Evening star., 1937-12-19
Schools and Colleges Face
Federal Control Problem
National Advisory Committee to Report Soon on
Best Way to Determine Government
Role in Education

effort" to be made in the respective States.
Ahus attempts are being made to erect
mathematical barriers against any tyran-
meal whimsical or political bureaucracy at
washington in the future, to prevent the
exercise OF personal bias or greed upon the
part OF any oinclals charged with the dis
trloutlon OF Federal moneys for education
al tne states, should appropriations for
general education be made by Congress.
but tne most clever Of these mechanical
oeVlces DO not remove the cardinal under
lying lssue-Shall the States and local
communities prescribe the character of
elementary, secondary, special and higher
education, or shall education in the States
oe conducted in conformity to restrictions
or prescriptions written either by Congress
or by bureaucrats at Washington"
Federal Aid Growing.
In the meantime, while academic issues
are Delng DEBATED among educators Federal
ala LOT eoucatlon Is growing by leans and
bounds. 1t Is not unlikely that before
many more months have elapsed Congress
Will DE raced by still more demands for en-
Iargeo feoeral participation and support
II thls Is enected more local responsibilities
ior eoucatlon may be shifted to Washing
ION ana hoped-for richness of educa-
tlonal program dreamed of by enthusiasts
lor Feoeral participation in education will
pe sought by the magic of formulate.
Flooos OF unsolicited advice upon oc-
caslon nave been poured in upon Congress
ana the Presidents. Some of it has come
from the well-paid spokesmen of educa-
tlonal organizations or those doing re-
search in public affairs 1t pours in also
from luncheon clubs, civic groups and
from aggressive or unbalanced individuals
Of course. the privilege is utilized mostly
by interested and organized groups but it
does make possible expressions of jude-
ment and desire from the more intelligent.
portion Of our population as well as from
others. Officials and members of Con-
gress at Washington are surrounded bv
representatives of organizations eager tn
tell them just what ought to be done
about public education in every State of
the Union.
Advice to officials within the States
may not cost as much for its development
as it does in New York and Washington
but there is no lack of voluntary advisers
within the borders of the States, when
FEDERAL funds for education are in pros
pect. For example, in every State numbers
OF teachers paid in part by Federal funds
are employed in vocational education as
also are their directors Instances are
not wanting wherein State officials lead
ing such groups have caused masses of
teiegrams to be sent simultaneously to
washington urging Congress to make
larger appropriations for the type of edu-
cation IN which these men are interested.
JInh
the recently passed George-Deen Act was
being organized and operated probably the
vast host of teachers and professors and
college presidents in the United States.
although all are vitally concerned In this
matter. knew nothing whatever about the
proceeding. The facts about the propa-
ganda in question were adequately brought
out in the Congressional Record last
spring.
Advisory Committees
More open and valid are the advisory
labors of qualified men and women who
have been organized at the request of ou,
Chief Executives and invited by them to
study the questions involved and then to
advise them in duly prepared report
President Hoover appointed such q Ma
tional Advisory Committee in 1929 and the
results OF its Investigations were published
IN 1891 within the compass of two volumes,
one factual, the other recommendatory
Ihat committee was supported by gift of
$l0O,OOO from the Rosenwald Fund There
was wide agreement within this committee
upon the policies and principles which
snould permanently determine Federal re-
latlons to education. but less agreement
ana TWO minority reports, respectively from
tne catholic and Negro representatives on
the committee regarding the mechanisms
OF government proposed for the carving
OUT OF the policies and principles adopted
President Roosevelt likewise appointed
an Advisory Committee on Education In
1885, the enlarged labors Of which are now
drawing to close. 1t is expected to report
by January l and, unlike the committee
OF 1929, Is being supported by Federal
funds. 1t is hoped that, like the earlier
committee, the new committee will nm
duce and make available to all concerned
both the factual and recommendatory re-
ports which record both its findings and
also the data upon which the ooncIusions
are based
1t seems that if the fundamental nr,n.
ciples and policies of education in relation
o6ASSu uEOIl III 1881 DIV Ghe
large and representative committee of edu-
Gators and citizens were true in that wear
that the fundamentals are true in 1897
whatever natural disagreements there We're
then and now are concerning the best
mechanisms OF government needed to carry
out such principles and policies. The one
committee was supported by philanthropy
the other is being financed by the Federal
Government, but this writer is convinced
that neither the Hoover nor the Rooseve,.
administration can be justly charged with
political maneuvering in the appointment
OF either committee. The final reports of
the two committees doubtless will remain
Tor years as models of excellence in docu-
ments OF this type. The committee now
completing its work is relatively small
one and is dealing with conditions we'll
known to be vastly different from the eco.
nomic and social conditions Of 1881. This
1act adds interest to the Forthcoming prod
uct OF the new Advisory COMMITTEES m
Education. Whatever we do about ed,,ca-
ton, should the issue at hand be met
squarely at Washington, will surely touch
the lives of 100000 of young people now
living, OF parents, taxpayers, and conceiv-
ably could lead ultimately to alteration in
our form of government.