Mr. RUDISILL. No.

Senator DONNELL. That particular phase was not discussed?
Mr. RUDISILL. No, sir.

Senator DONNELL. And are you today expressing any opinion, one way or the other, as to the advisability of the use of Federal funds for non-public-educational institutions?

Mr. RUDISILL. No, sir; it would be only as an individual, if I would. Senator DONNELL. Now on behalf of your organization you are not expressing any views on that phase of S. 472?

Mr. RUDISILL. No, sir.

Senator DONNELL. And you are aware that S. 472 does contain a provision authorizing the use of Federal funds for non-public-educational institutions?

Mr. RUDISILL. Yes, sir.

Senator DONNELL. Now, Mr. Rudisill, you refer quite frankly to the self-interest of your organization and you say that you have no apologies to make because of your self-interest. I think it is very commendable that you have indicated the self-interest. I take it that the commercial printers do have a large interest in the development of public education because it does increase the amount of printing. That is correct, is it not?

Mr. RUDISILL. That is correct. That is exactly right.

Senator DONNELL. And that is one of the explanations for the fact that your association from as early as 1911 has expended several hundred thousands of dollars of association funds toward the development of public education?

Mr. RUDISILL. To help that; yes, sir.

Senator DONNELL. I am not indicating at all that you do not have the broader aspect in mind, too, but you likewise, as you have indicated herein your own language, have a self-interest at stake; that is correct, is it not?

Mr. RUDISILL. That is right.

Senator DONNELL. I have no further questions.

Senator AIKEN. Are there any other questions?

Thank you, Mr. Rudisill.

The tables you have submitted for inclusion in the record will be inserted at this point.

(The tables referred to are as follows.)

Printing expenditures and expenditures for education in relation to per capita income,

State

1940

Education is a much more important factor influencing readership of books than income.

Eastern and far Western States have appreciably more active readers proportionately than the Midwestern or Southern States.

Purchase of books. In proportion to the amount of reading done, the lowerincome groups purchase books just as often as the high-income groups.

From Books and People, a Study of the Reading and Bookbuying Habits, published by the Book Manufacturers Institute, 1916, based on a survey of 4,000 personal interviews in 106 cities and towns--a representative cross section of urban and small-town population.

Senator AIKEN. We call as the next witness Mr. Benjamin C. Marsh, executive secretary, the People's Lobby, Washington, D. C. Mr. Marsh is not entirely a stranger on the Hill.

STATEMENT OF BENJAMIN C. MARSH, EXECUTIVE SECRETARY, THE PEOPLE'S LOBBY

Mr. MARSH. Mr. Chairman and members of the committee: I trust the fact that the chairman has adverted to, that I am not entirely a stranger up on the Hill will not make the committee give any less consideration to the recommendations that we make. I am always brief and I am going to be brief this morning. May I for the record also state that the People's Lobby is one of the organizations which does not claim a million members. Senator DONNELL. How many members does it have?

Mr. MARSH. Only about 4,000 members who are paid up. Senator DONNELL. Scattered over the United States or locally? Mr. MARSH. They are in 34 or 35 different States; there are only a few in most States. But I would like to point out that one reason

our membership is shrinking is that very few of them belong to the owning class or to labor unions and they are kind of ground out between the lower and upper millstones. It is not that they do not agree with our policies that more are not contributing, but they are simply broke, a whole lot of them.

Until within a year or so, I discussed this question all over the country and our board of directors has repeatedly favored, as I know the majority of our members do, Federal aid to education. But I can emphatically say that there shall not be any of this money raised by taxing our members of the People's Lobby as well as others of small means, to support any nonpublic schools.

No arguments are required to prove the need for Federal aid to tax-supported public schools. That need has been fully shown.

The real question is why the Congress of the United States, sworn to uphold the Constitution, which requires separation of church and state, has for 8 consecutive years succumbed to the controls of the Catholic hierarchy, and refused such aid, because it was not also given to parochial schools.

That is the question that is involved and I think the American people and, fortunately, Protestant denominations, are waking up a little.

That the American Federation of Labor has joined this Catholic conspiracy against the children of Americans is simply another proof that part of the labor movement in America needs to clean house itself, or the American people will clean labor's house for it.

No subterfuge or evasion can avail to cloud the issue which is: Are Members of Congress for the children of America, all of whom, Catholic, Protestant, and Jewish, are admitted to public tax-supported schools, or for a Catholic supergovernment in America?

Congress, and immediately this committee, cannot any longer ignore this challenge, of the Catholic hierarchy and its stooges in the labor movement, to the supremacy of established government in America.

A few weeks ago—I think it was in March-Coadjutor Archbishop J. Francis A. McIntyre, of New York City-I am always grateful that the Members of Congress have a brief title, Senator or Representative, it is very fortunate you do not have about 16 titles to go by-but this Coadjutor Archbishop J. Francis McIntyre, of New York, and other Catholic prelates in March issued a statement on education, and I quote:

Education is not the function of the state. Education is the function of the parent. If the statement that education is a state function is written into the law, it will permit future encroachments on the parental function of education. That is what we mean by the infiltration of Communist ideas.

That is a new conception of communism.

As to whether the Catholic schools need the money, on the first day of Lent, Pope Pius XII, the present Pope, broadcast an appeal to Catholic school children in America to help "lost" children abroad. I will not read it as it is a rather long statement, but he referred to the fact that there were about 2,000,000-what did he call it-in the elementary classes. He said, "You are more than 2,000,000 strong in the elementary classes." And then he said, "Add to your number another half million of your older brothers and sisters in the

high schools and colleges and what a mass of testimony you present to the faith of your mothers and fathers, to their spirit of self-denial and generosity in safeguarding that faith for you, their dearest treasures."

If there are only 2,000,000 children in Catholic parochial schools, it is quite obvious that less than half, considerably less than half, of the number of Catholic children, that is, children of Catholic parents, are in parochial schools. It is quite obvious, or seems so to me, that the majority of Catholic parents do not regard, as the Pope seems to, the American public school as the fount of all evil, for he says:

What a mass of testimony

talking to the children-

you present to the faith of your mothers and fathers, to their spirit of self-denial and generosity in safeguarding that faith for you, their dearest treasures.

You can never thank your parents enough for sending you to your Catholic schools.

The pope also informed American taxpayers that children in Catholic schools are well-clothed, shod, fed, and sheltered. I am glad to hear it. But if they are, there certainly does not exist any reason why Congress should use any of the small amount of money which it is going to be able to appropriate this year to help such children and the parents who are religious snobs or they would send their children to public schools. Why should we help them when there are literally hundreds of thousands, if not millions, of American children who are going short not only on educational facilities but who are not either well-clothed, fed, or housed?

We hope that this year Congress will show it is not controlled by the Catholic hierarchy; will strike out that provision of the bill which is chiefly under discussion and will proceed to turn American for a change. It would help us very much in our international relations.

A striking thing has happened in the few months since I last had the pleasure of appearing before this committee on this subject. You may recall that the Lateran Pact was made between the pope and Mussolini-the then pope, of course in 1929. Well, the Italians did not like it but the Italian constitutional convention has just renewed that Lateran Pact with the somewhat ambiguous and strange collusion of the Communist members of the assembly. We are not going into any such combination, I take it.

I said I would be brief. I have been; and I trust that you will report this bill out purged of the un-American provision which somehow or other found its way into the bill, permitting the giving of Government funds to non-Government schools.

If there are any questions I would be glad to try to answer them. Senator AIKEN. Are there any questions to be asked of Mr. Marsh. (No response.)

Mr. MARSH. I hope this signifies complete agreement.

Senator AIKEN. No one guarantees that. I would not guarantee it. Thank you, Mr. Marsh.

The next witness is Stanley Feingold, New York legislative director of the Young Progressive Citizens of America.

STATEMENT OF STANLEY FEINGOLD, NEW YORK LEGISLATIVE DIRECTOR, YOUNG PROGRESSIVE CITIZENS OF AMERICA

Mr. FEINGOLD. "Educate and inform the whole mass of the people," said Thomas Jefferson. "They are the only sure reliance of our liberties." We echo the words of Jefferson; if we mean what we say when we speak of American democracy, then we mean that every American regardless of race, color, creed, or economic status is entitled to a free, adequate, and equal opportunity for education. If we mean freedom when we say freedom, we shall extend to all Americans the freedom to know, the freedom to learn to the limit of their capacity to learn. It is precisely this freedom-a freedom from ignorance and prejudicewhich can best keep America free.

Because the people's educational needs are great we must act boldly. Because our failure to meet these needs is grave we must act promptly. Young Progressive Citizens of America urges that this committee recommend the adoption by the Congress of a just and generous program of Federal aid to education.

We are aware of the crisis in American education. Twenty million adult Americans lack education above the sixth grade, according to the National Education Association. Sixty percent of the American people over 25 years of age have not completed high school. The Harvard Committee on the Objectives of a General Education in a Free Society points out that only 60 percent of the children from middle-income families and 30 percent from low-income families graduate from high school.

Many States, and many areas within States, fail to meet their minimum needs in quantity, quality, and accessibility of educational facilities. An alarming shortage of teachers, variously estimated at from 200,000 to 500,000 teachers, denies competent instruction and guidance to millions of children of school age. One-tenth of all teachers of the United States have temporary emergency certificates, indicating their inability to meet minimum teaching standards. The present low enrollment in teachers' college-65,000-little more than one-half of the 1940 enrollment, indicates a rapid intensification of the teaching shortage. Low salaries, resulting in an actual decrease in real wages between 1939 and 1946 for public-school teachers, have helped to bring about what the National Education Association calls one of the greatest vocational migrations in our Nation's history.

The States are unprepared and unable to alleviate the crisis. The average annual expenditure in public elementary and secondary schools in 1944, according to the United States Office of Education, varied from $203 to $42 per pupil among the States. The expenditures per pupil very even more widely within the States. Sixteen States spend a greater proportion of their income than New Jersey for the support of education, yet New Jersey ranks first in expenditures per school child. The States have failed, because the Nation's income is not always earned where the Nation's children are to be educated. The States have failed, because without adequate Federal aid they cannot succeed.

Young Progressive Citizens of America therefore urges that the Congress enact a comprehensive program of Federal aid to education. We urge the reintroduction of a measure similar to S. 2499, introduṛed