For these reasons, we recommend that neither S. 2, S. 8, S. 631, S. 863, nor S. 877 be enacted. The Bureau of the Budget advises that it perceives no objection to the submission of this report to your committee. Sincerely yours, ARTHUR S. FLEMMING, Secretary. EXECUTIVE OFFICE OF THE PRESIDENT, BUREAU OF THE BUDGET, Washington, D.C., March 20, 1959. Hon. LISTER HILL, Chairman, Committee on Labor and Public Welfare, MY DEAR MR. CHAIRMAN: This is in reply to your letter of February 20, 1959, requesting the views of the Bureau of the Budget on S. 1088, a bill to authorize Federal payments to the States to assist in constructing schools. S. 1088 would authorize to be appropriated for fiscal year 1960 and for the 5 succeeding years such amounts as may be necessary for grants to the States to pay one-half of the cost of constructing public elementary and secondary school facilities. The bill provides that the appropriation would be allocated among the States on the basis of relative school-age population. The administration proposal for Federal aid for public elementary and secondary school construction, which was submitted on February 9, 1959, to the Congress for its consideration, is designed, as contrasted with S. 1088, so that Federal assistance would be allocated among the States on the basis of a formula which takes into account each State's income per school-age child and its financial effort as well as its school-age population. We believe it essential that the factors of relative financial ability and effort of the States be included in the method of allocation. Further, the absence in S. 1088 of both a specific maximum appropriation authorization and a requirement that the Federal grant be matched with State funds, as opposed to local funds, might interfere with achievement of the objectives of the bill. Without a measure of Federal assistance and encouragement of increased State support of school construction, the bill, in our view, lacks an effective definition of the nature and extent of the responsibility of the Federal Government vis-a-vis the States and local school districts. Consequently, under the terms of S. 1088 there would be a strong possibility of diminished State and local expenditures for public school construction and of Federal financial participation tending toward 50 percent of total outlays for this purpose. This result would, in our opinion, be undesirable. It should be pointed out that the administration proposal would establish a maximum Federal participation and would require a State commitment equivalent to that of the Federal Government in connection with payment of debt service on bonds issued by local school districts for construction of school facilities. We believe that the administration proposal, embodied in S. 1016, which is now before your committee, represents the most effective method, consistent with objectives which the administration deems essential to the well-being of the Nation, of providing Federal aid to school districts most in need of financial assistance. Therefore, we strongly recommend enactment of S. 1016 and recommended aaginst favorable consideration of S. 1088. Sincerely yours, PHILLIP S. HUGHES, Assistant Director for Legislative Reference. EXECUTIVE OFFICE OF THE PRESIDENT, Hon. LISTER HILL, BUREAU OF THE BUDGET, Washington, D.C., March 2, 1959. Chairman, Committee on Labor and Public Welfare, MY DEAR MR. CHAIRMAN: This is in reply to your letters of February 21, 1959, requesting the views of the Bureau of the Budget on S. 1016, a bill to authorize a 5-year program of assistance to school districts in meeting the debt service on loans for construction of urgently needed elementary or secondary public school facilities, and for other purposes, and S. 1017, a bill to assist institutions of higher education to market and retire bonds issued by them to finance the construction of college facilities. These bills are identical with draft bills submitted to the Congress for its consideration by the Departmnet of Health, Education, and Welfare on February 9, 1959. We believe that the programs of aid for construction of educational facilities that would be authorized by the bills represent the most effective methods, consistent with objectives which the administration deems essential to the well-being of the Nation, of providing such assistance. I am authorized to inform you that enactment of S. 1017 and S. 1016 would be in accord with the program of the President. Sincerely yours, PHILLIP S. HUGHES, Assistant Director for Legislative Reference. Senator COOPER. May I say first for the record that Senator Case of New Jersey, who is a member of this subcommittee, wanted very much to be present at this first meeting. He is also a member of the Senate Committee on Interstate and Foreign Commerce which is engaged this morning in marking up the airport bill, and he could not be here. He wanted to have his interest expressed by members of the committee. I would like to make just a short statement. First I want to commend the distinguished chairman of this subcommittee for his leadership in introducing S. 2, the bill I am very happy to be one of the cosponsors. He has shown always a great interest in the whole field of education, and particularly has pushed and worked for Federal aid for education. I would like to say as the ranking member of this subcommittee that I could speak for the minority side in saying that we want to examine this subject fully objectively and outside the field of politics. I can assure the chairman of this subcommittee, and all of you who are interested in this legislation and this subject, and the people of the United States, that we will do that. I think it is above politics, although in our life it is hard to consider any legislation which in some way or other does not have some political aspect. I have always supported Federal aid to education. I intend to support this bill or whatever bill comes out of this committee. I do want to say that I hope that we will consider this legislation in as nonpartisan attitude as possible, and our thoughts will be of the schools and the schoolchildren as we go ahead. I thank the chairman for his very kind remarks. Senator MCNAMARA. Mr. Chairman, I have a short statement that is somewhat repetitious after your very fine statement to which I fully subscribe. I will ask at this point that it be inserted in the record. Senator MURRAY. Very well. It will appear in the record. (The statement referred to follows:) STATEMENT BY SENATOR PAT MCNAMARA Mr. Chairman and members of the subcommittee, I am delighted to sit here this morning as we begin the development of a program which will enable the Federal Government to assume its legitimate role and responsibility in our Nation's schools. These early hearings reinforce my deep belief that this is the year in which such a program can and will be enacted. I think that you, Senator Murray, as chairman of this subcommittee, deserve the congratulations of each of us concerned with education, for the dispatch you have put forth in getting hearings underway. Senator Murray has already stated the extent of the problems facing us. And all of us are aware of the consequences that may result if we do not solve those problems. The bill which I have introduced, S. 8, would provide an emergency program to solve one of the two major problems in our school system-the shortage of classrooms. It would provide a billion dollars a year for 2 years for construction. The money would be distributed to the States according to the percentage which each State's 5 to 17 year old population represented of the national schoolage population. To insure that our school construction effort is not dissipated, the bill would require that the State's own effort must be equal to its construction average of the past 3 years, to qualify for Federal payments. Finally, the bill has been deliberately drafted to prohibit any undue intrusion of the Federal Government into local education. Let me assure everyone that I have no pride of authorship in this bill. It was introduced in the past, and has been introduced again, for the sole purpose of meeting that part of the educational crisis that is most acute-the appalling shortage of actual physical space for our students. We estimate that, with both the Federal and State effort, close to 100,000 new classrooms can be built. If we can meet just this one problem, we will be well on the way to establishing the kind of school system we must have if we are going to survive as a free and democratic people. It should be pointed out, in addition, that the enactment of this bill will enable the States to channel vital funds into the improvement of teachers' salaries. I would like to remind everyone that this bill is no stranger to the Senate. In fact, it was offered as an amendment to the National Defense Education Act last year, and it became the first Federal aid to education at the compulsory school level measure to be voted on in the Senate in 8 years. Because I realize the necessity for speedy action on Federal assistance for both construction and salaries, I have joined Senator Murray and many other Senators in cosponsorship of S. 2, the Murray-Metcalf bill. As I said at the beginning, this can and will be the year the Congress will fulfill its obligations to the Nation's schools. I join Senator Murray in the hope that the President's attitude will quickly change-so that congressional intent will not be blocked by Executive veto. I would like to add one more comment. I agree with Senator Murray that the last thing in the world we need is another study group to tell us that the school crisis is terrible. We have already had the advice and counsel of the White House Conference on Education. That illustrious convention told us the severity of the school problem-and I trust that the President was listening. These hearings and the bills that are before us are solid evidence that we know what the challenge is. We are trying to do something about that challenge. I hope that each and every witness who appears here on behalf of a Federal assistance program makes sure that his views are, in some manner, known at the White House. Senator JAVITS. Mr. Chairman, I would like to identify myself with the views expressed by my colleague, Senator Cooper, which I deeply believe is shared by our colleague, Senator Case, who as the Senator said would love to be with us, and will, as we go along. I would like to join my colleague, Senator Case, in my appreciation for the chairman's distinguished leadership in this field. Whether or not we separate on details, the fact is that Senator Murray has a legendary reputation as a great fighter for help to American education. In that respect his hand should be held up by all of us, regardless of party, and I certainly intend to do so. My only statement, Mr. Chairman, is this: In the international terms, there is not any question about the fact that we are as much concerned right now with this hearing with defense as is the Armed Services Committee. The Russians are ahead of us in a major way because they have been doing the very things we are talking about doing at this hearing today. The sooner we do them, the sooner we are going to catch up. This is just as sure as missile building. I think that this struggle with the Russians is going to take a lot longer than just the duration of the time it takes us to catch up in weapons of war. It is going to be in a lot more areas, cultural and economic, and in terms of leadership, as well as in terms of defense. Mr. Chairman, I believe that we have a real problem with the Congress, and we have a real problem with the Congress in terms of a measured effort which the country will support. It is for that reason, and not because I have any difference in policy with the chairman, that I have offered a bill which endeavors to do a number of things: One, it has a limited period of time, 5 years, because we ought to survey the situation at the end of that time. Two, it separates the amount which is provided for school construction, which is absolutely essential, and the amount needed to supplement teachers' salaries, which I think is equally essential. I wish to emphasize this. I think it is just as essential to have available money to supplement teachers' salaries as to build classrooms. My bill provides $900 million in a stepped up program for a period of 5 years. Also, I think we have to pay serious attention, and I hope the witnesses will address themselves to it, as to the index of school effort, which is a way of determining whether the States and municipalities are doing their full share in taxing themselves with as much sacrifice as my own Governor Rockefeller is proposing-and I am with him in that that the people of the State of New York be taxed for these essential problems of schools. Finally, Mr. Chairman, I hope we will give very serious consideration to not rewarding areas which have closed their schools to avoid the mandate of the Supreme Court on desegregation, but that we will have some formula which will provide if you close your school, you don't get that proportion of the Federal aid represented by your closed school. Mr. Chairman, again your leadership is one of the inspirations of a new member of this committee in this field, and I feel it a great privilege to be on this subcommittee. Senator MURRAY. Thank you, Senator, for your very kind remarks. I also thank Senator Cooper. I think you have made a very fine. contribution to the hearing already by your remarks. Are there any other comments or questions by any other Senators? If not, we will proceed with the testimony, Miss Stout. TESTIMONY OF DR. RUTH STOUT, PRESIDENT, NATIONAL Dr. STOUT. Thank you, Mr. Chairman and members of the committee. I am Ruth A. Stout, Topeka, Kans., president of the National Education Association. I would like permission, Mr. Chairman, to introduce the full testimony in the record and read only parts of it, and comment on it at this time. I shall welcome interruptions and questions at any time you wish. Senator MURRAY. Very well. (The statement referred to follows:) STATEMENT OF THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, PRESENTED BY RUTH A. STOUT, PRESIDENT, NATIONAL EDUCATION ASSOCIATION, WASHINGTON, D.C. Mr. Chairman and members of the committee, one of the most important and fundamental problems facing our Nation today is the provision of adequate financial support for our public schools. The solutions to this crucial problem do not come easily. The action this committee and the Congress take on this vital problem will affect, either for better or for worse, the fiber of our people, the strength of our Nation, and the destiny of the free world. I. NATIONAL NEED FOR EDUCATION We cannot long endure as a democratic, free, and responsible people without adequate systems of free public schools. Freedom has no permanent defense against totalitarianism except the inquiring, logical, and courageous minds of educated people. The public schools provide the major means for the maturation of a people dedicated to the fundamental principles of a free society and equipped to foster that society. It should be obvious to all of us that our survival depends upon high quality education for all American youth. It should be equally obvious that the three levels of Government have a shared responsibility for financing the public school systems to provide this quality education. Not only must the educational systems in a democracy provide the means for each individual to develop his incentive and ability in order to achieve to his maximum capacity; in addition, the citizens of our Nation are entitled to an education which preserves respect for the individual and prepares him to live with and respect others like him or different from him. It becomes increasingly clear that the present world struggle for survival is a war for the minds of men. The youth-future citizens of our Nation-must be equipped with the knowledge, attitudes, and reasoning ability adequate to successful termination of this prolonged struggle. Otherwise, no manner of military might can save us from submission to totalitarianism and the ultimate destruction of any kind of existence worth living for. Essential as military strength may be, it is no substitute for mental and moral fiber. We cannot afford either having only half the people educated or all the people half educated. The people of our Nation may well now be at the stage of which Pope warned-"a little learning is a dangerous thing." We must hasten to provide opportunity for everyone to "drink deep" of learning so that his judgments will be reasoned conclusions that can result in constructive action; otherwise, his conclusions may be merely in response to mass hysteria or emotionalism devoid of reason, or may be based on half-truths and overgeneralizations that result only in compounding error. Mr. Chairman and members of the committee, I would remind you that the present cold war struggle is more than an arms race. Immediate concern in our race to maintain respectable status on this planet and in outer space must not obscure our long-range concern that we maintain a steady flow of educated citizens ever better prepared to cope with increasingly complex problems in our Nation and in the world. The smallest defensible community has become the Nation. The vast networks of communication and transportation have dispelled the isolation of even the remotest settlements within our Nation, with the result that our population is extremely mobile, and whatever happens in one spot in the Nation may affect every other part of the Nation within 15 minutes. The free flow of goods, services, and people results in continuous clustering of wealth in certain areas, and clustering of people also the clusters of wealth and of people frequently not being in the same places. It is to be expected, therefore, that the National Government has become the major collector of taxes. The ability of the schools to develop the potential abilities of youth wherever they live is often restricted by artificially imposed financial limitations. Our National Government must take responsibility among State and local governments for removing these restrictions. It is the joint responsibility of local, State, and Federal Government to see that all American children are given every reasonable opportunity to reach maturity with full educational equipment to deal with the great problems that face our Nation and the world now and for the future. |