Evening star., 1937-12-19
BY DAVID SPENCE HILL, B. A., Ph. ID.
@ HE 0lIfH0a,aa ~ ha loho II

ME outcome OF tne laDOrS OF the
latest National Advisory Committee
in Education, which was appointed
by President Roosevelt, and the
published reports thereof probably will be
made available for the public and for the
Congress which assemblies next January.
The reports will reawaken perennial
controversy, for Notwithstanding the large
activity Of the Federal Government in
public education, nevertheless the people
OF this country have never permitted edu-
cation to be entirely financed or controlled
by Washington. BY tradition and by
statutes most Of the costs of education in
the States is being met principally by
State and local taxation. Education.
schools, colleges, are words not even men,
toned in the Constitution of the United
States. The employment of a million
teachers and administrators Is regulated
by State and not by Federal laws What
shall be taught and how and when and
where teaching Is to be done are matters
OF State and local prerogative in this
country, in sharp contrast to the CEN
tralized forms Of control over education
exercised by the governments of France.
Germany, Italy and Russia. Nevertheless,
our Federal Government long has been
and Is increasingly active In matters af-
fecting public education
glimpse at the history of Federal re-
lations to education in the United States
reveals that almost from the beginning
Congress became involved in the financial
support and indirect control of special
phases Of education in the States. A be-
ginning was made hundred years ago
when certain land grants were made to
some Of the States and it was stipulated
by Congress that designated portions of
tnose lands were to be used for educational
purposes by local authorities Some nom
publicly owned colleges early received
special grants made by Congress. Later
when Western territories were requesting
staoenood and prior to the acceptance at
washington Of their proposed State con-
sttutlons, Congress stipulated in con-
tractual enabling acts,' that these new
states must establish and maintain speci-
ned types OF educational institutions. Such
stlpulations were written into the Enabling
Acts prior to the acceptance of the con-
stltutlons OF Arizona, Montana, New Mex
lco' North Dakota, Oklahoma, Oregon,
wyoming and other States.
Indirect Federal Control.
In 1852 the Morrill, Act made possible
FEDERAL support and measure of indirect
Feoeral control affecting State-owned COL
leges conforming to the prescriptions of
the Federal act. Since that year the ac-
cumulation of Federal subsidies con-
dltloned upon the compliance of the States
with Federal stipulations concerning phases
OF education has become large. For ex-
ample, there are the Hatch, Adams, Nelson.
State Marine School, Smith, Hughes.
Smith-Lever, Capper- -Ketcham, George
Reed, Purnell and the recent George
Deem Acts of Congress, all of which denote
Federal participation in education.
Tnese various acts do not cover com.
pletely the whole range of present Federal
participation in education. For instance,
federally supported education of the Gov
ernment' personnel is in operation within
all OF the 10 executive departments of
the Goyernment-that is, in Agriculture
commerce, Interior, Justice, Labor, NAVY.
Post ONCE, State, Treasury and War De-
partments-as well as in the many in
dependent" establishments of the Federal
Government
WITHIN the past four years the diversified
operations of the Federal Government
touching education have undergone un-
paralleled expansion. A part of this ex-
pansion has been the effort of the New
Deal to realize more abundant life for the
masses and especially to come to the
succor of perplexed youth. Part-time en-
ployment for high school and COLLEGE
students paid from Federal emergency
funds has been provided, and Federal SUM-
port OF emergency collegiate centers
throughout the Nation was in operation
Tor two years. OF great significance for
economics and health as well as for edu-
cation is the far-flung Civilian Conserva-
lion Corps Federal appropriations for
special instrumentalities in behalf of the
deaf, the blind, juvenile delinquents, pris-
oners, and for Negroes at Howard Uni
versity are instances of the Federal sup
port begun many years ago and contin-
ued to this day. A study made by this
writer and published in 1886 by the Ameri-
can Library Association covered 2e9
libraries in Washington and of this num-
Der more than $50 were being supported
in whole or part by the Federal Govern
ment.
Controversy Long Drawn Out.
NO such intricate and expensive system
OF federally supported education, formal
and informal, could have developed through
the years had there not been strong friends
OF such Federal participation, notwith-
standing the omission of education in the
text Of the Constitution But there has
also been determined opposition, and the
matter repeatedly has been made a public
issue.
Early opposition to Federal participation
IN education was signaled by the veto Of
President Buchanan some time before the
Morrill, Act was passed. Since that time
fear has been voiced repeatedly of too
much Capitalization in the control of pub
lie and private schools in America, of max
ing the schools eventually the victim of
the partisan wishes of political party, of
control by bureaucrats in Washington over
the essential educational programs of the
States.
On the other hand, many of the Federal
appropriations for special enterprises Of ed
ucation have been made with very little op-
position, sometimes without any. Both
friends and foes Of federally supported
education will agree that some Of the en-
terprises have demonstrated their excel
lence through long years of trial and that
In the cooperation of the States and the
Federal Government in carrying out spe-