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
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-
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
SUBSIDIES BRING CONTROLS
Moreover, and more importantly: it is
both false and foolish to say that the
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"
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
ed. even without the final s" field trh
ing it into a federal sysM": hehave o
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
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,.^
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
the mental discipline of learning'j uroiogy
with more expensive and relaxing aC
J *>CTS Fi
FACTS FORUM NEWS, February,