Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-11-11
Approve Federal Aid
In Education Matters
To the Editor of The Star:

TO the Editor OF The Star:
Your recent editorial entitled, Fed
eral Aid in Education" was read with
much interest. We we're especially glad
to note that The Evening Star indorses
this policy.
In I785 the Continental Congress
passed land grant act which provided
that lot No. Is in every township of
the Northwest Territory be set aside
for public schools. The preamble to
this act reads in part: knowledge,
being ever necessary to good govern
ment and the happiness of mankind,
schools and the means OF education
should be forever encouraged" The
principle Of Federal aid in education
some of whom sat in the Constitu-
tional Convention, 1787-1789. Among
these Presidents were Washington, the
Adamses, Jefferson, Madison and Mon
roe. Application Of this principle began
with Jefferson's first administration and
by generous donations OF land the FED
eral Government laid the foundation
for the public school systems OF more
than three-fourths of the States. The
total acreage for this purpose to date
exceeds three times the area OF the
State of Pennsylvania. Congress COM
menced appropriating money for edu-
cational purposes early in the history
of the Federal Government: 1t passed
an act June %, 1885, loantng twenty
eight million dollars to the States for
internal improvements, education and
other purposes. This money was never
paid back. New York received four mil
lion dollars of this amount.
Aside from laying the foundations OF
the public school systems of more than
three-fourths Of the States the Fed
eral Government founded the various
faka fwynrc ND fnTsN
propriated more than two million dollars
annually to their maintenance. In adj
dition to this amount the Federal Gov
eminent appropriateS many millions
more annually that goes directly to the
education Of the youth Of our Nation.
The bureau known as the "Of1ce of
Education" was created to be research
agency as stated in your editorial on
the 9th ultimo. The only class
the maintenance and operation of
schools for the education of the native
Indians in Alaska. This work could
well have been performed along with
other functions Of the ONCE Of Indian
Affairs.
We quite agree with you that at Is q
strict rule of the Federal agency not to
press its attentions upon any public
school agency or private institutions, !"
I
| in education. The reorganization Of
| the bureau called the "Office of Educa-
ton" with enlarged facilities and with
emphasis placed on its research func-
tons should, as you suggest, remove
much Of the antagonism to the pro
poSal for Department of Education, 7"
an agency which should be created to
embrace all Of the educational acttvi-
ties of the Federal Government. Since
| Federal aid and encouragement of edu-
cation are well determined, q depart
ment for this purpose is long past due.
Therefore, let us face these facts reso-
lutely and act according to our ancient
| practices with respect to education,
which may be stated in the following
| terms:
Coordinate with the inviolable pow-
| erS OF the States to determine, direct
and otherwise control education within
their respective boundaries is the in
violable power Of the Federal Govern
| ment to pursue such methods as it may
choose to conserve its national integ-
rity and national sovereignty. National
integrity and national sovereignty of the
Federal Government can be conserved
best by q broad national vigilance in
matters OF education. Such a national
interest Of education has been the pol
icy Of the Federal Government and Is
the philosophy which has supported the
principle OF aiding and encouraging
education In the several States.
ELMER e. ROGERS.