average daily attendance in the free public elementary and secondary schools within such State by $15. Such grants shall be paid in quarterly installments computed on the basis of attendance during the preceding quarter. SEC. 4. (a) In order to qualify for receiving funds appropriated under this Act a State

(1) through its legislature, shall (A) accept the provisions of this Act and provide for the administration of funds to be received; (B) provide that the State treasurer, or corresponding official in the State, shall receive the funds paid to the State under this Act and shall submit annually a detailed statement of the amount so received and of its disbursement; (C) provide that its State educational authority shall represent the State in the administration of