meetings of citizens reaching from El Dorado, Ark., to Camden, N. J., lend emphatic testimony to this feeling. On considerations historical, constitutional, and socially essential, we therefore, beseech you to give the necessary public fund aid to the public schools without complicating it with nonpublic institutions.

Senator AIKEN. Thank you, Mr. Dawson.

The next witness is Mr. Rudisill, chairman of the Education Committee of Printing Industry of America, Inc.

STATEMENT OF JAMES J. RUDISILL, CHAIRMAN OF THE EDUCATION COMMITTEE OF PRINTING INDUSTRY OF AMERICA, INC.

Senator AIKEN. Please give your name and whom you represent for the record.

Mr. RUDISILL. My name is James J. Rudisill of Lancaster, Pa. I am a commercial printing employer and chairman of the Education Committee of Printing Industry of America, Inc., national trade association of the commercial printing industry.

Our association is, we believe, the largest organized group of small manufacturers in the country. I am here to testify on behalf of the Nation's commercial printers in favor of a proposal to provide Federal subventions to the States to raise educational levels.

The commercial printing industry is the Nation's fifth largest industry, but is composed of 37,000 individual manufacturing units. It is thus located in every community of any size in the United States and is definitely concerned with the cultural levels, growth and prosperity of all of its communities.

We

The interest of commercial printers in education and in the proposal for Federal subventions is by no means sudden. It does not arise solely out of the emergency situation which now confronts the educational system of this country. Our interest is an historic one. have, for many years, maintained statistical data and made correla tions between educational expenditures and levels, per capita income and expenditures for printing and we have long known that there is a direct correlation between education and income levels and expenditures for printing.

A United States Chamber of Commerce study made in 1940 shows that persons with low educational attainments achieve relatively low economic levels. Only 11 percent of those with 8 years or less of schooling attain incomes of $5,000 or more, whereas 39 percent of those who reached high school or graduated, and 50 percent of those who attended.college or graduated earn $5,000 a year or more.

We, as printers, have some even more startling correlations. I should like to cite some figures on per capita expenditures for printing related to per capita expenditures for education and to per capita income in States with contrasing provisions for public education.

In citing these figures on per capita expenditures for printing, I should like to emphasize that we have deliberately omitted the printing of newspapers, magazines, and books. If these figures had been included the correlations would be even more startling. But your committee may feel that newspapers are a special problem and that books and magazines are printed in major production areas for distribution throughout the country.

As income increases printing purchases increase at a much faster rate; for example, according to the 1940 census, per capita income in Ohio is three times that of Mississippi, but per capita purchases of commercial printing, excluding books, magazines and newspapers, are 15 times as great. The per capita income in Massachusetts is four times that of South Carolina, but Massachusetts expenditures for commercial printing, excluding books, magazines, and newspapers, are eight times as great.

I have a table here on printing expenditures and expenditures for education in relation to per capita income which I will make available for the record.

Senator AIKEN. This may be put in the record, Mr. Rudisill, after your testimony.

Senator ELLENDER. Mr. Rudisill, would you be able to tell me something with respect to the table you have just sent to the desk? I notice here that in Illinois, the per capita income is $726. The expenditure for education per pupil is $110; the expenditure for printing per capita is $12.32.

Mr. RUDISILL. Yes.

Senator ELLENDER. Whereas Massachusetts is just about the same as Illinois and its bill for printing is $4.83. Now why the difference? You have put Sears, Roebuck or Montgomery Ward in there, I presume?

Mr. RUDISILL. Probably.

Senator ELLENDER. Is that a fair test?

Mr. RUDISILL. I would not say that that makes the whole difference. It could make a great difference.

Senator ELLENDER. It would make a great difference in all States. Take Massachusetts, for instance. There are a lot of colleges there.

Mr. RUDISILL. However, as we are saying if education standards are raised, so will there be more of these centers of publication and so will they increase throughout the Nation wherever they may be. Senator AIKEN. It is a fact that Massachusetts prints a large percentage of the textbooks used in the schoolrooms of the country.

The same correlations could be made for most of the States where educational levels are substandard as compared to the States where education has been maintained on a fairly high level.

Although it is well known that the Southern States are at the low end of the scale in expenditures for education, the facts we are presenting are not intended as criticism of those States. State funds for education are simply not available. Mississippi, which spends the lowest amount for education of any State in the Union-an estimated $30 per pupil-nevertheless spends a higher percentage of its income-3.2 percent-than Delaware, which spends $108 per pupil, but only 1.7 percent of income. South Dakota and New Mexico with relatively low income per capita expend, each spend over 4 percent of their income on education.

Except for Illinois and New York, those two States, you will find that that is an accurate percentage of the expenditure for the remainder of the Nation.

Senator ELLENDER. What makes Ohio $6.52 and Massachusetts $4.83? The expenditure per pupil in Ohio is shown as $95 and the per capita expenditure for printing $6.52 in contrast to Massachusetts' $766 figure for income and $110 for education. Do you attribute the

Massachusetts figure, $4.83, to the fact that, as Senator Aiken pointed out, many of the textbooks used in public schools are printed in Massachusetts?

Mr. RUDISILL. I do not know what the difference is and you notice that we said, "excluding the manufacture of books;" that industry is not included in the figures that we are presenting.

Senator AIKEN. The Chair thinks it would be a safe conclusion to draw that the more people that can read and the better read, the more books they will buy.

Mr. RUDISILL. That is it exactly, and if I recollect correctly, in some other countries of the world, they have concentrated on educating their population so that the purchase of books and magazines has increased very drastically. In fact, some will go so far as to say that our present shortage of newsprint and pulp in this country is due to the fact that certain foreign countries that used to export pulp to the United States are now consuming it at home. I do not vouch for the accuracy of that statement but, on the other hand, I do not question it.

Senator ELLENDER. There is no doubt about it that the more people you have educated in the States the more books you sell, as well as magazines and so forth.

Now, there is not much difference between the figures on a per capita income basis of, let us say, Arizona and Alabama, and yet in Alabama where you have a per capita income of $575 and expenditure for education per pupil of only $35, the expenditure for printing per capita is $3.81. Alabama is supposed to be a very poor State. Its expenditure for education is only $35. It is way down at the bottom insofar as the number of people who are able to read and write are concerned, and yet the expenditure for printing, per capita, is $3.81. Can you explain that figure?

Mr. RUDISILL. I might just suggest that they are probably just a little more highly educated in one State than another.

Senator ELLENDER. I would not think it is, on an average, more highly educated than Mississippi, as far as that goes, or Arkansas, and yet the amount of expenditure in Mississippi is 45 cents and in Arkansas it is 90 cents. How do you reach the figure of $3.81 for Alabama, I would like to know?

Mr. RUDISILL. That is just the fact, on the basis of the survey made. Senator ELLENDER. It cannot be on the basis of the number of books sold to educate people. There must be some other factor in

there that would not apply to Arkansas and Mississippi. Mr. RUDISILL. We cover some of this in just a minute. Senator AIKEN. Proceed.. Possibly you will answer that question. Mr. RUDISILL. It is evident that it is not from lack of interest and effort that some States are failing to provide adequate educational opportunities, but rather because they do not have the means.

It seems to us that it is the responsibility of the entire Nation to raise educational levels. The whole Nation will benefit if educational levels are raised anywhere in the Nation.

I should like to cite one more set of figures from a 1946 study made by the Book Manufacturers Institute. They show that education is a much more important factor influencing readership than income. Formal education is the underlying determinant in book reading. The higher the education, the greater the frequency with which books are read.

Seventy-one percent of the active readers, those who had read a book within the preceding month, are college-educated. Fifty-one percent are high-school educated. Twenty-one percent have only a grade-school education.

Of the nonreaders, 10 percent are college-educated, 25 percent are high-school educated, and 56 percent, grade-school educated.

At this point another table, a supplementary table is made available for the record.

Senator AIKEN. It will be included with your remarks, Mr. Rudisill. Mr. RUDISILL. We believe people should read more; the people should have the cultural advantages which our industry makes available and we have no apologies to make because of our self-interest. We think it is the self-interest which inevitably aids the Nation as well as ourselves.

No other major industry in the United States has invested so directly or so heavily in education and I might add, so profitably, as the printing industry. As early as 1911 the association which I am representing here, appointed a committee on education which has been continuously at work and on which several hundred thousands of dollars of association funds have been spent. The emphasis of our group has necessarily been on vocational education, but we have not failed to realize the necessity for general education as a basis for vocational education and as a basis for the expansion of our industry.

The trade schools established or encouraged by the printing industry-and there are more than 3,500 where some form of printing is taught-have pioneered in educational methods for vocational training. Our industry introduced a system of on-the-job training combined with formal education which has come to be an accepted pattern by leaders in vocational training.

The schooling and training of each apprentice in the commercial printing industry costs the printing plant owner approximately $1,000. This is a large investment, much more than many States pay for public education per pupil. Yet we believe it has been a good in

vestment.

Last week I attended a board of directors' meeting of Printing Industry of America where the education committee was authorized to proceed with the sale and production of a new series of textbooks which will cost $100.000.

With this history as an industry, it is not suprising that we have strong interest in the measures now before this committee. We recognize that all of the sales promotion campaigns we could carry on would not begin to bring the results of a movement which could raise educational standards by 1 or 2 years. If such a minimum increase in the educational level were obtained, we would feel the direct effects quickly.

Our interest is heightened by the fact that the schools of America are facing a crisis. We believe that Federal aid is desirable. Of course we would prefer it if the States could make adequate expenditures on their own. But if the States cannot accept responsibility, or will not, it is the obligation of the Federal Government, on behalf of the entire Nation, to accept the responsibility.

This committee is now considering S.472 which the printing industry of America favors. Because of the justifiable sensitivity of our members toward Federal interference, we favor this bill which

specifically provides that Federal grants to the States shall not entail Federal supervision or control over State educational institutions. Senator AIKEN. Are there any questions?

Senator DONNELL. A few questions, please.

Mr. Rudisill, I understand from your testimony that you are representing the Printing Industries of America, Inc.

Mr. RUDISILL. Yes, sir.

Senator DONNELL. How large a membership does that organization have?

Mr. RUDISILL. About 3,500 members.

Senator DONNELL. Do schoolbook companies compose a portion of the membership in that organization?

Mr. RUDISILL. There may be some members, but on the whole it is representative more of the commercial printer.

Senator DONNELL. I observe in your testimony reference to authority given by the board of directors last week for production of a new series of textbooks. What type of textbook is that?

Mr. RUDISILL. There are three types: One type is for management, one type is for apprentice training, and another type is for office. accounting training.

Senator DONNELL. It is not a series of textbooks to be used in the public schools?

Mr. RUDISILL. Eventually, they will go to these vocational schools for use, yes, sir.

Senator DONNELL. Now your organization you say contains 3,200 members?

Mr. RUDISILL. 3,500.

Senator DONNELL. Has there been any referendum taken in this association with respect to S. 472?

Mr. RUDISILL. At the board of directors' meeting, which is representative of members all over the country, and what I am stating here is the result of that discussion.

Senator DONNELL. Was there a copy of that bill presented at the board of directors' meeting?

Mr. RUDISILL. There were copies present.

Senator DONNELL. Has there, bowever, been a referendum taken of the entire membership?

Mr. RUDISILL. No, sir.

Senator DONNELL. The expression you are giving today is the result of the board of directors' meeting and you are authorized by the board of directors to give this?

Mr. RUDISILL. That is correct.

Senator DONNELL. How large is the membership of the board of directors, Mr. Rudisill?

Mr. RUDISILL. There were about 70 members present.

Senator DONNELL. Distributed well all over the United States?
Mr. RUDISILL. Throughout the Nation.

Senator DONNELL. Did the board pass any resolution with respect to S. 472?

Mr. RUDISILL. The board did not pass a specific resolution, but on discussion I was authorized to come and represent it as we have done here.

Senator DONNELL. Did the board pass any opinion upon the matter of the permissible use of funds in S. 472, the use of public funds for nonpublic educational institutions?