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Facts Forum News, Vol. 4, No. 2, February 1955
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Facts Forum. Facts Forum News, Vol. 4, No. 2, February 1955 - File 020. 1955-02. University of Houston Libraries. University of Houston Digital Library. Web. September 25, 2020. https://digital.lib.uh.edu/collection/1352973/item/1189/show/1139.

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

Facts Forum. (1955-02). Facts Forum News, Vol. 4, No. 2, February 1955 - File 020. Facts Forum News, 1955-1956. University of Houston Libraries. Retrieved from https://digital.lib.uh.edu/collection/1352973/item/1189/show/1139

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

Facts Forum, Facts Forum News, Vol. 4, No. 2, February 1955 - File 020, 1955-02, Facts Forum News, 1955-1956, University of Houston Libraries, accessed September 25, 2020, https://digital.lib.uh.edu/collection/1352973/item/1189/show/1139.

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

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Title Facts Forum News, Vol. 4, No. 2, February 1955
Series Title Facts Forum News
Creator
  • Facts Forum
Contributor
  • Evans, Medford
Publisher Facts Forum
Date February 1955
Language eng
Subject
  • Anti-communist movements
  • Conservatism
  • Politics and government
  • Hunt, H. L.
Place
  • Dallas, Texas
Genre
  • journals (periodicals)
Type
  • Text
Identifier AP2.F146 v. 4 1955; OCLC: 1352973
Collection
  • University of Houston Libraries
  • Facts Forum News
Rights No Copyright - United States
Item Description
Title File 020
Transcript prosperous states in the Union, you ought to see the list of Texas school systems which have had, are getting, or want federal aid. That list is as long as vour arm. THE PEOPLE PAY Where does the federal government get its money? From the people in the individual states. Why should the people of Florida pay money into the federal treasury in Washington in order to get a small portion of it back for helping to finance their local schools? And a small portion is all they ever get back, because a very heavy percentage of all the money vou send into Washington has to be spent to maintain the frightfully expensive machinery of administration. Isn't federal aid to education designed to help the less prosperous states in order to standardize and equalize educational opportunities for all the children in the nation?10 That's what the proponents of federal aid to education say, because it gives them a good talking point with the- ing that private schools are bad because they keep all children from getting the same kind of education. The idea of Dr. Conant, as of the National Education Association, seems to be that all our children should be forced to go to the same kind of schools, use the same kind of buildings, read the same kind of books, have the same kind of teachers, eat the same kind of lunches, think the same kind of thoughts, play the same kind of games, until they arrive ultimately at the same kind of sameness which characterizes the state-indoctrinated youth of the Communist countries.11 The leveling argument of federal aid to education proposals also makes an appeal to the envy and natural greed of some people. There are folks in Mississippi who rejoice at the idea of getting for their public schools federal money which was taxed out of the pockets of those Yankees in Pennsylvania. And there are, no doubt, people in Oregon who like to feel that some of the mom \ they're getting from the federal govern- —Wide World Photo Dr. James B. Conant (at right], U. S. High Commissioner for Germany, shakes hands with Dr. Edwin Fels, Dean of the Mathematical Science Faculty, after receiving an honorary degree of Doctor of Science from West Berlin's Free University. It was the forty-fourth degree received by Dr. Conant, former president of Harvard University. Socialists, welfare-staters, and miscellaneous do-gooders who believe in leveling off and standardizing—who think of the problems of educating infinitely various human beings in the same way that they think of raising a fine, uniform herd of white-faced cattle: such people, for example, as Dr. James Conant, formerly president of Harvard and presently America's High Commissioner in Germany—Dr. Conant, one power behind the scenes in the National Citizens Commission for the Public Schools and the cherished darling of the National Education Asso- cation and of all the other similar organizations, such as the national PTA, which have become fronts for nationalizing education in the United States.11 Dr. Conant has publicly decried the continued existence of private schools, say- Page 18 ment comes out of the coffers of the oil millionaires in Oklahoma. But the political promises to tax the richer states in order to provide better schools for the poor states turn out in the end to be a lie. like all similar soak-the-rich promises of Socialists and vote-buying politicians. In the end, Alabama, California. \cu York, Maine, and Utah--every one of the forty-eight states—pay more into the federal treasury because of federal aid to education than they ever get back as aid to education—just as thev pav more into the federal coffers in gasoline taxes than they get back in federal funds for roads.1" SUBSIDIES BRING CONTROLS Moreover, and more importantly: it is both false and foolish to say that the , the fedjB eserve 9 oks.13 i' hit of M federal government can subsidize a] activity — whether it be farming, ship ping, or schooling--that it doe also control. There is not a school -*' tern or college in the land that can ■ a subsidy or contract from the feder* government unless it complies with "? notions of the administration in W ■''' ington about segregation, loyalty, anal on. If the federal government money to help pay the salaries of n '' ers, the federal government is goingl have the final authority in the selectll of teachers. If the federal governnrS gives money to buy books, the fed*»J government is going to reserve authority to approve the bool But if we just have a little eral aid to education, just e smooth out the rough spots, can I "' avoid the extent of federal control l"1! might be dangerous? Once the camel gets his nose in ■ tent, he takes over. When our pull school systems first began which "j only about seventy-five years ago -tM were conceived as systems which won1 be organized, controlled, and financed* lhe local level to provide fundanie1]* training in the basic tools of le for children. This system has aire" mushroom' or cunvcriniii n ■ i < i * > n ■ * < i * i >* ■ j j •*- . "'^utivp until it has got completely out of " how to i hands and beyond the control of the P* "Pposite ents who provide the children and ' ^,, money. Most public school adminis" ,n , ^ tors today, looking upon themselves Q a" professional experts, are resentful of '• ,,jei ?'' kind of interference of parents and jj j1|( '.' payers in the operation of the pu" \no ,a ' schools. They do stage exhibition "'■ a,lc| D e. when parents are invited to come aroU" i(|oa|l r' on embarrassed and awkward visit-- they pay lip service to the idea that' 'niagin school belongs to the parents. ActusJJ years if H however, they bitterly resist any ei> '"to this on the part of parents to examine " '"priority or change curricula.1' *ashingt '"'ministr Pressure t ,,ation, ] "ission f, "l)by gro But wh ■"'•hools j. .. Amon 'ne colon ties—. ed. even without the final s" field trh ing it into a federal sysM": hehave o books NO TIME FOR LEARNING Moreover, the public school systeiHj again, even without the final, fatal ', cef federalization — have already ?j grown the original notion of what pu schools were supposed to be. In Wfj of the biggest, most expensive pu, tord ade school systems in the United States' '"iswer t0 day. students get little effective instfj «overnme, tion in grammar, spelling, composi"„ . 'Nity languag basic tnc CUri iv. in u 111 \n me gouuuii iiic n"" .j professional educationists—as th(') | if, Prirnar to call themselves—don't believe i". e^. e nev< of this old-fashioned nonsense. U'< j ,n^ es whe ......... g,... inn, , 11, , 11, i ... ,. „:l-l. —' in grammar, spelling, compos'1! • '"ty ol uage. geography, or any of the <f, j, 0Ur ou subjects which used to eoiislj r Police urriculum of the school. The in<"jj ,/ ".self , , .. . , .. c* "1 nreV,.^ rir'ng. ■ ucat thing; and for another, many of modern schools simply don't have ' for them. Their time is taken up- Anothe with the routine of exposing childrClL !''arty in irl''olo the mental discipline of learning'j uroiogy with more expensive and relaxing aC J *>CTS Fi FACTS FORUM NEWS, February,
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