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GOVERNMENT

Storage

HEARING

BEFORE THE

NBCOMMITTEE ON POSTAL RATES ru

OF THE

g COMMITTEE ON

OFFICE AND CIVIL SERVICE

USE OF REPRESENTATIVES

EIGHTY-NINTH CONGRESS

FIRST SESSION

ON

H.R. 2837 and H.R. 2838

BILLS TO EXTEND CERTAIN SPECIAL FOURTH-CLASS POSTAGE

RATES TO CERTAIN TRAINING CARDS DESIGNED FOR USE IN,

OR IN CONJUNCTION WITH, CLASSROOM INSTRUCTION

SEPTEMBER 29, 1965

Printed for the use of the Committee on Post Office and Civil Service

40181.77rP\

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U.S. GOVERNMENT PRINTING OFFICE

54-358 WASHINGTON : 1965

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COMMITTEE ON POST OFFICE AND CIVIL SERVICE

TOM MURRAY,

JAMES H. MORRISON, Louisiana

THADDEUS J. DULSKI, New York

DAVID N. HENDERSON, North Carolina

ARNOLD OLSEN, Montana

MORRIS K. UDALL, Arizona

DOMINICK V. DANIELS, New Jersey

LINDLEY BECKWORTH, Texas

HARLEY 0. STAGGERS, West Virginia

ROBERT N. C. NIX, Pennsylvania

JOE R. POOL, Texas

WILLIAM J. GREEN, Pennsylvania

SPARK M. MATSUNAGA, Hawaii

PAUL J. KREBS, New Jersey

RAYMOND F. CLEVENGER, Michigan

JAMES M. HANLEY, New York

JOHN V. TUNNEY, California

Tennessee, Chairman

ROBERT J. CORBETT, Pennsylvania

H. R. GROSS, Iowa

GLENN CUNNINGHAM, Nebraska

EDWARD J. DERWINSKI, Elinois

ROBERT F. ELLSWORTH, Kansas

ALBERT W. JOHNSON, Pennsylvania

JOHN H. BUCHANAN, JR., Alabama

JAMES T. BROYHILL, North Carolina

CHARLES E. JOHNSON, Staff Director

B. BENTON BRAY, Associate Staff Director

JOHN H. MARTmv, Counsel

WILLIAM A. IRVINE, Assistant Staff Director

SUBCOMMITTEE ON POSTAL RATES

JAMES H. MORRISON, Louisiana, Chairman

THADDEUS J. DULSKI, New York

ARNOLD OLSEN, Montana

MORRIS K. UDALL, Arizona

DOMINICK V. DANIELS, New Jersey

JOE R. POOL, Texas

ROBERT F. ELLSWORTH, Kansas

GLENN CUNNINGHAM, Nebraska

ALBERT W. JOHNSON, Pennsylvania

Ex Officio Voting Members

TOM MURRAY, Tennessee ROBERT I. CORBETT, Pennsylvania

IL

; I
CONTENTS

Statement of—

Henry, John Otto, attorney, Visual Education Association, Inc.,

Dayton, Ohio, accompanied by Don Imbus, research and develop- Page

ment, Visual Education Association, Inc 7

Love, Hon. Rodney M., Representative in Congress from the State of

Ohio 6

McCulloch, Hon. William M., Representative in Congress from the

State of Ohio 2

Ryan, Charles H., Deputy Assistant Postmaster General, Postmaster

and Patron Relations, Bureau of Operations, and Edwin A. Riley,

Director, Classification and Special Services Division, Bureau of

Operations 24

3

•

44/Wirr04,

POSTAL RATES FOR CLASSROOM TRAINING CARDS

WEDNESDAY, SEPTEMBER 29, 1965

HOUSE OF REPRESENTATIVES,

SUBCOMMITTEE ON POSTAL RATES OF THE

COMMITTEE ON POST OFFICE AND CIVIL SERVICE,

Washington, D.C.

The subcommittee met at 10 a.m.. in room 215, Cannon House Office

Building, Hon. James H. Morrison (chairman of the subcommittee)

presiding.

Mr. MORRISON. The subcommittee will come to order.

The Subcommittee on Postal Rates is conducting hearings this

morning on the identical bills, H.R. 2837, introduced by Congressman

William M. McCulloch, and H.R. 2838, introduced by Congressman

Rodney M. Love, both of Ohio.

These bills will permit the mailing of educational training cards

designed for use in classroom instruction at the special postal rates

which apply to books, educational films, and various other items

identified in section 4554, title 39, United States Code.

It is my understanding that these educational training cards are

used for review or reference in classroom study. The cards were

mailed at special rates until 1964, when the Post Office Department

informed the mailer that the cards were not eligible to be mailed under

the special rate provision but must be mailed at the higher parcel

post rate.

I would like now to place in the record at this point a copy of H.R.

2837 and the reports from the Post Office Department and the Bureau

of the Budget.

(The information referred to follows:)

[H.R. 2837, 89th Cong., 1st sess.]

A BILL To extend certain special fourth-class postage rates to certain training cards designed for use in,

or in conjunction with, classroom instruction

Be it enacted by the Senate and House of Representatives of the United States of

America in Congress assembled, That section 4554(a) of title 39, United States

Code, is amended—

(1) by striking out the word "and" immediately following subparagraph

(7);

(2) by striking out the period at the end of subparagraph (8) and inserting

in lieu thereof a semicolon and the word "and"; and

(3) by adding immediately below subparagraph (8) the following new

subparagraph:

"(9) training cards designed for use in, or in conjunction with, classroom

instruction."

1
2 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Hon. TOM MURRAY,

Chairman, Committee on Post Office and Civil Service,

House of Representatives, Washington, D.C.

DEAR MR. CHAIRMAN: This is in reply to your request for the views of the

Bureau of the Budget on H.R. 2837 and H.R. 2838, identical bills to extend

certain special fourth-class postage rates to certain training cards designed for

use in, or in conjunction with, classroom instruction.

The Postmaster General in a separate report has recommended against enactment of these bills for the reasons stated therein.

The Bureau of the Budget concurs with this report and recommends against

enactment of these bills.

Sincerely yours,

Hon. Tom MURRAY,

Chairman, Committee on Post Office and Civil Service,

House of Representatives, Washington, D.C.

DEAR MR. CHAIRMAN: This is in reply to your request for reports on the

identical bills H.R. 2837 and H.R. 2838, to accord special fourth-class rates of

postage to training cards for classroom instruction.

This measure would amend the law (39 U.S.C. 4554(a)) to permit the mailing

of training cards designed for use in connection wth classroom instruction at the

special postage rates provided therein.

The Department is opposed to the enactment of this legislation.

The training cards described above would include the ordinary index-type card

(blank or ruled) and other such cards which appear to be more closely akin to

general school supplies than to educational materials such as books, manuscripts,

films, and the like. This legislation would discriminate against mailers of such

school items as slide rules, protractors, T-squares, and similar aids used in classroom instruction. This would not be equitable and would result in many similar

requests for the special postage rates.

In recent years there has been a tremendous growth in the volume of mailings

under the special fourth-class rates. The volume of mailings which received the

special fourth-class postage rates in 1964 was almost twice the volume of such

mailings in 1961. The difference between the costs and revenues rose from $19

million in 1961 to $57 million in 1964. Pursuant to law the sums were accounted

for as public service items.

The Bureau of the Budget has advised that from the standpoint of the administration's program there is no objection to the submission of this report to the

committee.

Sincerely yours,

JOHN A. GRONOUSXI, Postmaster General.

Mr. MORRISON. We have as our first witness this morning the

very distinguished Member of Congress who has been a most able

leader, and the ranking minority member on the Judiciary Committee,

and one who has contributed to so much important legislation in the

many years that he has had in his distinguished career in Congress.

The committee feels very honored today that we may hear from the

Honorable William M. McCulloch.

EXECUTIVE OFFICE OF THE PRESIDENT,

BUREAU OF THE BUDGET,

Washington, D.C., April 24, 1965.

PHILLIP S. HUGHES,

Assistant Director for Legislative Reference.

OFFICE OF THE POSTMASTER GENERAL,

Washington, D.C., April 28, 1965.

STATEMENT OF HON. WILLIAM M. McCULLOCH, REPRESENTATIVE

IN CONGRESS FROM THE STATE OF OHIO

Mr. McCuLLocx. Thank you, Mr. Chairman. I am glad to be

before this subcommittee and before the members thereof who have
POSTAL RATES FOR CLASSROOM TRAINING CARDS 3

done so much to distribute information and business facts and family

matters throughout the world by U.S. mails.

I would like to say this off the record, Mr. Chairman.

(Discussion held off the record.)

Mr. McCummcx. I am appreciative of the fact that you set this

matter for hearing today, Mr. Chairman. I am also pleased to have

joining me Congressman Rodney Love, my neighbor from the Third

Congressional District down the great Miami River, from whose district come some of the people who are interested in this legislation.

The Visual Education Association, Inc., long has been interested

in providing educational materials for schools and, yes, even for

people who are no longer in schools but who are still learners.

I am very pleased that for a decade, at least, the Post Office Department carried this educational material through the mails to its

destination at fourth-class rate, and thereby assisted in the education

of many people who would not have had the benefit of this kind of

material.

I am sure that it is the intention and the implemented intention

of the President of the United States to bring the educational process

and educational materials and educational facilities to all the people

in the United States who desire an education and who will be helped

thereby.

The reason that both Congressman Love and I are interested in

legislation to make a technical correction of a decision of the Post

Office Department, holding this matter not fourth-class material

and charging a higher rate for carrying it, is that late last year the

manufacturers and processors of these cards were advised of the new

klecision. The Post Office Department was most considerate and

deferred the effective date of the new rate until the 1st of January 1965.

These things happened at or near the time of the election, and the

incumbent Congressman was not returned. Immediately after Congress convened, Congressman Love, of Dayton, and I introduced

identical bills on this matter.

I might say that we sought and had the friendly help of the experts

down in the Post Office Department in drafting this legislation.

They suggested most, if not all, of these matters. If the lanviiage

is not perfect, and few of us are perfect, and if the language would

leave a loophole to have sent through the mails great quantities of

other materials which should not carry this fourth-class rate, both

Judge Love and I are ready, willing, and anxious, if necessary, to

amend the bill, line 3, page 2, by inserting after the word "card"

these words: "Bearing printed educational material and".

It is thought that such amendment would narrow the effectiveness

of the legislation and will not let on the statute books a loophole which

would be harmful to the rate schedule of the Post Office Department.

Judge Love will make a detailed statement concerning this bill

and there will be at least one other witness.

I have a written statement which I am not going to take time

to read, Mr. Chairman

'

if it is agreeable with you. I would like to

submit it for the record at this time.

Mr. MORRISON. Without objection, it is so ordered and may be

inserted in the record at this point.

(Congressman McCulloch's statement follows:)
4 POSTAL RATES FOR CLASSROOM TRAINING CARDS

PREPARED STATEMENT OF CONGRESSMAN WILLIAM M. MCCULLOCH OF OHIO

I am pleased to have this opportunity to appear before your committee in

behalf of my bill, H.R. 2837, to extend special fourth-class postage rates to

educational training cards designed for use in, or in conjunction with, classroom

instruction.

I am informed that books, films, printed music, recordings, testing materials,

and reference charts, where used for educational purposes, have long been granted

special postal rates. It was brought to my attention by the Visual Education

Association, Inc., of Dayton, Ohio, that for some years educational card sets, or

"flash cards," as they are sometimes called, had also been accorded the special

fourth-class rate, but, by reason of a reinterpretation of the postal regulations the

privilege was recently withdrawn.

The intention of the law to foster the advancement of education is quite clear,

but the present statute fails to include flash cards, a relatively new educational

tool, in the listing of educational devices entitled to special postage rates. I am

advised that educators are making increasing use of card sets in the teaching of

some 40 subjects including English, spelling, foreign languages, government, and

economics, as a visual education technique at all levels of teaching from grade

school through college.

It has been represented to me that no only is the new ruling which denies special

rate to training cards grossly unfair and discriminatory, it will be disastrous to

a number of companies engaged in the production of educational aids sold to

teachers, schools, and college bookstores.

To illustrate the discrimination, I am told that under present regulations this

bound booklet, "French Grammar," is entitled to the special postal rate—note on

the cover the words "Plus 8 Handy Detachable Review Cards"—these are educational cards. But this set of French grammar cards has been held not eligible

for the lower rates. I am advised that this plastic summary, data guide on "Principles of Economics," enjoys the special rate, but this set of educational cards

covering exactly the same material on economics, and also designed for study and

review, does not qualify. Other samples of the educational flash card sets are

here—available for your examination.

In order that these educational aids may receive the same, equal treatment as the

other educational tools which are designed for classroom instruction, H.R. 2837

merely provides that the list of items entitled to the special fourth-class rate shall

be amended by adding to sections 4554(a) of title 39, United States Code, a new

subparagraph reading:

"(9) training cards designed for use in, or in conjunction with, classroom instruction."

My bill would correct an apparent injustice and extend to a recently developed

educational training device or technique the preferred rates which your committee

has hithertofore provided for the purpose of promoting and fostering education

in the United States.

I respectfully request that your committee give every proper consideration to

H.R. 2837.

Mr. McCuLLocx. Thank you very much. Unless there are questions by the committee members I will depart for the Judiciary

Committee.

Mr. MORRISON. Questions, gentlemen?

Mr. UDALL. Mr. Chairman, I wanted to echo what you have said

about our distinguished friend from Ohio. He is one of my favorite

people in Congress. He is a very forward-looking gentleman and a

real credit to his State.

I want to take a good hard look at this legislation. Any legislation

that Mr. McCulloch sponsors is about two-thirds of the way home

with me just because of his sponsorship alone. I want to analyze

the bill and the Department's report and, if possible, to support the

legislation.

Has the Department indicated any costs which might be caused by

the passage of this bill?

Mr. McCuLLocx. I do not recall that they have given us any

figures as to the cost of this legislation.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 5

I might say this: As of the present time this material is not mailed

in such tremendous quantities that it would affect in any appreciable

way the income of the Post Office Department.

Mr. MORRISON. I understand that the cost would be infinitesimal

in the overall operation of the Post Office Department. But this bill

is very vital to the continuation in business of this organization.

Mr. McCuLLocH. Yes, Mr. Chairman. I thank you for that statement.

As the chairman has said, the total sum is not great, but it is a very

large sum to this small business in Montgomery County, Ohio, and

it could well be the difference between existence and going out of

business, and the loss would be to the students all over America, or

wherever this material is sent.

Mr. UDALL. I have seen these kinds of cards. They are excellent

educational devices. I would be reluctant to do anything which

would put this company out of business.

Are there other business organizations in this same field which

would be affected by this legislation, or is this the only company

you know of?

Mr. McGuiLocH. I would rather that staff or other witnesses who

have complete knowledge of this field answer that question. I would

not want to mislead you one way or the other.

Mr. UDALL. I wouldn't want to delay your departure with further

questions, but I am delighted to have you before our subcommittee

and I appreciate very much your being here.

Mr. McCuLLocu. Thank you very much.

Mr. MORRISON. Further questions?

I certainly share my colleague's feeling that no legitimate business

should be put out of business, particularbr in the educational field.

We should encourage these people and give them every possible

opportunity to use the preferential rates afforded similar types of

educational materials; if we need to amend the law to accomplish this,

then I think we should.

We want to thank the gentleman. We know how busy he is and

we appreciate his appearance before the committee.

Mr. McCuLLocH. Thank you.

Mr. MORRISON. The next witness is another distinguished gentleman from the great State of Ohio. He has not been here quite as

long as the preceding witness but he has certainly distinguished himself as an outstanding Member of Congress. I want to compliment

him and Congressman McCulloch for appearing on behalf of their

individual constituents. Many times we in Congress do not have the

opportunity to do as much as we would like to do for individual constituents in our respective communities and districts, but from what

I have observed this gentleman has gone far afield from the ordinary

responsibility of representing a constituent in his district. He has

been instrumental in bringing about this hearing today. He has put

up a very fine fight and good representation for his constituent.

I personally admire him for his diligence and energy he has put

forth in behalf of this business organization.

We would like to hear now from the Honorable Rodney Love.

6 6

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\441:zt,
6 POSTAL RATES FOR CLASSROOM TRAINING CARDS

STATEMENT OF HON. RODNEY M. LOVE, A REPRESENTATIVE

IN CONGRESS FROM THE STATE OF OHIO

Mr. LOVE. Thank you very much, Mr. Chairman and members of

the subcommittee. I appreciate the very fine remarks the gentleman

made about me.

As Mr. McCulloch indicated, some people feel that perhaps he has

been here "too long." I think, Mr. Chairman, I would have to

respond and say that I have been here "too short" a time. I am

looking forward to many years of service for the U.S. Congress as Mr.

McCulloch has had if the people back home will continue to support

me as they have my colleague from Ohio.

While I will offer my testimony primarily and specifically for my

constituent, the Visual Education Association, Inc., may I suggest

that before Mr. McCulloch and I decided to submit the bills before

us today, we looked into the entire industry and the products being

manufactured and came to the conclusion that the entire industry

might suffer unless the law was amended.

Mr. MORRISON. To your knowledge are there many other similar

companies which manufacture like products?

Mr. LOVE. Yes, Mr. Chairman. We have with us today counsel

for the Visual Education Association, Inc. I will ask you to hear his

short statement later and think he can tell you, in more detail, the

number of industries involved.

If I may, I shall read a very brief statement and subject myself to

any questions the committee may have.

The Visual Education Association, Inc., of Dayton, Ohio, manufactures educational cards or charts designed solely for review,

reference, and study. The sets produced cover more than 40 subjects

ranging from Greek to government and from Spanish to spelling.

The product is used almost exclusively in, or in conjunction with,

classroom instruction. They are sold to teachers, schools, and college

bookstores.

These educational materials, samples of which are herewith submitted and are already at your places, were applicable to the fourthclass postal rates from 1954 to January 1, 1965, as my colleague,

Mr. McCulloch, from Ohio, indicated to you in his statement.

In 1964, the Post Office Department questioned the applicability

of the company's educational materials, probably as a result of an

inquiry from some other company in competition with my constituent.

My suggestion to the president of the company was that they

approach the Post Office Department for administrative relief rather

than pursue a bill to amend the law.

On Monday, June 8, 1965, the company's officers and lawyers

presented the Post Office Department a brief in support of continued

usage of the fourth-class rates.

I fully support the company and feel that educational training

cards or charts fall within subsection (a) (4) of 39 U.S.C. 4554. In

my opinion, they are "printed objective test materials and accessories

thereto used by * * * educational institutions in the testing of

ability * * *" as specifically set forth in this section.

They are not, as the Department contents, general school supplies

or materials like slide rules or similar aids. Slide rules are used in

business and in engineering and are vital tools of a profession, whereas.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 7

these visual cards or charts which you have before you, are solely

used for learning purposes. If slide rules were solely for this purpose,

they probably could also qualify for an exemption under the present

law

The economic impact of the increased costs mentioned by my

colleague from Ohio, occasioned by this arbitrary change in administrative orders, is so substantial that my constituent may be forced

out of business.

While in my opinion, the bill I have introduced is unnecessary, I

have, nevertheless, introduced it as my colleague from Ohio has done, in order to avoid the administration's ruling and to clarify the law.

I content that the law was intended to include such educational aids

as my constituent manufactures and hereby join with my colleague

from Ohio in urging the committee to approve and report out a bill

for consideration of the House of Representatives.

May I say, in addition, that the manufacture of the product itself

may be dropped by the entire industry if this exemption is not firmed

up and relief granted. I also support the additional language on

page 2, line 3, which Mr. McCulloch read to the committee, if it

seems desirable to further limit the application of the law.

I understand that the Post Office Department does not want to drop

the bars too far because of possible loss of income, but this restrictive

language certainly would meet the objection, it seems to me, if the

committee feels it is more desirable language.

Mr. OLSEN. Would you read it again?

Mr. LOVE. Yes. In line 3, page 2, after the words "training cards"

insert "bearing printed educational material and," so that the wording

in this sentence would read:

(9) training cards bearing printed educational material and designed for use in, or in conjunction with, classroom instruction.

At some point, we had used the word "objective" before the word

"educational" and since that word is picked up in the law at another

point, we certainly would have no objection to using it again so that

it would read:

(9) training cards bearing printed objective, educational material and designed for use in, or in conjunction with, classroom instruction.

I don't know whether the word "objective" helps the language or

not except that it is used elsewhere in the statute.

I have with me Mr. John Henry, distinguished member of the law

firm of Estabrook, Finn & McKee, of Dayton, Ohio, who represents

the Visual Education Association, Inc.

Mr. MORRISON. The next witness will be Mr. John 0. Henry,

attorney, Visual Education Association, Inc.

Mr. Henry?

STATEMENT OF JOHN OTTO HENRY, ATTORNEY, VISUAL EDUCATION ASSOCIATION, INC., DAYTON, OHIO, ACCOMPANIED BY

DON IMBUS, RESEARCH AND DEVELOPMENT, VISUAL EDUCATION ASSOCIATION, INC.

Mr. HENRY. Thank you very much, Mr. Chairman.

Mr. MORRISON. Will you give us the name of the gentleman

accompanying you?
8 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Mr. HENRY. Don Imbus, associated with the company, an employee

who works for it. His father is president of the company.

MT. MORRISON. You may proceed.

Mr. HENRY. Thank you very much, Mr. Chairman.

First of all, to reidentify myself, I am attorney for the company,

Visual Education Association, Inc., which is an Ohio corporation.

We speak really not only for the company today but also for this

type of product because the type of product, as the chairman has

noted, is what is being denied the special educational postal rates. It

is not this company alone we assume the Post Office is out to deny

the rate for, but rather this type of product. We do not attribute

any personal feeling on the part of the Post Office Department in

making this denial.

We have a special type of product and that is what the law which

has been proposed by the Honorable Congressmen from Ohio was

designed to remedy.

I would like to express my appreciation for the opportunity of

being here, also.

We have passed around a memorandum and I would like to ask

the chairman to include this in the record so I would not have to

read it.

Mr. MORRISON. Without objection it is so ordered.

(The memorandum referred to follows:)

PREPARED STATEMENT SUBMITTED BY THE VISUAL EDUCATION ASSOCIATION,

INC., DAYTON, OHIO

INTRODUCTION

This memorandum is submitted in support of H.R. 2837 and H.R. 2838,

identical bills introduced respectively by the Honorable William M. McCulloch

and the Honorable Rodney M. Love, Representatives of the Fourth and Third

Congressional Districts of the State of Ohio.

This memorandum is being submitted by Visual Education Association Inc.,

Dayton, Ohio, a manufacturer and distributor of modern educational materials.

H.R. 2837 and H.R. 2838, which we shall hereafter refer to collectively as the

"bill" seek to amend 39 U.S.C.

'

section 4554 by, in effect, adding the following

additional paragraph to the section:

"(9) Training cards designed for use in, or in conjunction with, classroom

instruction."

The entire section is set out as appendix A, at the conclusion of this memorandum, with the new paragraph (9) added in italic to show its position therein.I

THE PURPOSE OF THE BILL

While it would be most presumptuous of us, who are presenting this memorandum, to assume to speak for either the Honorable William M. McCulloch or the

Honorable Rodney M. Love, we do believe it is important for us to speak of the

purposes and effects of the bill as they appear to us.

We can see the bill as having at least a twofold effect and purpose, namely:

(a) To include within the purview of section 4554 of the United States

Code the most advanced training materials available; and

(b) To continue past practice so as to relieve—

(i) the Post Office Department from a unique and untenable position, inconsistent with the administration's program to further education;

(ii) Our individual company and other companies in like situations—

from the discrimination effectuated by the denial of the special rates of

section 4554, United States Code, to some while granting them to other—

both of whose purposes and materials serve the same market and the

same educational ends and needs; and

1 See appendix A.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 9

(iii) the consumer from having to make a "price" choice rather than

a choice dictated by the educational "needs" of its market, and its

students.

A. The inclusion of the most advanced training materials—Visual Education's

product

Visual Education's products consist primarily of training cards designed for

review, reference, and study in, or in conjunction with, regular classroom instruction.

Samples of our products have been distributed in the course of the presentation

of this memorandum to the honorable subcommittee and two samples of our

products are set forth in appendix B.

The sets of training cards cover more than 40 subjects ranging from Greek to

government and from Spanish to spelling. Each title subject has been carefully

written by one or more competent and skilled college professors and has been

carefully reviewed and edited by capable and qualified high school teachers.

Among the contributors of titles are some very well-known names including, for

example,

J. K. Leslie, Ph. D.

W. F. Leopold, Ph. D.

John J. Kennedy, Ph. D.

Wilfred J. Steiner, Ph. D.

Claude W. Faulkner, Ph. D.

Samuel Frumer, Ph. D.

Nearly every set sold by Visual Education Association, Inc. is used directly

in classroom instruction, in whole or in pait. These sets are sold primarily to

teachers, schools, and college book stores where it is estimated that more than

500,000 students will use the company's products in the school year to come.

There is no doubt as to the educational integrity in the advanced educational

training approach of the company's products.

B. Training cards, flash cards and other manipulatives are becoming a larger and

larger part of our national education program each year

The fact that many of the company's products have been approved and adopted

by school systems across the country including, for example, the Chicago public

schools and the Philadelphia public schools, is ample evidence of the effectiveness

of this educational training approach and of the products themselves.

In appendix C, we have included a report by Prof. Donald W. Ormiston of

Miami University at Oxford, Ohio, concerning the conipany's products.

While we are before the honorable subcommittee as representatives of our

company on behalf of the bill, what we have said concerning the nature of our

products is equally applicable to similarly designed products of our competitors.

The purpose and effect, therefore, of the bill is to include "training cards designed for use, or in conjunction with, classroom instruction," within the purview

of the postage rates granted "books, films, and similar educational materials."

There is no doubt that "training cards" serve the identical purposes, from an

educational standpoint, served by the other categories of section 4554, United

States Code.

The company has used the special postal rate for more than 10 years and has

believed the company's products were always within the purview of the present

statute.

The Post Office Department, however, after 10 years is now refusing to include

educational materials which bear the cognomen of "training cards" within the

section. If "training cards" are not so included, it can only be because they

were inadvertently omitted since, in every other respect, they fall within the

obvious intent of section 4554.

We submit, therefore, that the amendment at its broadest merely includes

additional but obvious educational training materials that have come to be

recognized as a distinct class, since the original section was written.

CONTINUATION OF PAST PRACTICE

The educational materials rate has been consistently applied to the company's

products, from approximately 1954, all the way through January 1, 1965.

In 1964, the Post Office Department, for the first time, questioned the applicability of the educational materials rate to the company's products. The

passage of the bill will, therefore, not change or alter the past practice of the Post

Office Department, but simply continue that practice as it has existed for more

than 10 years.
10 POSTAL RATES FOR CLASSROOM TRAINING CARDS

The failure of the bill to pass, on the other hand, will place the Post Office in the

untenable and inconsistent position of administratively taking away the very

materials which the Congress of the United States has seen fit to attempt to give

to the public as expeditiously and freely as possible in its educational enactments.

President Johnson in his special message on education has, with the approval

of a great majority of our Congress, established the desires of this great Nation

in implementing and approving educational facilities. Our President said:

"* * * I propose that we declare a national goal of full educational opportunity.

"Every child must be encouraged to get as much education as he has the ability

to take.

"We want this not only for his sake—but for the Nation's sake.

"Noting matters more to the future of our country; not our military preparedness—for armed might is worthless if we lack the brainpower to build a

world of peace; not our productive economy—for we cannot sustain growth

without trained manpower; not our democratic system of government—for

freedom is fragile if citizens are ignorant.

"We must demand that our schools increase not only the quantity but the

quality of America's education. For we recognize that nuclear-age problems

cannot be solved with horse-and-buggy learning. The three R's of our school

system must be supported by the three T's—teachers who are superior, techniques

of instruction that are modern, and thinking about education which places it

first in all our plans and hopes.

"Specifically, four major tasks confront us:

"To bring better education to millions of disadvantaged youth who need it

most.

"To put the best educational equipment and ideas and innovations within

reach of all students * * *."

This avowed aim of the administration is in direct conflict with the position

that the Post Office Department has had to take in its new strict and limited

construction of section 4554. The bill will take the Post Office Department

"off the hot seat" so to speak, by allowing it to administer the educational postal

rates in accordance with the aims and purposes of the Congress of the United

States, rather than in direct contrast and conflict thereto.

As we have said, therefore, another of the purposes to the bill is to continue

past practice so as to relieve the Post Office Department from this unique and

untenable position. Still another purpose and effect of the bill in continuing

past practices is to relieve our company and others in like situation from

discrimination.

We have shown to the committee samples of summary outlines designed to

serve the identical educational purpose as the company's products serve. A onepage sample is attached as appendix D, and we submit that there is no logical

difference between the educational purpose of appendix D and the educational

purpose of the company's products. However, as section 4554 is now being

construed by the Post Office Department, one product is transmitted at a substantially lesser rate than the other.

The special fourth-class rates of section 4554 have been extended to bulk films,

printed music, testing materials, sound recordings, printed educational reference

charts, and other similar items.

The company's training cards are similar in content and purpose to many of the

fine books and charts being marketed today. Yet these books and charts, only

because of their physical construction, and not because of their contents, are

given a substantial and material postal rate discriminatory advantage over this

company's training cards and all training cards as such.

Books, cards, training cards, and charts compete daily in the educational

marketplace for the same educational dollar and for the same educational training

purpose. These materials are displayed side by side. These materials serve the

same purpose and are selected by students based upon which type of material

most adequately meets the individual student's needs.

Yet, because of a new narrow interpretation of section 4554, the training cards,

which are more expensive to manufacture and process in the first place, cannot

and will not remain competitive with the other study aids, to the deprivation of

the student to whom they are the greatest help, if they must carry the burden

of additional postage rates.

Since 1954, our company—and other like companies—has been using the

special fourth-class rate in good faith. Our company was not informed until

September 16, 1964, by the Post Office Department that we were not using the

proper postal rates. During the intervening 10 years, based upon the educational

rate, we have carefully developed and invested in our product and have formulated
POSTAL RATES FOR CLASSROOM TRAINING CARDS 11

our current pricing, advertising, and marketing. The company's entire approach

in the field of education and the development of its advanced products have been

based on the availability of the Post Office Department's educational rate. To

change now would bring disastrous results to the company's product and to the

type of product sold by the company. To illustrate, let us cite a few examples.

A Cleveland, Ohio, schoolteacher has ordered 12 sets of Vis-Ed English Vocabulary Cards to use in her English class. Normally, under special fourth-class

rates, this shipment would have cost 95 cents. The same shipment under regular

fourth-class rates would now cost $1.23. The difference becomes even more

apparent on shipments to more distant points. The same 12 sets of cards to

California would now cost $3.71 instead of 95 cents.

Certainly no school would ask its students to pay this additional postage;

just as certainly, no school would absorb this additional postage itself; and, no

publisher is so affluent as to be able to pay such high costs to supply his products

to the consumer when the comparative costs of similar materials are substantially

less.

Postage charges under the special fourth-class rates amount to approximately

$15,000 annually for the company. Under the regular rates, which the post

office now seeks to enforce, the company's postage bill would amount to more than

$35,000 annually. (These figures are based on a 1-month analysis of every order

shipped from the company's plant and cover mail orders only, excluding truck

shipments, advertising mail, or routine business mail.) The increase in postage

paid by the company would be additional postage collected by the Post Office

Department. However, the adoption of the bill would not decrease by one cent

the amount of revenue now collected by the Post Office Department since, in the

past, the company has always been able to ship at the special fourth-class rates.

In addition to the increased mailing costs, the company will be burdened with

additional cartons and extra handling which the company estimates at $6,000 per

year.

The passage of the bill will free our company and others in like situations from

the inherent discrimination in denying to training cards, which are the advanced

materials in the educational field, the postal rates granted to similar educational

materials having similar purposes.

A final purpose and effect of the passage of the bill will be to free the consumer

from a "price" rather than a "needs" choice.

The effect of now denying the special postage rate to training cards will be to

remove training cards from the competitive market and from their availability

for use by those students who find this as the best and most effective way to

learn.

The company is aware that the major objection of the Post Office Department

to the bill is that it will increase the postal deficit. In fact, it is not that it will

increase the postal deficit, but that the failure of the bill to pass will either cause

this product to disappear from the market which will lower postal revenue or will

penalize this company's product by extracting more revenue from its type of

product than from products with similar purposes but having specific exemptions.

Be that as it may, and bearing in mind the "financial objection" of the Post

Office Department, it is significant to note the statement of policy contained in

House Report No. 668 concerning educational films wherein the House of Representatives stated the underlying principals which motivated it in that case and

which are equally applicable to the training cards sought to be included by the

bill.

"The general purpose of this legislation is to encourage the free communication

of ideas in our democracy and to provide for utilization of the educational and

cultural value of modern up-to-date methods of communicating knowledge * * *.

"The purpose of this legislation is entirely consistent with the policy laid down

by Congress 15 years ago, when reduced postal rates were established for books.

The reduction in postal rates for books was approved because such reduction in

the cost of circulating books through the mails is beneficial not only in the communication of ideas but also in the educational and cultural development of our

country. America's world leadership is due in part to the fact that the American

people are the best informed people in the world. This policy laid down 15 years

ago was based on the determination by Congress that the widest possible dissemination of information for both educational and cultural purposes is essential to

our national welfare * * *.

"The only objection to this legislation is on the ground that the granting of

more favorable book rates for transmission of films through the mail would increase the postal deficit. The committee is fully aware of the many problems

resulting from our postal def cit. However, the committee also feels that the mat-
12 POSTAL RATES FOR CLASSROOM TRAINING CARDS

ter of the postal deficit is entirely separate and apart from the matter of policy—

already determined by the Congress—that our best and most effective method

of disseminating educational information is through the facilities of the postal

service."

That the consumer actually knows that the existence and presence of the

"training cards" depend upon the availability of the educational materials special

postage rate, as shown by the fact that many of the company's customers actually

specify that the articles must be shipped under the special rates of section 4554.

We have attached, as appendix E, two purchase orders, one from New York

and one from Louisiana, indicating how two of our customers have specified this

special rate. Without the special rate, the company's materials which have been

found to be most effective by over 500,000 students, since that many will purchase

the company's materials during the coming year, would be rendered unavailable,

to the obvious detriment of the country's program to stimulate and advance

education.

CONCLUSION

We repeat, that the effect of the bill, if passed, will only be to include within the

purview of section 4554, the most advanced educational materials and to continue

past practice so as to relieve the Post Office Department from its untenable and

inconsistent position as far as education is concerned, the company and others in

like situations from discriminatory practices and the consumer from a "price"

rather than a "needs" choice. Unfortunately, legislation is the only answer. We

realize that you are being requested to amend an enactment of Congress—or

rather to add to a previous fine enactment—which is no small undertaking.

However, you are meeting this request only as a last alternative. The company

has tried, in every way it knows how, to handle the problem herein presented—the

problem of a Post Office Department approach which is inconsistent with our

modern-day educational programs and discriminatory as far as types of educational

materials are concerned. It has attempted to do so administratively by administrative presentation at a local level and at the level of the Post Office Department

here in the Nation's Capital. One of the briefs presented to the Post Office

Department has been given to your subcommittee in connection with the presentation of this memorandum.

Your fellow Congressmen have attempted to help the company in seeking

administrative relief and even in seeking merely extensions of administrative

relief until the problem can be dealt with at more leisure. However, all these

attempts have been to no avail. Perhaps we should not say they have been to no

avail, since they have, as a matter of fact, brought the problem squarely before

this subcommittee and have also produced a proposed bill which authorities in the

Post Office Department have advised us is clear and capable of ready administration.

Since the mailing season for educational materials is immediately upon us, we

sincerely and urgently request this subcommittee to give favorable consideration

to the bill in the form that it has been presented and in doing so we believe that

the subcommittee will not only further the ends of our great Nation in advancing

education as such, but will also relieve the Post Office Department of a serious

administrative dilemma and discriminatory position.

APPENDIX A

§ 4554. Postage rates on books, films, and similar educational materials

(a) Except as provided in subsection (b) of this section, the postage rate is

94 cents a pound for the first pound or fraction thereof and 5 cents for each

additional pound or fraction thereof when mailed after January 6, 1963, and prior

to January 1, 1964, and 10 cents for the first pound or fraction thereof and 5 cents

for each additional pound or fraction thereof when mailed after December 31,

1963, except that the rate now or hereafter prescribed for third- or fourth-class

matter shall apply in every case where such rate is lower than the rate prescribed

in this subsection on—

(1) books permanently bound for preservation, consisting wholly of reading

matter or scholarly bibliography or reading matter with incidental blank

spaces for notations and containing no advertising matter other than indidental announcement of books;

(2) 16-millimeter films and 16-millimeter film catalogs except when sent

to commercial theaters;
POSTAL RATES FOR CLASSROOM TRAINING CARDS 13

(3) printed music, whether in bound form or in sheet form;

(4) printed objective test materials and accessories thereto used by or in

behalf of educational institutions in the !testing of ability, aptitude, achievement, interests, and other mental and personal qualities with or without

answer, test scores, or identifying information recorded thereon in writing,

or by mark;

(5) sound recordings, including incidental announcements of recordings

and guides or scripts prepared solely for use with such recordings;

(6) manuscripts for books, periodicals, and music;

(7) printed educational reference charts, permanently processed for

preservation; and

(8) looseleaf pages, and binders therefor, consisting of medical information

for distribution to doctors, hospitals, medical schools, and medical students.

(9) Training cards designed for use in, or in conjunction with, classroom

instruction.

(b) (1) * * *

54 358— 65----- 3
APPENDIX 

B

An individual sample of one type of chart follows:

5

THE POSTWAR SOUTH

The destruction of the Southern economy due to

the war was almost complete. Both industry and

agriculture suffered tremendously. Many factories

and buildings were destroyed, railroads had been

torn up, and the plantation system could not continue without slave labor.

The main agricultural change was the breaking up

of the plantations. Both whites and Negroes obtained

use of such land. Under share-crop system the landowner gave use of land and some supplies for a

share of the crop. Crop-lien system was a mortgage

on the ungrov.n crop held by the landowner. Neither

system was particularly helpful in agricultural recovery.

Industrial development depended on investment of

northern capital. Textile manufacturing became the

major industry. Often mill villages were created

around the factory. Here the company owned all

facilities, including houses, stores, etc. Often entire

families worked in the mill.

The rebuilding of the South was a long, painful

process. Various groups interfered. Carpetbaggers

(Northerners who came South for personal gain)

took advantage of Southern helpleasnens. Scalawags

were Southerners who supported them. Ku Klux

Klan, organized in 1866, hindered adjustment by

terrorizing Negroes and promoting white supremacy.

Some states enacted Black Codes, laws designed to

regulate activities of freed Negroes. Some were reasonable, others excessively harsh.

•••• Wind Ilimstri Atra. tw

6

RECONSTRUCTION OF THE SOUTH

President Lincoln's plans for reconstruction of the

Southern states were formulated before war's end.

Main parts of, the plan were: (1) granting of amnesty (pardon) to all Southerners, except political

and military leaden!, under certain conditions; (2)

readmisaiOn of a state to the Union when 10% of

the electorate had taken an oath to support the Conatitutfon. Under this plan governments had already

beeil established in 1864 in Tennessee, Louisiana,

and Arkansas.

Congreas proposed its own plan for reconstruction

In the Wade-Davis Rill, passed in July, 1864. This

bill required that 50% of the electorate must take

an oath to support the Constitution before re-admission of the state to the Union. The bill was given

a pocket veto by President Lincoln. Congressional

leaden; criticized him for this action in the Wade- Davis Manifesto (1864).

The Presidential plan for reconstruction teas continued by President Johnson until Congress inletfered rt the end of 1865. In December, 1865, Congress

established a Joint Committee of Fifteen to exercise

control over reconstruction. Thaddeus Stevens, Radical Republican leader In the House, dominated the

committee. Radical Republicans pa.ased several measures through Congress on reconstruction in the next

few years. These were much more harsh than the

proposals of the presidential plea.

OR lame tessilaw hew, Ima

14-

POSTAL RATES FOR CLASSROOM TRAINING CARDS 
POSTAL RATES FOR CLASSROOM TRAINING CARDS 15

The other type of reference chart produced by the company is set forth below

this paragraph:

21

Saint Augustine

I. When was it founded and by whom?

2. What was its importance?

3. Where was it located?

21

1. It was founded in 1565 by the Spanish.

2. It was the first permanent settlement to be made

on the coast of North America.

3. It was located on the Atlantic coast of Florida.
16 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Both reference charts are delivered as accessories to printed objective tests.

A sample of a portion of the objective test is set forth below:

American History Quiz No. 1

Civil War - Present Time

NAME DATE 

ROOM GRADE 

DIRECTIONS: Indicate true or false statements by placing T or

F in the appropriate space.

1 Pres. Johnson's moderate program for reconstruction

was opposed by the Radical Republicans.

2 The P-esidential Reconstruction Plan would grant amnesty

to most Southerners taking the loyalty oath.

3 The war debt of the South was repudiated in the Fourteenth Amendment.

4 The Black Codes were laws passed by Congress to protect the freedmen from discrimination.

5. The Reconstruction Act prevented the Negroes from voting

in the South after the Civil War.

6. Carpetbaggers were Southerners who fought for the Confederacy during the Civil War.

7 Horatio Seymour was the Democratic candidate for the

presidency in the election of 1868.

8 The Southern Negroes participated in the sharecrop system in the post-Civil War South.

9 Andrew Johnson was elected for a second term in the

presidency in 1868.

10. Horace Greeley faswed a high tariff and opposed slavery.

Full samples of the products, as indicated above, have been submitted with

this memorandum.

APPENDIX C

REPORT ON THE EDUCATIONAL USE OF VIS-ED PRODUCTS

By Donald W. Ormiston, Ph. D., Assistant Professor of Psychology, Miami

University, Oxford, Ohio

ABBREVIATED REFERENCE CHARTS AS MODERN EDUCATION MATERIALS

The question has been raised as to the quality of abbreviated reference charts

such as those of "Vis-Ed" and "Compact Facts" as educational materials. The

purpose of this report is to offer reasons for an enthusiastic answer to this

question in the form of empirical evidence. The empirical support comes from

the results of consumer research conducted by the author which included a survey

of the attitudes of college students toward the products in question.

Certainly it would seem that the users of abbreviated reference charts are in

a strong position to assess the educational value of such charts as these published

by the Visual Education Association, Inc., of Dayton, Ohio. The consumer

research mentioned above, conducted last fall, asked random samples of college

•
POSTAL RATES FOR CLASSROOM TRAINING CARDS 17

freshmen and sophomores at Ohio State University and Miami University for

their opinions. One hundred students from each university carefully examined

these short-form charts among other types of study aid materials, e.g., "Data

Guides," "Monarch Review Notes," 'Colliers Basic Facts," and "College

Outline" paperbound books, then filled out a 37-item questionnaire and made

additional comments in personal interviews. The responses of the students

from one university were quite similar to those from the other, suggesting the

data are reliable.

Approximately 15 percent of the students had used abbreviated charts in the

form of "Vis-Ed Flash Cards" and another 74 percent had either seen them or

heard about them. Only 3 percent had used "Compact Facts," which had been

on the market only a short time, but an additional 52 percent knew about them

prior to the survey.

Of those who had actually used the "Vis-Ed" charts, 12 percent rated them as

"very valuable" study aids, 41 percent said they were "considerably helpful,"

27 percent thought they were of "some help," 18 percent considered them of

"slight value," and only 2 percent declared them to be "not helpful." Clearly,

a great majority (80 percent) of the students felt that "Vis-Ed" products were

of at least some help in their studies, many rating them highly.

Among "Compact Facts" users, la Imuch more limited number of students,

none found them "very valuable," but 43 and 42 percent rated them as "considerably helpful" and of "some help," respectively, with 15 percent rating them

as "not helpful." Again, most students felt they made a positive contribution

to their learning.

When both users and nonusers (so far) were asked for their general evaluation

of these and other study aids as educational materials, an overwhelming 81 percent

indicated that they believed them to be desirable.

The comments of individual students also give some insight into their view of

chart sets. Abbreviated learning charts were described by many as well-suited

to the study of languages, particularly desirable because the loose, small charts allow

more flexibility, and very useful for quick review." One student liked the way

they permit you to program your own study. Another said they "make it easy

to study for tests." "Compact Facts" were also lauded as study aids because

they "help condense and organize * * *" and enable one to "get to the facts

easier."

Another criterion that might be applied in defining the nature of any material

is who uses them and how they come to use them. It seems quite evident that

high school and college students are the major uses of the chart sets. And the

consumer research shows that most buy them because their teachers or fellow

students recommend them as helpful in their courses. Many bought them when

they saw them in their college bookstores, usually at the beginning of the semester

at or about the time they were purchasing their textbooks. High school students

frequently buy them at school through their teachers.

The setting and motivation for their using study charts might also provide

clues as to their proper classification. High schools and college campuses are

definitely the most likely settings and the motivation seems to derive from the

desire for educational achievement. The promotional efforts of the publisher are

directed toward students and teachers, attempting to persuade these people of

their value in the educational context and to boost achievement. The value of

abbreviated study charts in the learning of languages is well recognized by students

and teachers alike.

Therefore, the conclusion seems warranted that study charts of the types produced by "Vis-Ed" are primarily educative, employed mostly in educational

settings by students, often on the recommendations of their teachers. Furthermore, most of those who have used the abbreviated charts rate them as making a

positive contribution to their education in the areas or courses for which they were

intended. The writer's experience as both a student and a professor confirms

what they say. It is his opinion, then, that the classification of the "Vis-Ed"

products as "educational materials" would appear to be entirely consistent with

what he ordinarily considers as educational.

BIOGRAPHY OF DONALD W. ORMISTON

Born in Akron, Ohio, on October 5, 1927, he attended the University of Akron,

where the B.S. and M.A. degrees were received in 1950 and 1954, respectively.

Prior to college there was a 9-month period of active duty in the U.S. Naval

Reserve. After completing the master's degree he entered the graduate school at
18 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Purdue University and was awarded the Ph. D. degree in psychology in January

1958.

Professional experience has been gained in teaching, research, consulting, and

clinical activities. After a 1-year clinical internship at the Columbus Psychiatric

Institute in the Ohio State University Health Center, he taught for Kent State

University during the following year. Then came 3 years of research for the

U.S. Air Force on human factors problems associated with space flight. Since

that time he has been an assistant professor of psychology at Miami University,

Oxford, Ohio.

APPENDIX D

PERMANENT

ALL PLASTIC

1,..

'''"•:;::11.,.'",!,1.:.,°.::=`:1* ' . ONO B.SC., CO1Urnhia University "v7..r.c.: !.:.:, '........t. ';. ii

ItET TO NOTATION III. GASES - charge. m that the solution is electricslly neutral. '.' A

•A aa.r.e. xthsotor. r re., og ,y,,,,y„

•C degrees Centigrede M.W. inolecuie, ,,,,,,,

I Grefeel 140/Metiff. Have no inherent volume or shrine; can

be compresmd; diffuse readily to form homogeneous mixture;

'rem tormsde weight of ionic substance has the same effect

on vapor pressure. boiling point, or freering point. es has one

le degrees Fahrenheit E.W. equivalent weight

T temperature n no. of mot.

oem•settImg: Retene•ble, eaeLL Orme.,

7. LIOUIFIGION OF GASES. Caused by lowering temperamole a unionised substance. A; Electrolytes eliiinciaN to

different extents. inceeesing wth dilution; undissociated

III ni•rs C coocontretonn

V vo/ume M molarity

ture and increasing pressure. Temperature above which

Esse cen we .1.1.... howee. Eteet the Meemm. le celled

molecule. of solute and its torn are in equdsbrium•

I sl• ils..F. Ill , 3; EL Sm Strong electrolytes ere 10.-y di.

F. pressure N normality

P. pressure, pure e electron

solvent I. liter -

st mole fraction cat. calor.

critic.,temPeretura Rre.u. nessee, te Oeoduce lique•

faction st critical temperature is celled criticel pressure.

3. GAS I4WS. See section CHEMICAL CALCULATIONS.

mei.. in solution. IS Electrolytes &rimer . M PetuenY

ionized because of interionic intermtion resulting horn tit,

trostatic forces which increase with concentration and charge

a 'ors, Gs,. ,,, b0h.,,,,„ d,„0,,,,, ,,,,,,,e g.. I..,

py .., „py (p .. gets „.„,,tent, R.., ..,„ neesete f,ro

of ions. These forces cause ...dation in movement Of ions

I. MATTER in solution and account for the decrease in conductance of

4 ELASSMKA /ION OF MAME. .s, ELEMENT-cannot be de.'de.. bch•vic. ' .•''''' ..• tn''''''''.• exh'" i'''''''''"'1•r composed by °ohne, thenoyet ,,,,,tione •es crysys t,,,,,._ forces of •ttraction wh.h increase with compression ot 'u"''' eeri..rthe.nd ,concentretion n''''"' o. 7' "'. solute.. B""' mrultihplosd c'f"'""'"' d,hy • correction ''''.

compowd a ,.. or more elements chemically combined in :Msn'tor.hi.ctric• lmve v.ume ef 'he' owe. At high

u is moire..< compared to the volume

m. ll.d the_ecemse,coeffres•A w ich Pend... the

concentration. tr. product of concentroton and *envoy

.oefficient is called the activity-the effective concentration 

. ,,r

definite proportions by weight.

rcr;g8:?7,Z nysnirs, Dying, pyotes n.0,,yet ... .,..

7. CLASSIFICATION or rummrs. ,,, METALS. solids or high

density, malleable and du-tile, good conductors of heat and

. c 4,... .,,,,a,,,.0„,

•8„,„_,T8 ww.""••••••-- h.,,,,.. 0G.8,, .,, con.„,,,,, nn,y-.o ryyi"yee 8.tnoioy,si.0

electricity; lend to lose electrons in chemical reactions (elec• , 

tropositive), oxides form bases with water (copper,

'seem.)NMETALS w y

m 

t .

. • --repreeent elements: either I Nom or I grensatom

(m ms).

7. FORMULAS-represent com,inds; represent either I mole-

,•,,,,, .,,, „eyy, eo , to n,. hi moi,_it._

•- 

r7

' • 

i r•f

-

'8

.-,',',`.

tensile strength; poor conductors of heat and electricity;:'i

tend to gam electrons in chemical reactions (electrone,a-

'.. i ' yy'r''.1.ti '0::; i a.,,,=,;:.Z.

,,,,,,,,,,,,.., w

rule with the subscripts denoting the rm. of Noma or I mole

(mobouter wt. in Items) veilh the subscripts indicating the

five), their oxides Mrm ands with water (sulfur, chlorine).

Amphotvroc elements possess properties of both metals and

nonmetals.

:w : i 07.7,;•L 'n,,,,,,,,,,,:::, ,,,,, 0..„,,,,,,.,

,r, ,r,,,,,, ,,, for,,, of .,,,,,,,,on ,„,„n 0,,

;,n, i., Th, hin,0, oy .., sneyee„,

‘tho":y,r87,1‘.1.:: n""' 7,"y '1;7

oo.. -. .. AICIL Worm... L'hiondt).

3 MAMA( EQUATIONS- consist of formulas of the reactants

t of the arrow and the products roused to 3 CLASSIFICATION or COMPOUNDS. ,a, ACIDS -contain ionize.

hie EP; donors of protons (Brensted Concept) H,S0r.

7,"hy r87,,Z=:;;7,'is 7'.

C. • , , i , i . „,.'"'" 'n '' "'"bi'

"""'"' ' '''P"' w 'n ""...'' " '''l ".t.

:I=S'it.t°Tto brsiet:rice equation: adsum th munl!er of ...-

rule. of reactants and products N, that no., e Nom' of given Ha. b, BASES-contain ion... OH', acceptors of pro,

tons (Rron•ted Concept) Na0H, NH,. SALTS- -products

I .ement appearing in reectants - no. of atoms appearing in

products. 2Na0/1 + NAO. -• 2H10 4- N.15.•

IV. SOLUTIONS

or rr,otr.l.r.t,on or r.c,ri. with bases; contain catiOn(-, ion)

other than H• and anion(-- ion) other then OH- (NeCO.

I. (NARACTERISTKS CIT A TRUT IOLUTIO.N Abeenee of .40 0,4 '0

separation of components (in solutone of ord.., demhs),

apparent homogeneity; dissolved substance subdivided to

4, rrrfs 01 ON/MCA! MASTIONS DIRECT comm NATION two ,..,8 0.n hi „ y y ' ny.,

II. STRUCTURE OF MATTER wit.:ntr nrr,,,,,,_y 7,,,ci -rj;c;',38,;s7.8.7.8c,i -Vil:

I. LAW or CONSERVATION OE MASS AND virtu..., ordinary

chemical reaction, mass and energy are neither created na,

destroyed.

2. 1AW Of CONSTANT COMPOSITION. In every sample of a chemi•

7,17"1.r. !v. in, ‘.•'''',„,„ .!1.•,,,./,,.,' ..n.‘;',...7.7n.."w

""'''''' """^"." ".•-•""-e- "'• "'cs s...'"4 .•• m•S

nitudes.

' S.F.( is that part of • mixture which dissolves another •'

St•nce hr.. d.rti into two oe mom simPlee eubstenery

(21140 -• 2111 -I- 0,) SINGLE DISPLACEMENT -en

' 

lenient displaces one of the elements from a compound end

- • • - unit. with the remaining constituents of the compound

.1 compound, no matter how formed or where found, the

8,,,,,,,on by „es, , eon,ts t„„t oien.synt, s, es wey,

sub"••ce'I'"1"4' if"“" ,•d 87,817,',.71i ='• ." Pr°.

nesTZtei,1...ruart,tNceoneeces• ',„ •,,deTEr..• v ..• , ,

f 

T1ON 

Aft1 O 

(or 

2,C1 -• fli + AUCli). ...BLS ...COMP..,

metethesis)-an exchange of radicals takes pls.

identical (tnre (or ell practical purposes though some excep•

tions h•ve been noted because of the existence of isotopes)

iiy• . yt • y yiyyy, noy",.. ',',L'--ny ",,,,,,I..,Vy t ,••„n„T,,,'..7'or'"y,..,

-''''''''' '• - w -- `----• - --' ---•------ ---.'

between tn. meelmunde. • mdse. ie en etom . ;mein of

stoma. ch•rged or uncharged, which act. tis • unit in chemical

3. TAW Of MULTIPLE ...OM., In two_or more compounds ocr"w,1';'°h8 ,,7480. s7,t'11;,7.Z"un „rntrhror.ovh°,1u.87(ol 7.1v,,e,T; chmges (NaCI + Ag NO, --•

''''"'"'''' '''' .'' ••••• •kmn'..' th d'ncrcnt wc‘Sht..•••

'cn'cnt •.rnb'n.v'''.•• .". wc'ght '.. •nY •thc''' kn... can be expressed ss • ratio of whole numbers.

/ ' -number of mole f solu , lit r of mlution;

Tri‘.o./;/.7.-nurnher of rnoles 'pe°r '1000 grions ;solvent; norVI. CHEMICAL CALCULATIONS

I. lEMPERATURE SCAM AND CONVERSIONS.

4. LAW Of COMBINING WEIGHTS. In every compound the pro• 7.1,.7tie-.70"17.1'/01 Pro'ttnet.rt.'17:1 T ' hi" "'"*". •C 519"- 22) •A .. •C + 2" •F "..2'S •C + 32 Porri.. Iv weigh,of each element nury. e•Pteeeed hY •

,,,...,..b

,th u...... mote,,, in th:Vd. 'sZ.:Z=";:i ,,, '2- ,..T 'IL,,:":::;,":::,,; ',77`Y,-.:::,',".17t7.T"'"?:'

....b. , bY .. .,,<tr.. meltiPle . M.

number.

S. DALTON'S ATOMIC NYPOTHEStS. They explain the Iowa of composition of compounds: Se' the ultimate particles of all ele•

solutions contain more solute molecules in solution than in

• saturated solution at the same temperature •nd pressure.

8 Hy st y ny 8osersop it w th. nuentsty of beet eyotved or

. • . .

,(;.,,rly"„---_ ,,, 0-ii,i--e-n-i,..,,,.. "',.."n-i,-.... ---.; 0(7- o-iini l-p' ,•P4-8,;,-.;

.8 88,,,,n8.„, 8,,,.....8nt...

3. Mr ASUREMHIT Of GASES. 'a! 1 v. force 4. ores: ti. Venda.

merits are atorns, inclinable of further division; L; all the

atoms H.. element have • characteristic weight which can

..h w. wh,

• 

pea n one mole of solute dissolves in a mlution of

fi77,,7" s •!••'.?•..t • I'm .nWcr•tu'e. . •

p is, 8,,,88,,,,,,,,,,,,, N. 760,,,,,,,,,, n.c y .8 8., .

10. ../cm.• - 14.7 Iblin.s,.. atandard T w 0.0 Of 273,1

be expressed on a relative scale in terms of the atomic w ht

. 

. . .

'me element, e' chem.. ' ....en cen..t..um...u1e.

atoms. as wholes, with each other; 6 molecules are the

g PRE,S, 01 A SOEUTION I• the pressure of its vapor

• • • • • phas e in equilibrium with the mlution. .

1. BOILING P016. of • soluton i. the temper•ture at which

•,. y „,„ ..„„ ,., • hod_ -_-_-7,„

.(i 6.8 ,t Nt. Lie,„ piiy, _ ri/8-,

const•nt),

. , _ . w . u to

• ...set • i -1 .• e vs t L enwa

smallest units of compounds. (TheN hy, hews are inec.

curate in that •toma can be further subdivided, though not

by ordinary chemical reactions, end isotopes of elements

'1,, '•",- 17,-,,--; 

. „mot.. nor,„,,, ..'7;:h.c,._ vi _ 84,7"8 ::(...7'''''''--- N en. Prem..

rig or 1 atmosphere. 

8 yNyis„, ,ose y .

0oYM „i ,Mi conistent)• i

Nee - E. ,use . Lew: Pi,' .- try"' i t e Nue m cum.. I.

Gynyy, G., Lew: Ms var, - P, V,,,, (m const•nt3

..TEs Su.... . end 2 refer te 'esti. end Miel uelum

have been discovered.)

, . wiinnon i8 8h, t

tcculeemtum •t •• nc

h

solid and liquid phases are in equilibrium. respectively; in all gas low problems use ...solute T end

• Al..' Y... 0, AN MAI.' it is the isvetege weight

reI•twe to average Mom. wesEht of °siege. MEen erhi•

9. CONDUCTANCE of a solution is • measure of its ability to

conduct current and is the reciprocal of electrical resistance.

7; Wyteyr,:!.•''".L :„..i' '•,,,,„,ndyi rn.i y.,... y e.,... , y ,

-y. ''' .--“- '.---ur.• - -- ''''''u" c'' .•"' trimly as 16 (average values used ...um atoms of an ele•

rnent ere isotopic 'Matures).

conouctence of • LM solutjon pieced between electrodes

lcm. apart is its molar conductance.

.y.„. ,,,- .8_

.---- ' '. '''' ' '''' III Collection ol asses over 11,0, or Ie... P - P Of 11,0

'v. s'•I "m.'''''''" r••'• "'''''' 7. LAW Of °WONG AND PETIT. It is • guide to atomic weight.-

product of atomic weight of element end its specific heat in

10. y.cosirr of • solution is the memure a its internal frie.

lion or the resistance to its flow.

'11) ...horn, Lew of diffusion. ---, es ----..--, •

'. 1. ,-1 ),

4. rroircutAa patorrs. ,..) com 

/(M

pounds from 1,r formula•

solid state 6.4 calories approximately.

8. MODERN ATOM, THEORY

II DIFFUSION is • 

'

trans rt of moleryles due to • concentration ,r•dient oni, ,i concentmtIon Er..sent of "elute

a SOME !MA/ANTAL UNITS 01 THE ATOM. prolon.charee +I.

mass 1.00758; etectron-charge - I. mass 0.0005486; neutron-

<slats between tw• Penni.. • ...."' .he• thA c."ce"‘”..

tem ...lute . Mr... the. tem B....1ftmenn . •

M.W. w sum of pralucts of Nom. weight.. eon 

ei,,,,,,,t, by num, , eteno, motecuie

elpha 

charge 0, 

particle 

mass 1.00897: 

(helium 

positron

ion).ChaeEe 

-cheege 

+3. 

+

mem 

1. mem 

e.

...S.,riut•,.....' b• •41se•ved,••c. •••••u"d •c''c•• th• 1...d•rT

'cemeu uctween tn. ' 4°.u''..... .

Iniseeles M. W. of Na,co, - 203) 4- 1(11) + 3063 ) G 

um, Ave,adro.• hypothesis: M.W. m wt. 22.4 g at 0•C

and neutrons having net + charge; electrons arranged in one solvent to another, the two solvents being immiscible. (y wittnt.n., ...it. tn ,8 N.°, 6,. 8, . s•-•

con,•„,„i„,, 0, 0,,,, '0„0', ,,, eon,..yets.ei y eyeet M.W. • '

distances from the nucleus. Number of electrons - number of

13. reYSTAItt. //CM is the formation of solute crystals Morn a

NiPereeturetedeohluon. mryetethmeson ...lea hY -.Mierw (.. ._ 0)

, .._..

protons so that the *tons m electircallY neutral. Energy

levels sre denoted by letters K.E,M,N. 0,P and Q where K

(introduetioo of • particle of solid), stirring, and scratching

surface of containing vessel.

• - omielt pc.caut,..c

(i. subs..< per 1000 4. H,07(1.86)

MW

',sten neere., the nude°, end Q s, the „yen..

located farthest from the nucleus. Electrons are •t fixed

14. OSMOSIS. If • solution is separated from the pure solvent

bY • eensiDermerible mem... whirl' permits only .01v,nt

.. t

(o - r)

r - Irs,,no Pt• mluet.,.0

diatence from nue,. bot ere Ni conNent tnor,o end

eble to jun, from one en0 , levet to another. Mar,.

molecules to pass through it. there develops across the men,

bran< a pressure difference which prevents further net trans•

S COMPOSITION Of COANOURD A. lORMULA. 'al The er',. ol con,

stituent element v. product of nurn.r of •torns of element

„non, no„,y,„ , ,,,,tron. i„ out„,00 soy, s. g e„, s n

next to outermost sevei . ie fro.8iyourn nom?, etec.

port of oolvent into the wslution. Thi. pressure difference is

called the osmotic 'Pressure of the solution. Osmotic pr.•

per molecule and 112 atom. weight 4. M.W. compound, I.,

tion obtained X 100.

trons in energy level s'n's is 2nt). The number of protons in

nucleus is called the atomic numer. b El ements differ in

eur.....d.onlY Rn temPeretu. i •nd Me fem.'s , of wlute

molecule.; rim mlutione M. CenuEeede• /.. •• 23 IF C where

8....8., 7.N. in Ni.t cot w

..their,•torn, nurafiet-etorns of same element Miens.. the

,. thfr,,,,, ,, .,,,,,,r ,,,,,,, ,r, ,p,1,...d etnnue num ,

f• se the osmotic P•meme In .mcm.seree •ncl C . Me mn•

centration of mlute in moltility. Osmotic pressure method is

in sy„,,,,,, L.,,,,,,,. fro,n orenr,,,,,,,,,, of dement, tn.,

% of esch element by its •tornic weight. Nest divide thew

ryotopes. L.lectrons in outerrnost level me called valence

electrons because they participate in the formation of cherno

Med Ae" ...merit the molecule' wesEht . ...M...

luth molecule,weight •^.0 ' 1 eol•shMtY.

y.i0„ by t b,s,.n.,eise,t to get,i„,„, tei.,,,,,,„,ws, ny„s b,.„

bond, tho

giving nurntor of •toms of each element per molecule in .II id ,,,o,„,, tos,,,,,, 0, yo,..,,,, inn„,,,,,,n,

may also participate for mrne elements-thew exhibit Liar,

15. lift WI. 10 sae solMrs that dimociate in solution to form

eb•cked Distttcle• ealIe.d 'mt.,no.•.e.e.Yte• do n. dm.

...tn.., yonnoi. rind yonnui. ,,,,,,,nond

eonteintn. ti,,,c.43.4%,,,re.4,,,,,',O.

.b, r./enc. and ere "sled trerisition eNos.nr., mon,.

with • complete outer nng (8 electrons), forming . Neble

onteti ey, obe„,sreiiy, sn (e.; nob, ..„,).

sonate but remain asdimolved molecules; strong etectrelytes

dissociate completely but weak ii/ectro/yres. only partially.

It. IllICT Ot TEMPERATURE AND PRISM( ON SOlUallitr. Liquid.

.3 hem.. ..iiol . .942; :.3:•.- 4 .. Limi ' 49. ,. , .8

3.0 16.0

c rimp:otr oi KOPIRT:15 Cl CCMPOUNDS AND ELECTRON Dd.

MAU,. The propersjes of compound. ey.. ms-iodic fun,.

and solids are generally more roluble with incr.. in iern•

mr•ture--gases, less saint.. Caen are rim. soluble with ..

.9. 1.89 ALI

nor. of their atomic number.

d, WES or c%,....00; (OWL IONIC-r.motion invoiv.

increase in preNure.

II. ... See ..i.• CHEMICAL CALCULATIONS.

simplest formula is therefore: Nar CO3.

SIOICHICMITRIC PCOILEMS DAM ON CHEMICAL

transfer of one or more electrons from one atom to another.

COVALENT-involves sharing of electrons by Nom*, each

I.. ./Oer. Afil:113.7ili TS oil On diseel,ng in antler, elec.

trolytes dissociate into sou,. electrically cheesed particles

EOUATIONS

I. FlOs,te; orrotmc wt.., OW a' write complete hal

gsvmg electrons COORDINATE COVALENT--sluired eke•

t tons 00000 00000 000 07000 only.

called ion.. AO T. charge on a, ion is proportional to its

valenes. The MUM number . 4. charge* 4. total men. of

weed equation; LI yin& Out subs... involwd and under

esch write inmation.weights (MW. twee number .(..o0
POSTAL RATES FOR CLASSROOM TRAINING CARDS 19

MEALLIER

NATiONAL ASSOCIATION

OF COLLEGE STORES

E

APPENDIX E

PURCHASE ORDER

LOUISIANA STATE UNIVERSITY

IN NEW ORLEANS

Vis-Ed Association

321 Hopeland Street

Dayton 8, OHIO

L.SUNO BOOKSTORE

LAKEFRONT

NEW ORLEANS 22, LA.

NO TAX FOR RESALE

No.30275 PIACI THIS NUALIER

ON vOull NVOICE.

PACKAGES. NM, ALL COEIESPONDINCE.

DELIVERY DATE:

TERMS:

VOA,

SHIP VIA

April 1, 1965 19

April 15 or before

Book Post

iNSTRuCNUNS QUANTITY DESCIHMiON umet TOTAL

I INVOICE IN DUPLICATE.

2 INVOICE Oft PRICED RACKiNG SUP

MUST ACCOMPANY SHIPMENT.

3 DO NOT iNSURE AT OUR 1.11,..

• WE WILL NOT ACCEPT CHARGES

TOR PACKING AND (EATING.

S SHMMENT WILL RE ACCEPTED ONLY

AT PRICES. DISCOUNTS. AND

TERmS, STATED HEREON.

5

5

5

5

5

5

5

5

10

'277.

10

5

5

5

5

5

5

- 10

, 10

10

10

10

10

10

5

10

COMPACT FACTS

ENGL GRAMMAR

ENGL PUNCT

ENGL COMP

FRENCH GRAMMAR

FRENCH CONV

SPANISH VERBS

SPANISH GRAMMAR

SPANISH CONV

GERMAN VERBS

RUSSIAN CONV

AM MIST I

AM MIST II

AM GOVT

BASIC ALGEBRA

INTERM ALGEBRA

PSYCHOLOGY

MARKETING .

GERMAN GRAMMAR

GERMAN CONV

BLANK CARDS

VIS ED CARDS

AM MIST I 5 ALGEBRA

ENGLISH 5 PHYSICS

AM MIST II 5 INORG CHEMISTRY

AM GOVT 5 ORGANIC CHEMISTR

MIST OF ENGLAND

WORLD MIST I

FRENCH

SPANISH A4:;1 ) 

,r TZMAN

TOTAL

GREES THAT THETSALENODISEHIDLTL,:H sALEGE,C,HN,ANTDAISN DERISIVE UN-Lm AmvItT.I:M,.,TE.D S,,TAsTEOS PAATrc.4,,;u 1 74.:CLOE,MAAN,LT.IN01,1.,CNO0Py4 NHTT.AND SELLER SHALL.

'1:0ILITIld'AURCHASER AN YE 'CSUVIE6;ii-RuEDIGSEI RAS EOP E RNTD'EREEISD NATAI'"NST PURCH—;i11-0D:It

ACCOUNT NO, 3,108/610

VENDOR'S COPY
20 POSTAL RATES FOR CLASSROOM TRAINING CARDS

PURCHASE OaDER CORNELL CAMPUS STORE, INC. ITHACA. N. Y.

To

Visval Ed. Assoc.

321 liopeland St.

Dayton 8, Ohio

No. 3303

THIS ODDER NUMBER MUST

APPEAR ON YOUR INVOICI

AND ON ALL SHIPMENTS.

TERMS

DEL DATE

DATE.

QUANTITY ARTICLES

10

10

5

5

6

5

VISUAL ED. VOC. CARDS - snanish

" n n " ENGLISH

" fl " INORGANIC CHEMISTRY

TWENTY WORDS A DAY TO PERFECT SPELLING '

VIS D. VOC. CARDS - ITALIAN

II U ii LATIN

IMPORTANT — SHIP THIS ORDER AS INDICATED BELOW 

_ 

• THIS ORDER IS SUBJECT TO CONDITIONS

— 

PARCEL POST, ZONE RATE —1. PARCEL POST, Booptefiag OF PURCHASE LISTED ON SACK.

RAILWAY EXPRESS — MOTOR TRUCK . . . 

N CAMPUS STORK, INC.

...---. UNITED PARCEL SERVICS ' . IMESS. H.

)

1,-,,- , ( , \ ..." e Z' t

/ 7.

Mr. HENRY. We have also placed samples on the desk of each of

the Congressmen. We lask they be kept by the Congressmen and

not inserted in the record

Mr. MORRISON. Thank you.

Mr. LOVE. For educational purposes.

Mr. HENRY. For educational purposes, as Congressman Love says.

I might say this: Mr. Udall, you asked if other companies were

involved in this field. There are 4 major companies who produce

this type of product, and there are perhaps 20 additional small companies who have it as part of their product production.

Our own dollar volume of sales is about $400,000 annually.

Mr. MORRISON. Are the other major companies denied this rate?

Mr. HENRY. We know of one who has not come to the attention

of the Post Office Department and who, I believe, is still shipping

under the old rate, but we do not mention their name purposely.

Mr. MORRISON. What about the others?

Mr. HENRY. It has come to the attention of the Post Office Department that there was shipment of like product by others and they

have been denied.

Mr. MORRISON. You say there are four?

Mr. HENRY. There are four major producers of this type of product.

Mr. MORRISON. And you are one of them?

Mr. HENRY. Yes, sir.

Mr. MORRISON. So three of them are not getting the rate and one is?

Mr. HENRY. We know of one that is.

Mr. MORRISON. By simple mathematics that leaves three.

Mr. HENRY. I believe that is true; yes, sir.

What has happened, in fact, I think, is that this is an educational

pup grown up. The training cards are something which have become

of vogue in the educational field. They have developed into a fine

and good tool to teach. This was not true until after World War Il

when this product began to expand.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 21

As a result, in the early days for 10 years we had the use of this

special postal rate. I think we had it because we were sitting on the

laps of all the other educational materials. 

We are now sort of a distinctive field. When the Post Office

Department saw it was a distinctive field they said:

This is technical, you are not under this bill, and we want you not to receive

this special postal rate.

Mr. MORRISON. As I understand it, when this issue first came up

you were allowed a certain number of months in which to continue to

operate at the preferential rate.

Mr. HENRY. When it became known we were right in the middle

of the shipping season of 1964, nothing was done during that intervening period. They gave us the extension beyond the shipping

season.

Mr. MORRISON. How long was that extension?

Mr. HENRY. Until January 1, 1965, and those last few months of

1964.

Mr. MORRISON. January 1, 1965. Since then you have been shipping at the new rate?

Mr. HENRY. Yes, sir, although we are just now coming into the

major shipping season, the latter part of the year.

Mr. OLSEN. What is the difference in the rate?

Mr. HENRY. What it would amount to to us is the difference between $15,000 we are paying annually now and $35,000, or $20,000 to

us in additional cost.

Mr. OLSEN. It is substantial to the Post Office, too.

Mr. HENRY. But this is the amount they would be increasing their

revenue. They would not be decreasing their income by that much.

Mr. MORRISON. How many people do you employ?

Mr. ImBus. We employ only six to eight people but we have association with another company which does the manufacturing of our

product. Actually our company is strictly a marketing organization

and the company which manufactures our product, I would say our

product accounts for roughly 30 percent of their business. They have

approximately 80 employees.

Mr. HENRY. We have covered this with the Post Office Department. We employ seven regular full-time employees. We provide

additional full-time employment for 18 employees of this associate

company in addition to our regular full-time employees and others

employed because of the company, and finally- we are a substantial

part-time employer in that we employ over 40 educators and professors

on a part-time basis to prepare these cards. We are also a part-time

employer in that we employ mailing clerks at the high time of the

year, 20 additional female employees. We are a regular full-time

employer of 65 persons plus the female employees and mailing clerks.

Mr. MORRISON. Where cards are put in book form and perforated

so you can tear them off, they receive a preferential book rate. Your

product involves the same principle, the same features, and accomplishes the same thing in the educational field but you do not enjoy

this rate because it is put in a card box.

Mr. HENRY. That is right. If I may pass around the sample.

It shows a French tear-out book which achieves the rate and our

cards do not achieve the rate.
22 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Mr. MORRISON. In other words, it is just a question of the difference in how you make the cards. In one instance the purchaser tears

them off at the perforation, and can very well put them in a box like

this, but you do this in advance and are penalized.

Mr. HENRY. That is right. For the students who use them, these

two products are displayed side by side because they both have the

educational rate at this moment, and have had it. Some students

prefer this way and some others this other way. To deny the educational rate to this is to deny the chance to use this technique.

Here is another example, Mr. Chairman. Here is a summary card

or chart which contains the same information in economics as the

cards in this box. The only difference is that this is printed on a sheet

so you can put it in a notebook and this is in card form so you can

put it in your pocket and study it as you go along.

If I may pass this along it will show the same information exactly;

one getting the educational rate and the other denied the educational

rate.

Mr. MORRISON. It is like having a transportation rate for a suit

of clothes, a two-button suit at one rate and a three-button at another

rate, even though both serve the same purpose.

Mr. HENRY. The chairman has stated it exactly.

Mr. MORRISON. It is still a suit. This is still educational material

and an educational product.

Mr. HENRY. If I may say a couple more words in conclusion.

Mr. OLSEN. The Post Office Department makes the distinction

that one is more a tool of the teacher than the other. Is that the

distinction?

Mr. HENRY. If the honorable Congressman will look at the plastic

chart up there which has just come around, the Post Office

Department 

Mr. OLSEN. I can't read it. It is too fine a print.

Mr. HENRY. The teacher does not use that. That is a tool of the

student. They say:

This was the only sample shown Congress when this section was approved and,

therefore, we will limit it to this.

We also argued to the Post Office Department we should come within

section 7 as it now stands, but they say "No, we have now made a new

class of your people."

That is not the distinction they have made, sir.

I think they have made several statements but not that distinction,

at least not to us as being the reason for not allowing it.

I might say to the chairman, if he will look at the conclusion of our

memorandum, one of the last two exhibits, appendix E, we have there

a purchase order from your great State. We have included that for

a very real purpose.

If you will note on the purchase order it says "Ship by book post"

up in the right-hand corner to "Louisiana State University." The

reason they do this is because the customers, our market who would

be selling to the student, compare this to all the other educational

materials they are receiving under this special fourth-class rate. This

customer will not absorb an increase. We can't. This product

undoubtedly will disappear from the market if it cannot be competitive. It costs as much to produce it as the other forms. If we have
POSTAL RATES FOR CLASSROOM TRAINING CARDS 23

a higher shipping rate than the other forms of teaching equipment

which are comparable in their ends and purposes, and they have a

lower shipping rate, this product must disappear from the market

because it cannot take that difference.

What the Department is doing, in effect, is saying to our company

"We will raise your rates so you will go out of business and this

product will disappear."

We submit that is not in accordance with the whole philosophy of

today of the educational postal rate and the administration's program.

We want to educate our students as much as we possibly can and we

want to provide to them as many competitive tools as they can use.

Our reporter even asked me for a set because he is contemplating

teaching stenotyping by correspondence in schools and he thinks

perhaps this may be a way he can teach English best, that his people

might learn it best this way. That is an example of how this field

is growing up. It comes within the intent and meaning of the law.

The Post Office has made a technical distinction which we ask you

to correct.

Mr. MORRISON. Are there any questions?

Mr. DANIELS. To whom do you sell your merchandise?

Mr. HENRY. Mostly college and school bookstores.

Mr. DANIELS. Direct to the students, also?

Mr. HENRY. No, sir. We would but the student usually goes into

a college bookstore, looks at merchandise displayed on shelves there,

and selects that kind of educational merchandise, or the teacher may

go in, the high school teacher may go in and select that kind of educational merchandise which most appeals to him.

We also sell to school systems.

Mr. DANIELS. Can you furnish names of the colleges?

Mr. HENRY. You have two back there, the Philadelphia school

system which has approved it. The Chicago school system purchases directly from us, and then the largest small customers are the

bookstores you see listed in the brief. In every State in the Union

bookstores send in their orders.

I can furnish you the names of many of them if you would like me

to, Mr. Daniels. We mentioned only two school systems but I can

give you more.

Mr. DANIELS. We should have them for the record, Mr. Chairman.

Mr. HEN RY. We shall send it to the committee.

Mr. MORRISON. Thank you very kindly for your excellent presentation, gentlemen.

Mr. LOVE. Thank you again, Mr. Chairman.

Mr. MORRISON. The committee now would like to hear from the

two gentlemen representing the Post Office Department, Mr. Charles

H. Ryan, Deputy Assistant Postmaster General, Postmaster and

Patron Relations, Bureau of Operations, and Mr. Edwin A. Riley,

Director, Classification and Special Services Division, Bureau of

Operations.
24 POSTAL RATES FOR CLASSROOM TRAINING CARDS

STATEMENT OF CHARLES H. RYAN, DEPUTY ASSISTANT POSTMASTER GENERAL, POSTMASTER AND PATRON RELATIONS,

BUREAU OF OPERATIONS, AND EDWIN A. RILEY, DIRECTOR,

CLASSIFICATION AND SPECIAL SERVICES DIVISION, BUREAU

OF OPERATIONS

Mr. RYAN. Mr. Chairman, I am Charles H. Ryan, Deputy Assist—

ant Postmaster General, Postmaster and Patron Relations, Bureau of

Operations.

I have with me Mr. Edwin A. Riley, Director, Classification and

Special Services Division, Bureau of Operations.

We are also accompanied by Mr. Arthur Eden, who is the Director

of the Postal Rates Division of the Bureau of Finance, and Mr. William

Lawrence of the Office of the General Counsel.

Mr. Chairman, I have just a very brief statement which is merely

a reiteration of the Department's position presented to the committee

on April 28 by Postmaster General John A. Gronouski.

These measures would amend the law 39 U.S.C. 4554(a) to permit

the mailing of training cards designed for use in connection with classroom instruction at the special postage rates provided therein.

The Department is opposed to the enactment of this legislation.

The training cards described above would include the ordinary index

type cards, blank or ruled, and other such cards which appear to be

more closely akin to general school supplies than to educational materials such as books, manuscripts, films and the like.

This legislation would discriminate against mailers of such school

items as slide rulers, protractors, T-squares, and similar aids used in

classroom instruction.

Mr. MORRISON. Let me interrupt you there. How would it discriminate?

Mr. RYAN. Sir, those items are used as a matter of practice in

schools as instruction aids. These items cannot be mailed presently

under the educational rate.

Mr. MORRISON. Well, that could be true. Slide rules, protractors,

and T-squares have not come before the committee and as far as we

know its manufacturers have made no objection.

No law has ever been passed by Congress in which you could not

go off on a tangent and say that because the law takes care of these

people there may be some people in x or y direction who would be

discriminated against.

Frankly I do not see how this bill would discriminate against slide

rule manufacturers. A student who would use this visual aid product

would not necessarily use a slide rule or a protractor or a T-square.

That may be beyond their reach.

I will tell you this: I think the slide rules and protractors and Tsquares can speak for themselves.

Do you have any information that you can give this committee

that the owners or manufacturers of T-squares, protractors, and slide

rules object to this legislation because it is discriminatory against

them?

Mr. RYAN. NO, sir; I do not.

Mr. MORRISON. Then your argument does not impress me very

much.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 25

Mr. OLSEN. Mr. Ryan, what I would like to know is the difference

in the cost of shipping this small box of French grammar cards and

this book of French grammar. Do I get that from the Post Office

Department?

Mr. RILEY. You mean the difference in the rate applicable at this

time?

Mr. OLSEN. How much does it cost to move this French grammar

book, and how much does it cost to move this French box?

Mr. RILEY. Assuming that is a book within the meaning of the

statute, the rate would be 10 cents for the first pound and 5 cents for

each additional pound. That appears to be a very small book so it

would be sent at the book rate, the rate of postage for books. This

material was being mailed when it first came to our attention identically the same way, 10 cents for the first pound and 5 cents for each

additional pound.

Mr. OLSEN. Now the rate has been changed?

Mr. RILEY. Yes. We did not change the rate.

Mr. OLSEN. You changed the classification of the materials?

Mr. RILEY. Yes, sir.

Mr. OLSEN. What is the rate which must be paid now?

Mr. RILEY. These would be mailed at the regular third- or fourthclass rate which applies to any kind of merchandise. If it weighs 16

ounces or over, it would be the regular parcel post rate. If they mail

them in boxes, a box of 16 ounces or over would take the regular

parcel post zone rate paid for other merchandise.

Mr. OLSEN. In the first zone, how much would it be?

Mr. RILEY. The local zone for 2 pounds is 29 cents. That is the

cheapest rate there is.

Mr. OLSEN. If it went to the eighth zone, how much would it be?

Mr. RILEY. The eighth zone for 2 pounds is 72 cents.

Mr. OLSEN. This would be 72 cents a pound?

Mr. RILEY. In 16 ounces or over.

Mr. OLSEN. And the book?

Mr. RILEY. If it is a book 

Mr. OLSEN. Assume it is a book.

Mr. RILEY. The book would be 10 cents for the first pound, 5 cents

for each additional pound.

Mr. MORRISON. From the educational standpoint, what is the

difference between the two?

Mr. RILEY. This rate is really not an educational rate.

Mr. MORRISON. I am not talking about the rate. From the educational standpoint, what is the difference between the cards and the

book? I do not think there is any difference, do you?

Mr. RILEY. I am not sure I can answer that. The book rate 

Mr. OLSEN. Mr. Chairman, I have been referring to this item, the

French grammar, as a book. He refers to a book rate instead of the

educational rate.

Mr. MORRISON. I understand that. What is the difference in the

educational features of these two? Maybe I have not made myself

clear. I do not see any difference between them from the educational

standpoint. The card is for education and the book is for education.

I want to know if you feel the same way about it.

Mr. RILEY. The only point I want to make is, the book is entitled

to the book rate whether it is educational or not.
26 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Mr. MORRISON. That is exactly correct. That is exactly why we

are here. One gets one rate and the other one does not. Regardless of the rate, let us get down to the purpose of the book as compared

to the purpose of the card. Are not both of them similar, both being educational, training, or teaching?

Mr. RILEY. I think it is perfectly possible that the book could have the same purpose as the card, yes, sir.

Mr. MORRISON. I am not asking you if it is possible. I am asking

you what both of them do. Do not both of them do the same thing?

Both of them are educational.

Mr. RILEY. They do if they are designed for the same purpose.

The point I want to make

Mr. MORRISON. That is right, they are designed for the same

purpose, even though one is put in a box and the other is put in a book.

Mr. RILEY. We already have a rate here for books. There is no

requirement that they be educational. They can be the most terrible

book that anyone ever wrote, and still be entitled to the low rate.

Mr. MORRISON. That is all well and true. If you tear a perforated

book in order to make cards out of them, what is the difference

between this and cards initially placed in boxes? And why did you

let this continue for 10 years?

Mr. RILEY. We are working here from a book rate. There was

originally a book rate. In 1958 the book rate was amended by adding

several individual items to it. These items were very confusing to

people out in the post offices. So, beginning somewhere in there, in

1959 or 1960, in this case the Dayton post office started accepting these

cards at the book rate of postage. The Department here in Washington did not know about this, but it could not have gone on any longer

than back to 1958, because that is the first time that the law was

enlarged to cover anything other than books.

Mr. MORRISON. Frankly, I think these cards should be given the

same rate as given to books. Congress always has given education a

top priority. This year we appropriated several billion dollars for

educational purposes. I believe this bill follows the same pattern.

Rather than put this company out of business, the people out of work,

and more important, prevent people from using these materials for

educational purposes, we should be assisting them to continue the

service they perform in the field of education. I believe the Post

Office Department could do this under existing law.

Since the company originally had the benefit of the lower rate to

ship their product through the mail, I wonder why they cannot

continue to use the same rate until we have an opportunity to reexamine the matter. All of us realize there will be a postal rate bill

next year and our subcommittee will have to consider it. Since the

precedent has been set, it would seem to me that the company should

be permitted to continue to use the lower rate until this committee has

a chance to consider all of the postal rate problems next year. Could

this be done?

Mr. RILEY. I do not believe we are in a position to answer that this

morning.

Mr. MORRISON. With whom does it have to be taken up with?

Mr. RILEY. We feel Congress has itemized specific items here and

we have no authority to expand these descriptions here.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 27

Mr. MORRISON. I understand that, but you have set the precedent

of giving an extension; have you not?

Mr. RILEY. I hate to call it a "precedent."

Mr. MORRISON. I call it a "precedent." You call it whatever

you want. A precedent has been set. If it is wrong to give an extension, then you should not have done it. You thought it was right to

give them an extension previously. Since you gave them one extension on behalf of this subcommittee I request that you give them

another extension. I think this is a reasonable request because

this subcommittee will take up the rate bill beginning in January and

go into it fully. Then we can take all the testimony that is necessary

and formulate legislation which will make it crystal clear to the

Department what they should do about this. In the meantime, from

the overall standpoint, you would just be extending the precedent

You that you have already set.

I do not know how the Department feels about a request from a

congressional committee, but I think you ought to give it serious

consideration. If you cannot answer that this morning, then we

would like to have the answer as quickly as you can get it for us.

You gentlemen are the experts in this field.

Mr. OLSEN. In that regard, may I ask a question on section 4554,

subparagraph (4), where it says:

(4) Printed objective test materials and accessories thereto used by or in behalf

of educational institutions in the testing of ability, aptitude, achievement, interests,

and other mental and personal qualities with or without answer, test scores, or

identifying information recorded thereon in writing or by mark.

I am looking at these cards. I can guarantee you that they are

objective test material and they give the question and they also provide the answer.

Have you seen them?

Mr. RILEY. Yes, sir.

Mr. OLSEN. On one side is the question, and on the other side is

the answer.

Mr. RILEY. May I offer an explanation?

Mr. OLSEN. I want you to comment on that, Mr. Riley, because it

directly relates to the question of the chairman. Sitting here this

morning we think that by just reading that subsection (4) you can

grant the educational rate to this material and, if you cannot do it

under (4), then look down at No. (7):

Printed educational reference charts, permanently processed for preservation.

Go ahead. Let us have your comment on (4).

Mr. RILEY. No. (4) was added in 1958 to the postage rate bill.

There was no hearing on this amendment that year. There had

been a hearing, I believe, in 1956 or 1957 before the House committee.

At that time the publishers of what were commonly referred to as

the college entrance tests, and such material, made a case for this

amendment. It was our understanding that the objective tests to

determine ability, aptitude, achievement, and so on, were not to be

confused with so-called teaching aids. There are a great number of

teaching aids of all shapes and sizes, big contraptions, all kinds of

things. We have been asked by the mailers of many of these materials

to call them objective test materials. I have had some very interesting

experiences on this line.
28 POSTAL RATES FOR CLASSROOM TRAINING CARDS

We have had lawyers who represent the mailer for a while insist

it is objective test material, and then later they change lawyers and

the lawyers will come back and say of course it isn't objective test

material, but it should come under the charts or something else. In

other words, these provisions are so complicated and so intricate, you

might say, there isn't general agreement as to what they mean.

However, I was intrigued by the testimony here this morning

during which these cards were referred to at one time as review,

reference, and study material, another time they were referred to as

to be used solely for learning purposes, and a third time they were

called a tool to teach with. In view of that, I simply cannot see how

you could say they are objective test materials within the meaning

of (4), which we know was put in there for the abstract type of test.

As to No. (7), the chart which was given to you 

Mr. OLSEN. This specific one on "Principles of Economics"?

Mr. RILEY. Yes, that was the exhibit that was used by the mailer

when he asked that No. (7) be made a part of the law. Originally

the draft of the bill had the word "plastic" in it, permanently processed

by plastic for preservation. There wasn't any doubt but what it

meant some kind of permanent lacquer or plastic or something

applied to the paper to make these things waterproof and fireproof

and that sort of thing. The Congress enacted this provision in this

restricted way, and we do not feel that we have authority to expand

it to other material.

Mr. OLSEN. Your interpretation of this language is based upon

some history in the presentation of the amendment.

Mr. RILEY. Yes, sir. The original rate was axed by President

Roosevelt in 1936 as a rate for books. It was fixed by Executive

order originally. It was not until 1951 that it was changed in any

way. At that time the first item here, No. (2), film, was added to go

at the book rate. We called this the book rate up until about 1959,

at which time there were so many items included that we had to call

it something else. Now we call it the special fourth-class rate because

some of these items obviously do not need to be educational. You

can mail any kind of phonograph record that you have, for example,

sound recordings. You can even mail tape recordings that are not

music. They can actually be correspondence.

Mr. MORRISON. Mr. Ryan, I think I interrupted your testimony.

Have you any further testimony?

Mr. RYAN. The only thing I wanted to add was one paragraph,

if I may.

In recent years there has been a tremendous growth in the volume

of mailings under the special fourth-class rate. The volume of mailings which received the special fourth-class postage rate in 1964 was

almost twice the volume of such mailings-in 1961. The difference

between the costs and revenues rose from $19 million in 1961 to $57

million in 1964. Pursuant to law, these sums were accounted for as

public service items.

That is all I wanted to put in the testimony, sir.

Mr. DANIELS. Mr. Ryan, the mere fact that the volume of mail

has doubled from 1961 to 1964 should not be the determining factor

as to whether or not this material qualifies or does not qualify for

this special rate.

Mr. RYAN. That is correct, sir.
POSTAL RATES FOR CLASSROOM TRAINING CARDS 29

Mr. DANIELS. Either it qualifies or it does not qualify. I have

been looking at these cards, both the type that are in the large box

and also this rectangular box. I fail to see why this material does

not qualify for the special rate under section 4554, subsection (4),

which says:

Printed objective test materials and accessories thereto used by or in behalf

of educational institutions in the testing of ability, aptitude, achievement, interests, and other mental and personal qualities with or without answer, test scores,

or identifying information recorded thereon in writing or by mark.

There is nothing in that paragraph which says it must be in book

form. It could be any kind of material which is used for testing the

educational aptitude of persons. The testimony by the previous

witnesses was to the effect that this material is sent to colleges, schools,

and booksellers, and it could very well qualify under this section.

Who made these rulings or the determination that this material

does not qualify?

Mr. RILEY. I made the original ruling. It has been confirmed by

our General Counsel's Office.

Mr. DANIELS. Has it ever been tested in the court?

Mr. RILEY. No,sir. I would like again to say there isn't anything

in this section (4) about teaching aids. A vast quantity of these

materials is being used.

Mr. OLSEN. If it qualifies under that language at all, then because

it happens to be a teaching aid, because it happens to have other utility

in addition to qualifying under No. 4, should not then disqualify it.

That is our point. If it can be used as objective test material, then it

qualifies. Because it has some other particular qualities should not

disqualify it.

Mr. RILEY. I would like to say that administratively it is very difficult to draw lines between teaching aids and objective tests. We have

felt if Congress wants to extend this postage rate to vast quantities of

teaching aids, Congress should indicate it so desires, rather than have

the Department do this administratively. There is really an enormous amount of revenue involved here.

Mr. MORRISON. Mr. Riley, I think you are getting a hint today

just that way. Frankly, when we take up our rate bill beginning the

first of the year, I think this committee is going to go to the very nth

degree, so to speak, to the greatest degree, in assisting to get educational material to all the people of this country. I do not see why we

should not when we are spending billions of dollars for education, as we

are, and when this administration is putting the emphasis on education

that it is.

You say one of the reasons this legislation should not go through

is that the costs will increase from $19 to $57 million. I am sure there

is a lot of cost in connection with educational materials. To me, that

is not very impressive. I wish more educational material were sent

to our people all over the country. You take the negative position:

don't send it to the people. Don't get it to them at a low cost which

the poor people can afford. Charge them the high rate so the company has to go out of business.

I think you are figuring reasons why it cannot be done, instead of

going ahead and doing it. As Congressman Olsen has brought out,

it certainly comes within the present law. This Congress is growing to

a close and there is not much time left for the legislation which already
30 POSTAL RATES FOR CLASSROOM TRAINING CARDS

has been put forth. I think the best way of doing it and certainly the

way the committee would like to have it done is that you give another

extension until this matter can be taken up in full. Then you will

have ample opportunity to testify concerning the feelings of the

Department in January.

I will direct this question to Mr. Ryan. You hold a very high

position in the Post Office Department. You said you could not

decide today. We are in haste because time is running short in this

Congress. I am just wondering when you could give us an answer

to our request.

Mr. RYAN. Congressman, I will give you an answer by the end of

this week or early next week.

Mr. MORRISON. I do not mean to be putting such a rush act on.

Today is Wednesday. I do not see why, after you leave here today,

you cannot go ahead and decide whether you are going to do it or

not. It is not such an involved question. It has been well aired

before the committee today. I took it up with Mr. Belen some 10

days or 2 weeks ago. He kept on putting me off for one reason or

another. Frankly, I think the committee would like to have an

answer by Friday noon.

Mr. RYAN. All right, sir.

Mr. MORRISON. Any further questions?

Mr. OLSEN. Not on this subject but on another part of the act.

You say any tape recording or phonograph record can go at the

special rate?

Mr. RILEY. Recording.

Mr. OLSEN. It does not have to be connected with education at

all?

Mr. RILEY. No, sir, and in no particular style. It can be narrative or music or whatever. Actually, this is open to the transmission

of personal correspondence under this provision.

Mr. OLSEN. And printed music, I see, whether in bound form or

sheet form. That does not have to be in any way educational.

It can be commercial shipments.

Mr. RILEY. Yes, sir.

Mr. OLSEN. Do they get the special rate here?

16-millimeter films and 16-millimeter film catalogs except when sent to commercial theaters.

Film catalogs and printed music, in bound form or sheet form, are

the only ones, though, that do not have to have some connection

with education. The other exceptions have to have some connection

with education.

Mr. RILEY. The big item is the books. Just books.

Mr. OLSEN. Any book?

Mr. RILEY. Yes.

Mr. OLSEN. Even the kind that Mr. Cunningham does not like?

Mr. RILEY. Yes, sir.

I would like to make another point, too. In considering this

question, we cannot just consider one company. We have to consider

the producers of every material of this kind there is.

Mr. MORRISON. The Visual Education Association witnesses just

testified there were but four manufacturers of this particular product.

So what difference does it make whether you give a ruling that will
POSTAL RATES FOR CLASSROOM TRAINING CARDS 31

take care of 4 of them or 400? If 400 people could be in the manufacture of this product, it would aid education and would help people

who may not be able to buy expensive books. They could buy this

product at a nominal price.

The Post Office Department, Congress, and everybody else ought

to be highly pleased and very gratified that these people produce this

product. It is a wonderful product and should get into the hands of

many people. Louisiana State University sells it in their bookstore

in New Orleans. Louisiana State University has around 25,000

students. If it were not a good product, I do not think Louisiana

State University would be using it. I do not think Cornell would be

using it. I do not think a lot of schools that they are going to would

be using it.

Mr. OLSEN. I wish to concur with the chairman. I think it would

be well if the Post Office Department could give these people an extension of time until we can consider the subject the first of the year.

At that time I would like to go into the whole question of who can

qualify to get this low rate. I would like to give some thought to a

permit system. or example, to qualify for a special permit, you

would have to be in the education business in order to take advantage

of this special rate.

Mr. RILEY. Approved by Health, Education, and Welfare, or

something like that.

Mr. OLSEN. You would have to qualify for the permit first. Once

you showed that you were in the educational field then you would get

the special rate for certain materials. Something like that I think

would be a better approach than a hit-or-miss amendment.

Mr. MORRISON. That is why I think our request is reasonable.

That is why I think the Post Office Department ought to grant it.

They have already set a precedent.

Mr. OLSEN. I think especially with educational material.

Mr. MORRISON. Why not give another extension until we can take

the matter up fully, as you have suggested. Certainly the cost is

irrelevant as far as the overall cost of Post Office operations. It will

certainly be very beneficial to the company and keep them from going

out of business. It certainly will be very beneficial to the people who

get this product, because it is used strictly for education. I do not

see any reason for not granting this committee's request. All the

arguments are preponderantly for it. It would be different if Congress

were just beginning instead of Congress trying to get through the

great amount of pressing work we have in order to adjourn for this

session.

I think you ought to grant it if the feeling of Congress means

anything to the Post Office Department. Of course, if it does not,

you can refuse to grant it. I just cannot see where this request is not

very reasonable, and I cannot see why this is not the logical way to go

about it. Certainly it is the way the committee would like to go

about it.

Congress wants to do something about it and will do something

about it if you give us the opportunity to do it in the proper way.

Mr. DANIELS. Mr. Riley, have you examined this group of cards

under the caption of "English Grammar"?

Mr. RILEY. I am not sure I have. I have one here on "History."
32 POSTAL RATES FOR CLASSROOM TRAINING CARDS

Mr. DANIELS. Will you take a look at this particular pack and

refer to any part of it?

Mr. RILEY. I believe I have seen these.

Mr. DANIELS. Those cards ask questions, and the answers appear

either on the face or the back of the card. If that material was sent

by this Visual Educational Association to a school and was used by a

schoolteacher teaching English grammar, would you not say that this

material comes under the category of material referred to in section

4554(a), subsection (4) of the Code?

Mr. RILEY. No, sir. We have drawn a distinction between what

(4) purports to cover according to our understanding.

Mr. DANIELS. What is your understanding?

Mr. RILEY. We understand this covers the type of test which is

given to a child to deternine his ability and aptitude, and so on.

Here you have a teaching process, which is certainly distinguishable.

Mr. DANIELS. Why can it not be used by a teacher for the purpose

of testing a child? I happpen to have a daughter who now teaches

the fourth grade, and I can visualize the situation where she may use

those cards for the express purpose of testing a student in her class.

Mr. RILEY. I would certainly be the first to admit that this is a

very confusing definition of what mail should be. Again I want to

make the point that there are vast numbers of teaching aids, very

few of them in card form, and they are all in principle the same thing.

Mr. DANIELS. This could be used as part of a system in a school

to test students.

Mr. RILEY. I recognize that.

Mr. DANIELS. If it were so used, would you not say it came under

subsection (4)?

Mr. RILEY. With our understanding of the purpose of this provision

and the conditions under which it was adopted, we do not think it

does, because there are very few of these objective test materials

being manufactured and distributed, whereas there are a great many

teaching aids. We feel if Congress wants to cover the teaching aids,

they should say so.

Mr. DANIELS. I happen to serve also on the Education and Labor

Committee, and this year, particularly, we have turned out a mass of

legislation dealing with education. One particular bill deals with

primary and secondary schools and involves an expenditure by the

Government of $1,200 million. There is another bill in conference

now dealing with higher education which runs into millions of dollars.

We have the National Defense Education Act. We also passed this

year a bill to furnish loans to doctors and dentists and other related

fields.

As the chairman has already pointed out, we are spending billions

of dollars for educational purposes. The first line of defense, the

President said, is the education of our youth who are the future

citizens. We are endeavoring to educate all our children, and I think

this material is most beneficial for teaching and learning, particularly

to youth, ought to be given careful consideration as to whether or not

it comes under the purview of this section. If it does not, I wholeheartedly agree with the chairman that it should. In view of the

fact that the Department already has taken upon itself to grant an

extension from last year to January of this year, I think the suggestion

made by tha Chair is a good one, that you continue to grant an
POSTAL RATES FOR CLASSROOM TRAINING CARDS 33

extension until we have a further opportunity to review all of this

legislation.

Mr. MORRISON. If there are no further questions, the meeting will

stand adjourned, and we will expect to hear from the Department.

Thank you very much, gentlemen.

(Whereupon the subcommittee adjourned at 11:45 a.m.)

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