: it dec- A
a school 99
1 that can gfl
n the fedel*
plies with 1
:ion in Was
iries of teal
it is going I
i the si
s, the fedel
tie bit of fej
I control 1D|
- neise in
n our puw
i which *
irs agce !''
s of lean"
has alreM ties—SU(,u
the final sW field triS 1"^' ?'
the colon, f ,' American colonists, the first community undertaking in each settlement was
a school. Above, costumed schoolgirls in New York enliven early Americana.
deral sysWj behave on »f dl,sc,usslons on how '"
v out of * how t„ , ate, adolescent seminars on
' ' eP» onnJ-? make yourself attr, " ' "
ft PPosite sex, and "projects
rol of the pj oppo^.make yourself attractive to th,
.1 admini^ ,n ey no ionger teach children yery
themselves ^ about the glorious history of our
sp"lf"' °fJ Pied wi, h,l'' beCaUSe they are Preoccu-
ents and » in, «™ the one-world idea of teaching
5f the puH ;„„ al'0llal understanding and prepar
hibition <*> „;;, e K'ds—not for lives of dedicated
come aroUJ ideal^r'otlc service to purely American
ird visits,"! But for world citizenship."
idea that J Imagine cd,.,, •■■ ■
nts. Aetna ) ears ;f'£ *j* we will have in a few
ist anv e^ "ito this !: f g the federal government
u ' washin i public schools to
i administ "''ere lhe one or two t0I'
jMiwr I'ressi.r ra'0,rs are constantly tinder the
. ' iatTon P-r'he National Education Asso-
oolsysteii*} mis . ' t-lA, National Citizens Com-
nal. fatal j> | ,,' n 'or the Public Schools, and oth<
„\„„..Av v °y grouns.
^ "Ut who,
* S(,hools ," ,Lare we goi"g to do
f what p""
In ^ :„""ois ,„ those states which
f™ £l ans°werafeqUu.a,e Sch°o1 systems? The real
'1 State' wer to that ni,e*t;„„ :. .■.„. u„f
•hat question is that—I
-it* govern l Huestion
just can I
g away our pos-
, , J* 'n our " ™ucating our own children
yoftlie,ilf i's noi"U" *'yi b<*>re the state used
ITh?moV°rits fCaa"dtaxl»g Powers to create
' , |l"'f nrim ear monopoly in the field
-as they r ,hePrimary and secondary education-
believe i\ States",Ver Was a Place in the United
'"" ' ',he ed,c ,re a chi,d could not get all of
manv ° ,if ing at,on he was capable of absorb-
n't have * fc'
aken upe Another =„ , ,
«• ehildrel "earlv :n ,, s,ver couched more
Lv il- ,erms of our modern
"gy which presiu
the answer to all problems—is that every
individual state in this Union is infinitely
better off financially than the federal
government is. The debt of the federal
government is now pushing the 275-bil-
lion-dollar mark. The combined indebtedness of all state and local governments
in all forty-eight states is about eighteen
With such a condition as this existing.
lhe very suggestion that the federal government give financial aid to the states is
Powerful forces in America have for
years been plugging for nationalized
schools under the label of federal aid.
In every Congress, dozens of bills are
introduced. The federal government is
already in the educational field to a vast
and dangerous extent. When the elaborately prepared White House conference
occurs in 1955, according to Mrs. Hobby's schedule, we shall see: it will con-
elude with a recommendation for a federal aid to education program.
If we Americans sit on our hands and
permit our public school systems to be
nationalized; permit the responsibility
for educating our children to pass into
the hands of politicians and bureaucrats
in Washington, we shall gel what we
deserve, and we shall deserve what we
' U. S. Code, 1952 Edition.
2 "Educational Legislation in the 83rd Congress, Second Session," by Rex H. Turner,
NEA Journal, October, 1954, p. 432.
' Remarks of the Hon. J. Glenn Beall, Congressional Record, Sept. 3, 1954, p. A 6648.
*NEA Journal September, 1954, p. 345 (4).
B Remarks of the Hon. Paul H. Douglas, Congressional Record, July 2, 1954, p. A 4815.
0 Remarks of the Hon. Lister Hill, Congressional Record, Sept. 10, and Oct. 1 and 31,
1951. Reprints from Superintendent of Government Documents.
7 "From Our Readers," by Edmond Cahn,
New Republic, Aug. 31, 1953, pp. 22-23.
8 Annual Peport of the U. S. Department of
Health, Education, and Welfare, 1953, pp.
0 Debates in the Texas Constitutional Convention 1875, published by The University
of Texas Press, 1930, pp. 101-113.
10 "Federal Education Has a Long List of
Aliases," The Saturday Evening Post, Aug.
21, 1954, pp. 10, 12.
« Human Events, Mar. 18, 1953.
12 Remarks of the Hon. Robert D. Harrison
of Nebraska, Congressional Record, Aug.
16, 1954, pp. A 6044-A 6045.
13 "Federal Aid to Education," address by I.
Lynd Esch, President, Indiana Central College, Indianapolis, Indiana.
14 Pamphlet by the Indiana PTA members'
study group on Federal Aid to Education,
Nov. 15, 1952.
15 "Educational News Service" (Newsletter),
Vol. 1, No. 8, Oct. 19, 1954, pp. 1-2.
10 Remarks of the Hon. Ralph W. Guinn,
Congressional Record, Jan. 13, 1949
-Wide World Photo
jjc" " presumes money to he
$ S FORUM NEWS, February, 1955
There, in quick review, are two
opposite sides of a Facts Forum
"Do you approve of federal aid to
At the end of a day's session, children
leave the famous little red schoolhouse at
South Sudbury, Mass., where "Mary's Little
Lamb" followed Mary Elizabeth Sawyer to
school nearly 150 years ago to inspire the
familiar verse. The marker in left foreground
tells the history of the school which, along
with many other one-room schools in the
nation, was scheduled to be closed permanently.