is a difficult problem, and has to be settled by long, persistent research. In order to prepare the way for a reliable procedure, we prepared this circular about the scientific method after consultation with about 100 of the leading and most successful research people in the natural sciences-we covered the whole country by mail-and corresponded with some foreign persons.

In research there are four specific operations that have to be gone through. The first is the gathering of the data.

The second is the classifying and organizing of that data.

The third is the generalization; and generalization counts for nothing at all unless you go to the fourth operation which is verification. In all true research you come out to a conclusion which is proved to be true. That takes you out of the field of uncertainty. This outline of the scientific method is the basis of researches in the Department of Agriculture, or the Bureau of Standards, in universities, etc.

What we want to achieve is an educational system which is based on scientific research made under the Bureau of Education or in a department of education. We want opportunity for thorough, complete research work on educational problems. We can better the education of the country enormously by complete educational researches that result in verified generalizations—that is, in methods which have been proved to get results. We have spent on this research on character education in the schools about $125,000 from private sources, and out of that 10-year research has come what is called the "Five-Point Plan.”

Here is a pamphlet from the State of Nebraska [indicating]. Last spring, about a year ago, the Legislature of the State of Nebraska passed a law requiring character education in all the schools, public, private, and parochial, and the State superintendent was under obligation to prepare the plans for use in these schools. It happened that we had evolved this "Five-point plan" just about the time this law was passed. Therefore, when State Superintendent Taylor appointed a committee to gather plans from the whole countryfrom Boston, New York, and so forth-the State committee also found available this "Five-point plan," which had resulted from our $125,000 researches. In this Nebraska pamphlet you will find the product of our researches incorporated.

The CHAIRMAN. Pardon me, Doctor; for the purpose of the record you might just read the title so that we may know how to get it. Doctor FAIRCHILD. The title is "State of Nebraska; Department of Public Instruction; Study in Character Education; Charles M. Taylor, State Superintendent."

The CHAIRMAN. When was that published?

Doctor FAIRCHILD. About six months ago.

The CHAIRMAN. There is no other report like it?

Doctor FAIRCHILD. No; there will be no difficulty in getting it. The point is this, that by introducing into the Government work for education this complete research of solving education problems, the Federal Government would make contributions to the State departments of education in all the States. It is not necessary to solve a problem that is common to all the States, 48 of them, by research done 48 times, once in each State, It is necessary only to solve it once, by the Federal Government. You can solve it better by Federal

Government research on the problem in cooperation with the State governments.

We organized this character education institution about 10 years ago. A gentleman living in Buffalo who saw the necessity of character education in the schools cooperated with the educators. His name was Spencer Kellogg. He gave $100,000 and after his death his widow contributed $50,000 to our work. We used the funds with very great care, and we got up this scientific method outline as a guide in our research to be sure we made a thorough, dependable research.

At the time we had eventuated to the point where we had a plan for character education, this law was passed in Nebraska and these results were available. These results have been used also in Boston.

We spent $30,000 on a children's morality code, to express what intelligent public opinion throughout the whole Nation believes ought to be taught to children.

We have verified that children's morality code in France. Our institution is in collaboration with the French Minister of Education, and this morality code is now published in French, and is distributed throughout France under the auspices of the French Minister of Education. It is also used in a Spanish edition in the schools of Mexico.

I submit that that sort of complete research work can not be done in any other way than under the organization of the Federal government, if it is to be of benefit to all of the States equally. It will not involve control at all except as you get control from having the facts just right, from having their research conclusive

In this bill (H. R. 7) is section 10, which I happen to have originated. The reason for section 10 is this, you have these independent chief authorities, the State superintendents of education who have complete authority in their states. They are the last court of resort in the decision of all practical matters in the schools. These State departments have their state boards of education which are the ultimate control over matters of education in the United States.

Now, the State superintendents have no scheme, no plan, no opportunity for consultive work together. We have 48 independent departments of education. We ought to create a council which would draw together these leaders in the 48 States, and give them a chance to consult together about what should be done in their own States. This might be arranged under the Bureau of Education but if we had a department of education and a secretary, it might possibly be done better. But if we had this consultative council, the problems that are really vital to all the States could come up in that council, and the results of Federal research work could be contributed, and the educational authority in each State could take these findings back to the States and utilize them there, because those who are in the consultative council have power. This Federal council is the only way we can get into a common center real power for leadership over American schools. No such power can be given to a secretary of education. He will not have an iota of power over the State leadership in the schools. All he can do will be to make the researches, distribute the results throughout the nation, arrange cooperation with foreign nations as to research, and so on. But with this council he would have opportunity to consult with those who have power in the States.

They might not agree with him all together, one might go one way and another go another way, but they would have consultation as to what the results of research meant, and they would have the means of distribution of research results to their own States. Thank you very much.

Mr. LEATHERWOOD. I wanted to ask you just one question. Do you advocate the adolescent instruction outlined here [indicating pamphlet page 67]?

Doctor FAIRCHILD. That was not taken from the results of our research. That part was produced by the committee in Nebraska. Mr. LEATHERWOOD. Do you think it should have a place in the public schools?

Doctor FAIRCHILD. It would be merely a matter of opinion on my part. We are trying to get out of the range of "opinionism," and into generalizations verified by research.

Doctor DAVIDSON. I would like to say a word about the last speaker to whom you have listened. His father was president of the State Agricultural College of Kansas, the institution from which the present Secretary of Agriculture comes. He has been an outstanding advocate of the type of work which he has just presented to

you.

I thank you for the courteous manner in which you have received all our representatives during the past two days, and wish to say that we shall remember with pleasure and satisfaction the gracious way in which you have listened to us.

The CHAIRMAN. Thank you, sir. The committee will now stand adjourned until 10.30 o'clock to-morrow morning, at which time those opposed to the bill will have the floor.

(The papers submitted for the record by Doctor Davidson are here printed in the record as follows:)

Doctor DAVIDSON. I should like to file at this time statements from the following officers of national organizations supporting the movement for the creation of a Federal department of education with a secretary in the President's Cabinet:

Dr. Hugh S. Magill, general secretary, International Council of Religious Education, Chicago, Ill. .

Miss Belle Sherwin, president, National League of Women Voters, Washington, D. C.

Dr. Bradley Martin, president, National Kindergarten Association, New York, N. Y.

Miss Inez Bender, past national president, National Woman's Relief Corps, Decatur, Ill.

Miss Jenette Hubbard Bolles, past president, Osteopathic Women's National Association, Denver, Colo.

Mr. John Noyes, national secretary and legislative agent, National Council Junior Order of United American Mechanics of the United States of North America, Washington, D. C.

Dr. W. L. Darby, Washington secretary, Federal Council of Churches of Christ in America, Washington, D. C.

Mr. A. Catsonis, secretary, American Hellenic Education Progressive Association, Washington, D. C.

Dr. Mary Woolley, president, American Association of University Women, South Hadley, Mass.

Mrs. Ella A. Boole, president, National Woman's Christian Temperance Union, Brooklyn, N. Y.

Mrs. Harry Emerson Fosdick, chairman, Emergency Executive Committee, National Board, Young Womens Christian Association, New York City.

STATEMENT OF HUGH S. MAGILL, GENERAL SECRETARY, THE INTERNATIONAL COUNCIL OF RELIGIOUS EDUCATION, CHICAGO, ILL.

One of the six basic and essential principles for which our Federal Government was established, as set forth in the preamble of the Constitution, is "to promote the general welfare." In the accomplishment of this purpose the Federal Government has engaged in many undertakings conducive to the welfare of the entire Nation without encroaching upon the rights and responsibilities of the States. The Department of Agriculture, the Department of Commerce, and the Department of Labor each with a Secretary in the President's Cabinet, has for its prime purpose the promotion of the general welfare rather than the administration of federal control over the particular interests which these departments represent. Certainly nothing is more important to the general welfare of our country as a whole than an educated, intelligent citizenry. For this reason the Federal Government should lend its influence to the promotion of the general welfare of the Nation through the encouragement and development of the highest and best in education. To accomplish this purpose, which is undoubtedly not of secondary importance as compared with other needs, there should be a department of education under the leadership of a secretary ranking with the other secretaries of the President's Cabinet.

Education is a matter of such supreme importance that it cannot be adequately or fairly represented by a bureau in the Department of the Interior. The public welfare demands that education shall be given dignified and exalted recognition in our Federal Government comparable to that which is now accorded to material interests which, however important, can not be ranked above the education of the millions of children who will be the future citizens of our country.

STATEMENT OF MISS BELLE SHERWIN, PRESIDENT OF THE NATIONAL LEAGUE OF WOMEN VOTERS, WASHINGTON, D. C.

The National League of Woman Voters in its convention has adopted as a part of its program of work support of the principle that there should be a department of education in the Federal Government with its head a member of the President's Cabinet. The league has taken this position believing that the creation of such a depart- ment will make it possible for very careful educational research to be carried on, the results of which would be of great value to State and local school officials all over the country.

The league believes that it would be in the interest of economy and efficiency for the educational activities in the Federal Government to be coordinated. The creation of a department of education would make that possible.

H. R. 7 embodies the principle which the league supports, and I therefore want to express our approval of the measure and our hope that it may receive a favorable report from your committee.

STATEMENT OF BRADLEY MARTIN, PRESIDENT, NATIONAL KINDERGARTEN AssoCIATION, NEW YORK, N. Y.

and arts to every

It has been said of us, that we apply the rules of the sciences problem except the all-important the rearing of our children. It is indeed time that education had a secretary in our President's Cabinet to search out and to elucidate the best methods for the conservation of youth. When this hope is realized, the fourth and fifth years so rich in possibilities and so recklessly disregarded with respect to so large a proportion of our people will have better chance of a fair recognition.

STATEMENT OF INEZ BENDER, PAST NATIONAL PRESIDENT, NATIONAL WOMAN'S RELIEF CORPS, DECATUR, ILL.

The 222,000 members of the Woman's Relief Corps are greatly interested in the passage of the education bill.

A patriotic organization we recognize the value of a well educated and informed citizenry, for the benefit of our Nation to-day and for to-morrow.

We believe the creation of a department of education with a secretary in the Cabinet will provide the means for higher and fuller development of education. We believe the obligation of the Government toward education is as vital and

as integral as it is toward any other department, and the creation of this department will provide the stimulus for our several States to do greater and better work in this line.

We trust you will add the weight of this organization and its individual members to the above end, as our national conventions have stood and will stand squarely for the measure.

STATEMENT OF JENETTE HUBBARD BOLLES, OSTEOPATHIC WOMEN'S NATIONAL ASSOCIATION, DENVER, COLO.

On behalf of the Osteopathic Women's National Association, I wish to state that we individually and collectively are strongly in favor of the education bill. We believe the creation of a department of education with a secretary in the President's Cabinet will do much toward coordinating and standardizing and dignifying educational activities of our country; and that the moneys appropriated for this work could be much more efficiently administered than is possible under the present régime.

With best wishes for the success of this measure and with greetings to Senator Curtis from a Kansas University alumna.

STATEMENT OF DR. W. L. DARBY, WASHINGTON SECRETARY OF THE FEDERAL COUNCIL OF CHURCHES OF CHRIST IN AMERICA

There are five cogent reasons why the present bill to create a department of education with a secretary in the President's Cabinet should be passed by both Houses of Congress at the present session:

1. The purposes to be gained by this bill are in harmony with the plans of the Federal Government from the early days of the Republic until now. There has been a steady development through many varied phases from that time to the present. No radical departure is now proposed, but instead an arrangement which will only carry still further toward its proper goal the educational ideal of all these generations past.

2. The importance of its field of operation fully supports this proposal. If we have for the promotion of our general welfare Departments of Agriculture, Commerce, and Labor, should not a similar department of education take its place beside them? No one can reasonably object to the creation or the continuance of these three activities named. The matter of education is involved however, in all of them, so that the four phases of our national life are intimately and continuously related. While we have been glad to possess a bureau and are grateful for its achievements, the field is so broad and the need so great that the only adequate answer to existing demands is to be found in the organization of a department which will take its place beside the great groups already at work in national affairs.

3. Both efficiency and economy will be effected by the passage of this bill. The former, because there will be brought together agencies, now scattered, under a common head, so that an adequate and well-rounded program will then be possible, as this has never been before. The latter, because from this center, with the wise leadership then possible advice and assistance can be given which will save many millions of dollars in the erection of buildings and the purchase of equipment. Much waste will be eliminated through the wider distribution of

knowledge.

4. Our country needs an agency in education whose business it is to learn, record, correlate, and interpret information gained by a nation-wide study. This bill proposes such a fact-finding objective. It will also put at the disposal of other departments for their use such knowledge as may be gained. Its researches and investigations made possible by the appropriation will aid enormously the school systems of our cities and States throughout the entire Union.

5. This bill does not interfere with private or parochial schools; nor does it centralize education in the control of the Federal Government. Just the contrary is true, as should be the case. A study of the bill will quickly show that the organizations supporting it are not only numerous, but comprise very many of the foremost groups in our national life. A mere perusal of their names will indicate the fact that few bills have ever had such support as is given this one. Federal Council of the Churches of Christ in America is glad to be one of that number, and join with the others named in the request that through the proper committees, the education bill shall be pressed for passage. Your assistance in securing that most desirable end will have our deep appreciation.

The