STATEMENT OF GEORGE M. FORD, STATE SUPERINTENDENT OF FREE SCHOOLS, WEST VIRGINIA

I have read the Curtis-Reed education bill very carefully. I note that the grounds upon which I made objections in the past have been removed, and I see no reason why I should not support the proposal in its present form.

I know of no constitutional or other legal provision in the statutes of the United States which would prevent a department of education, under a secretary, functioning along the lines laid down. Such a department properly organized and properly conducted could be of very great assistance to the States in investigation and research, and in providing the States with assistance of experts along all lines of educational endeavor.

I am very glad indeed to say, therefore, that I am now able to join you in your effort to secure the passage of this measure.

STATEMENT OF KATHERINE A. MORTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, WYOMING

National department of education will mean more rapid advance in all lines of educational achievement and more nearly perfect understanding on the part of the people of educational needs.

The provision for a national council of State superintendents representing the States, should remove the fear expressed in some quarters that the proposed Federal department of education would encroach on the rights of the States in controlling the education of their children.

STATEMENT OF ARTHUR E. LINDBOrg, DepartmenT OF EDUCATION, ST. THOMAS, VIRGIN ISLANDS

Although the Virgin Islands are small in size, and 1,400 miles from New York Harbor, I hope that we may participate to the full in assisting to create a department of education, headed by a secretary in the President's Cabinet.

STATEMENT BY B. A. FOWLER, COUNTY SUPERINTENDENT OF Schools, Ogden,

UTAH

I was pleased to learn that the education bill known as the Curtis-Reed bill is receiving more and favorable attention by the leading educators, editors and legislators throughout the country, as it deserves to receive. Certainly we can hope for success for a measure so liberal and eminently fair to all concerned. Possibly there are still a few who try to create an artificial scare defence and would make out that it will take away the rights of the States to control and administer their own school systems. They have not become familiar with the terms of the proposed measure, if they contend this. Most of the district and city superintendents would be unalterably opposed to such a measure. notice that these officials seem to be strongly for it, as far as I can observe. That is true in Utah and other Western States, to a great extent.

But I

Again, I feel that this is a wise and beneficial piece of legislation that school men will readily indorse, because it provides for coordinating and unifying the work of the Federal Government in its efforts to give education the same national significance as commerce has, or labor or other phase of national welfare. It provides for the establishment of modern improvement procedure such as research and surveys. Methods of this kind are regularly being employed by large business concerns to the splendid advancement of such companies. The General Electric and General Motors are foremost in their fields because they spend a definite and legitimate sum each year to study and find better methods of producing their product, and to eliminate waste or duplication. Good school systems should do the same. But should every individual school system spend money in research when a great efficient central body could do this for all the thousands of school systems of the United States? Any one can see immediately the enormous saving and the great benefit it would bring to have a depart

ment of education that could set to work a well-trained corps of experts to do research and avoid duplication-and what is even more important, give us a decidedly finer and more comprehensive study for the improvement of our various schools. This feature, if no other, should commend it to all those desiring the advancement of education as one of our leading social institutions.

[Telegram from E. J. Holsinger, president, Tucson Teachers Association, Tucson, Ariz.]

Tucson Teachers' Association unanimously urges favorable action on CurtisReed education bill.

STATEMENT OF UEL W. LAMKIN, PRESIDENT, NORTHWEST MISSOURI STATE TEACHERS COLLEGE, MARYVILLE, Mo.

The Congress is interested in the efficient organization and economical administration of all work undertaken by the Federal Government. The CurtisReed bill does not inaugurate a policy of Federal interest in or Federal grants to education. Scattered throughout the various departments and in independent bureaus are to be found divisions and agencies which have to do with public education. Bureaucracy is not fostered by putting all such into one department of the Government, of equal rank with other departments, under a head responsible directly to the President, but it is furthered by the continued development of many separate agencies each dealing with the same subjects, each jealous of the growth and prosperity of similar agencies, and each encroaching on other fields than their own in order that more employees may be retained and that more prestige may be secured. To group all such under a secretary who is responsible for the efficient operation of his department would make for efficiency and economy in Government service.

The Curtis-Reed bill does not give control of public education to the Federal Government. The wide range of standards maintained and the many differences in instruction, supervision, and administration which prevail throughout the country-even in educational projects which receive Federal subsidies-is evidence that the National Government does not seek control of education in the States. In instances where the Government cooperates with the States in certain phases of education the States, following certain general principles, initiate, develop, revise, and carry out their plans within their own States. These plans differ from each other as much as the need of the children of the several States differ from each other.

Public money whether spent by the State or the National Government comes from the same source. The several States are constantly making, independent of each other, investigations of the same subjects, using the same materials, and seeking the same information. One outstanding reliable agency could act for all and the cost of such research would not be multiplied by the number which represents the number of States undertaking it. But those responsible for education within the several States will not entrust their research problems to a minor bureau of the National Government, a bureau which is under supported and undermanned, regardless of the ability of the man who may be at its head. Corporations engaged in the same business join in seeking a solution of a common problem. For the Federal Government to undertake to find the facts and put its findings in the hands of responsible authorities in the several States would increase the amount and diminish the aggregate cost of educational research. Considered from the standpoint of the amount of money invested, the annual expenditure, the number of persons affected, or the ultimate effect on the country, education is by far the Nation's greatest industry. It should be represented at the council table of the President. To say that to do so would take our schools into politics is to be unmindful of experience. The chief officers of many State school systems are appointed, and rank with other executive officers of the State. Efficiency and educational leadership are essential to appointment. Such State school systems are not political machines, though such school officers have vastly more authority over local school affairs than a secretary of education would have over State matters. Those who know practical politics will agree with those who know the character of men who have been or who will be elected President in the conclusion that no person other than an outstanding figure in the field of education would ever be considered for a secretary of education.

STATEMENT OF BRIDGET CAULFIELD PEIXOTTO, PUBLIC-SCHOOL TEACHER, NEW YORK CITY

The passing of the proposed bill to create a department of education will be the most truly constructive act performed by our Congress during this century. Such a department is of utmost importance, because it will deal with the training and development of the human family. It aims, not to bring every child into the public school, but to bring the public school to every child who has not another avenue to literacy.

It aims through research and publicity to promote economical administration, to improve curricula and methodology, to establish standards for the fitting of curricula to community requirements, to broadcast to the country the findings and excellence of local experimentation.

It will thus establish economical standardization in all phases of the educational field, upon which States or communities may draw, as control or measure for the evaluating of their own achievements.

Also it should provide expert agency, to advise, upon call, on educational procedure, thus eliminating, or at least reducing the human and pecuniary waste of "hit or miss" experiment.

That work which deals with the study of and the training of the nation's citizenry deserves the dignity of a place among the departments of the National Government.

STATEMENT OF KATHERINE D. BLAKE, NEW YORK CITY

The need is imperative for a secretary of education in the Cabinet of the President, with a department at his command. At present the Federal Government is carrying on intensive scientific investigations in every field of human activity except in education. There prolonged research is well nigh impossible because of the niggardly appropriations granted to our United States Commissioner of Education, although all honor to Doctor Tigert, they are larger than ever before. He does not even have under his supervision all the sporadic efforts at education carried on by the Government. We have a Commissioner of Education who is a subordinate of the Secretary of the Interior, and must have all his acts approved by that official, who is burdened with the care of all the industries of Alaska, who is responsible if the reindeer are not properly cared for, and if the canneries are not successful, etc. Yet free education is what placed America in the front rank of the nations of the world. Is it not absurd? When will the people of America wake up to this ridiculous condition of affairs and change it? Scientists tell us that fear is the foundation of all our evil actions; that the criminal is above all, or perhaps I should say, under all a coward. United States Attorney Tuttle says "The annual cost of crime, both direct and indirect, in the United States is $10,000,000,000. If the cost could be applied to education it would build three $10,000,000 universities a day, indefinitely." Yet we spend nothing to study how to train little children in courage. Emerson says "He has

not learned the lesson of life who does not every day surmount a fear.'

It is fear, unreasoning fear that each year prevents us from success in passing the bill adding a Secretary of Education to the Cabinet of the President with all the educational work of the Government under his care, and the ability to conduct the important research work of the Government under his care, and the ability to conduct the important research that is now carried on only by benefit of private funds. Various bogies are shown to the different interests that can be marshaled against the bill-religious prejudice, both Protestant and Catholic, political prestige, and the potent fear of those in the departments in Washington that they may lose their present jobs, or, since teachers' salaries are always low, if transferred to the care of education, their salaries may be standardized, which usually means lowered.

The business of all the teachers in this country is to make their wishes known and to show the parents of their pupils that fear is at the root of the objections, and that the objections are very unreal and foolish. When the teachers of this land present a united front the bill will become a law-and not till then.

It would be possible to pass the bill at the coming session of Congress, but the Washington office of the National Education Association can not do it unaided, though they have done herculean work thus far. It means a long pull, and a strong pull, and above all a pull all together. Let everyone who reads this approach the Congressman of the district at once, and both the Senators from the State, particularly the one who will soon need reelection. Remind your

Representative that, as his title shows, it is his duty to represent you, and that you expect him to do it. He will, if you are really in earnest about it.

STATEMENT OF L. A. WHITE, SUPERINTENDENT, CITY SCHOOLS, MINOT, N. DAK.

I believe that a department of education of the nature proposed by the present education bill would further the interests of the boys and girls of America more rapidly than they can be obtained without such a department..

While there is nowadays much talk of "research," a very great deal of it is mere duplication of work that is done elsewhere, and much of it is only sporadic in nature. Until there is a centralizing agency that can organize research and investigation and concentrate for definite impacts along specific lines until conclusions are reached-until such time, no great influence for improvement need be expected.

It is my impression that every city-school superintendent who, himself, has tried to develop any investigation work will realize the marked difficulties involved and the relative littleness of his own ventures, and be even then more keen for a bureau of research of the proportions proposed in the new education bill.

I can not see how such investigation can in the least infringe upon any individual work that any school might care to continue, but I can see how carefully and scientifically developed investigations could be of marked value to every school system in America that cared to avail itself of them.

I have yet to find any school executive in this part of the country who is not favorably disposed toward the bill.

STATEMENT OF THOMAS P. PACKARD, SUPERINTENDENT, HOULTON-LITTLETONHAMMOND SCHOOL UNION, MAINE

As a superintendent of a school union in Aroostook County, Me., where for several years teachers have maintained 100 per cent membership in the National Education Association, it gives me pleasure to indorse without reservation the education bill.

Since we represent a section of the United States which specializes in agricultural rather than industrial pursuits, we are distinctly rural and as such, we are vitally interested in a research department of education.

Will you please extend to Senator Charles Curtis, of Kansas, and Congressman Daniel Alden Reed, of New York, our appreciation for their efforts in behalf of education?

STATEMENT OF V. L. ROY, PRESIDENT STATE NORMAL COLLEGE, NATCHITOCHES, LA.

The education bill, which provides for the establishment of a department of education with a secretary in the President's Cabinet, was unanimously indorsed by the Louisiana Teachers' Association at the annual convention held in Baton Rouge, La., in November, 1925. This association has a membership of nearly 9,000 teachers, which represents an enrollment of more than 98 per cent of the public school teachers.

The two big straw men that have been set up by the opponents of the bill merely to be shot at, are that the Curtis-Reed bill will gradually lead to the taking away by the National Government of the educational control now vested in the States; and that the bill will be an entering wedge for big educational appropriations in the future. We know these two scarecrows for what they are, and we Louisiana teachers refuse to be stampeded by them.

STATEMENT OF FLORENCE HALE, STATE SUPERVISOR OF RURAL SCHOOLS,

MAINE

The new education bill, S. 1584 and H. R. 7, is a very essential step in the right direction, in my mind. First of all, the States with a big rural problem are facing the difficulty of securing and holding trained teachers and professional superintendents of schools. This situation exists because of the many

openings for professional people in other lines of work which pay larger salaries and which have a more respected standing in the eyes of the world. I believe that a department of education in the President's Čabinet would help to solve the latter difficulty in that it would give education a respected standing along with the Departments of Commerce, Agriculture, etc. While some are attracted wholly by money, yet there are still a great many young men and women of high ideals who would not consider the money inducement so much if they felt that education was recognized as an important matter and if its representatives had their place in the councils of men when real practical problems were under discussion.

Especially would this department with its research facilities do much for our rural States. Very few such States have any facilities for getting together this sort of material which is as necessary to a progressive school system as similar work in the profession of law or in the profession of medicine is of pressing importance to those professions. It is discouraging for educators to observe, for example, the vast opportunities for research that the United States Department of Agriculture offers to improve crops, pigs, etc., and then see no provision made for the improving of the human element. All these improvements of a material nature may be even pernicious if at the same time the men and women who are thus made more prosperous by them are not likewise improved along the lines of character and education.

The time is near at hand in this country when rural people are not going to be satisfied without some facilities for their children of a more profound character than now prevails. They have seen how these big departments can improve life in its commercial aspects and this has been an education to them in catching a glimpse of a similar need if indeed the country child is to have a chance equal to that of the city student, particularly when the country parent is paying his share of the taxes which have made it possible for these great, useful departments in all these other lines to be maintained. It is not difficult for imagination to picture the possible pernicious result if this were not true-if through this overemphasis on material things a national idea should at length prevail that the chief thing in life is to get material profit and that any money expended on things of the soul or of the intellect-beyond the actual requirement to earn much money-is only a side issue. A department of education in the Cabinet would do much to create respect, therefore, for education. The resultant facilities for research would be a source to all our rural States of the wherewithal to make our children as ambitious and strong as we are at the present moment laboring to make our agricultural and commercial enterprises.

Statement of CHARLES M. FISHER, SUPERINTendent of SchOOLS, MIAMI, FLA.

1. The provisions of the bill as it was presented to Congress are fair to the cause of public education in comparison with agriculture, commerce, and labor. 2. The bill safeguards the control of public education by the several States and in no way can interfere with or dictate to the States in regard to education policies or administration.

3. The department will be better able to assemble scientific data concerning education and disseminate it to the schools of the Nation than can be done by a bureau of another department which has many other governmental activities to engage its attention.

4. There is no Federal financial aid involved. The appropriation provided by the bill is relatively small and is only for the maintenance of the research work of the department of education.

STATEMENT OF H. C. MINNICH, DEAN, MIAMI UNIVERSITY, Oxford, OHIO

The creation of a department of education by Congress will not only insure the most statesmanlike administration of education by the several States, but will also bring to the President's Cabinet the constructive and creative agencies of the Government alongside the defensive and economic agencies of the Government. It will give the National Government a just perspective of public education. It will necessitate the appointment of a Cabinet member of the broadest views on other public questions as well as that of education. It will establish educational movements and educational experimentation upon nation-wide needs.