davidaulloa/AmericanStories huggingface dataset:
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-08
Arlington Women
Voters Will Meet

At unit meetings beginning
today, the Arlington League of
Women Voters will discuss con-
servation and development Of
national water resources.
Anyone interested is invited
to attend. Mrs. Lowell Collins,
$3.50 North Nineteenth street, is
In charge Of arrangements.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-08

Mr.. LinoweS said his client
will file, prior to the hearing
Thursday, the covenants de-
signed to protect the surround
ing community with performance
standards.
He said the industrial stand
ards, as drawn up by DR.. Muncy
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-08
Montgomery to Debate
industrial Zoninq Plan
BY GERRY HERNDON

controversial zonng plan which would nearly double the
amount of industrial in Montgomery County will be
bated Thursday a hearing before County Council.
The sweeping proposal submitted by the Contee Sand
Gravel Co., involving 225 of land classified
agricultural will supported BY Dorothy author
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
The Federal Government
And Education

But let us also be clear about
one other thing: This tradition
has not prevented the Federal
Government from taking an in
terest in education and from
supporting our educational sys-
tenn in a variety Of ways-ever
since the Army, under Gen,
Washington, began to provide
general instruction" in 1779.
In 1852, when President Lincoln
signed the bill establishing the
land grant colleges, the Federal
Government laid down the basis
for our State colleges and uni
versities. In 1867 Congress set
up the bureau now known as
the ONCE Of Education. Begin
ming in 1917 Federal funds were
made available for vocational
education in local school dis
trictS. In the past 20 years,
largely under Democratic lead
ership. the Federal Government
has provided monies to initiate
and support a considerable num-
Der Of school activities-the
school-lunch program for pupils
and the CT education program
being perhaps the best known.
In short. the Federal Govern
ment has for a long time been
giving money for education pur-
poses without debating what the
schools should teach.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
A New Role for the
Federal Government
In Education

Together. these shortages have
produced the educational crisis,
The problem now is how to meet
the crisis-and how to meet it
in q way consistent with our ira
ditions and our ideals.
It is essential that we be abso-
Mtely clear in our minds about
two things; how we decide what
our children shall learn and how
we pay for their learning.
From the start, we have
thought it best to let the citizens
Of local communities decide what
kind of education they wanted
for their own children. In time,
the State governments began to
work with the local authorities.
insisting that the communities
meeting certain standards and
encouraging local initiative to
improve the schools. But oper-
alton and policy have remained
essentially in local hands-and
this is the way it should be. A
healthy educational system can
grow only from local roots.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
A New Situation

Two great social changes make
it imperative that we look now
to the Federal Government for
a much larger part Of the sup
port Of our schools.
One change is the fantastic
expansion Of our school popu-
lation. This has led to an enor-
nous increase in the. school bill.
We are now spending more
than three times what we spent
in 1888 and more than SO times
what we spent in 1900.
Annual public school expendi-
lures By State and local gov
ernments stand at near the $40
billion mark in 1856. Estimates
indicate that during the decade
ahead the education bill will rise
to SIS billion just to meet our
minimum needs, and to perhaps
as much as $40 billion II educa-
tional standards are raised to
what 1t Is generally agreed they
ought TO be. And this does not
take into account the cost OF
private education.
The second great change Is
that for various reasons the To-
cal communities have been less
and less able to foot this bill.
In the past, local communities
have relied mainly on property
taxes to pay for schools-taxes
on land and personal possess
sions.
In recent years the local COM
munities have been having a
very hard time realizing enough
money for schools from property
taxes.
There are several reasons for
this. For one thing, assessments
have rarely reflected the true
value Of the property. More
Importantly. property values
have not gone up proportionately
with the rise In national income
and production. so that property
taxes have not yielded nearly 50
much, for instance, as income
taxes. In relation to the ma
tionsl product. the general prop
erty tax yields only one quarter
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
EnroIIments Rise

How well equipped are we to
meet the needs Of the next few
years?
We know that enrollments will
increase at q practicable rate.
Although I ind a banning con-
fusion in the statistics in this
field, 1t is clear that we are fall
ing tens Of thousands of teachers
short every year. The most re-
liable figures indicate that right
now We are short about rs, 900 to
10000 teachers in the total
teaching force.
We know, too, that we will
need about $4,000 more school
teachers every year to take care
OF the new children coming to
school. And we know that we
need perhaps twice that many
new teachers every year TO re-
place experienced teachers who
drop out Of schools-to get
TO raise children, to 90
to higher-paid jobs in business.
or to retire.
When the schools opened this
September. they had to hire
some $4,000 another source re-
ports 70 TO 30 thousand) .emer-
gency" teachers-that Is. made
quately trained teachers. The
rest Of the slack was taken up
by crowding more children into
alyready overcrowded class
rooms.
And this year our colleges
turned out only $500 qualifed
new mathematics teachers and
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02

by while 90 Republican Con-
lgressmen first supported an anti
segregation rider to the bill and
then voted against the bill itself.
Indeed, in the midst Of the de-
bate, q Republican Congressman
read a letter from Mr.. Eisen-
hover in which he wrote: I'm
short, unless we are careful, even
the great and necessary educa-
tional processes in our country
will become yet another vehicle
by which the believers in pater-
|nalism, If not outright Socialism,
will gain still additional power for
the central Government" A ma
jority Of Democrats supported
the school bill; a majority of Re-
publicans opposed it. It was
defeated.
The record of the Eisenhower
administration is a record, so far
as education is concerned, of
words and of conference.-the of
little action, and no results.
The failure in conception, the
failure in action, is a symptom
|of a deeper failure. It is a
symptom Of incapacity or unwill-
|ingness to see the problem Of
education in human terms--in
terms Of boys and girls with abil-
tiles and aspirations, children
who may either be held down
and defeated by a poor educa-
tional system or be given new
possibilities and new goals by
a good one. Who can watch a
child 60 on his first day at
school without wishing him
everything he needs to equip him
best for life and assure the most
complete personal fulfillment?
cannot believe that the
American people hold anything
superior to the future of their
children. I know that the Ma
ton which can afford the best
automobiles, the brightest tele-
vision sets and the biggest air.
craft carriers in the world can
also afford the best schools. The
need is Tor leadership-leader-
ship which is interested, deter
mined and imaginative: leader
ship which cares about our
children; leadership which cares
about the kind Of world they will
build; leadership which under
stands that. in the end, all hui
man achievement begins and
ends with people.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
How to sharpen
your Judgment

ITO avoid the foolish opinions
to which mankind il prone, no
superhuman genius Is required.
A few simple rules will keep
you, not from oil error, but
from silly error" says Nobel
Prize-winner Bertrand Russell.
In October Readers Digest
the famed British philosopher
offers six suggestions to help
you form sounder opinions.
Get October Readers Digest
atyownewsstand today: 47ar-
ticles oflasting interest, includ-
ing the best from leading maya.
xinea, newspapers and books,
condensed to save your time.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02

as much as it did IS years ago.
1t will thus be necessary in
the years ahead to depend more
and more on the taxing power
|of the State and Federal gov
ernrnents for the money for our
schools.
Some State governments are in
"a position to contribute more
than they have in recent years.
Some are not. In any case, State
revenues are reaching their lin
its, especially when they are not
directly affected by an enlarge
ment Of income. So it has be-
come increasingly up to the Fed
eral Government to provide the
money to set our school system
on q solid basis,
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02

We should face this problem
squarely and promptly.
AS I have said, the best in.
formation available indicates
that it will cost us, as a Nation
from $500 million to 81 billion
more each year for the next Il
years to build the schools and
hire the teachers our rapidly
growing Sabotage population
needs.
We have three choices:
l. We can do without the new
schools and new teachers WI
need, or
2. We can leave it to the State:
to do the best they can to match
the means to the ends, or
3. We can raise part Cat least
OF the added requirements
through Federal taxes, primarily
the income tax.
These choices are not goine
to be easy ones. To me the
nrst one is out Of the question
The second one, for the reason,
discussed above. appears in mos
cases to be almost impossible
there just isn't this much more
give" in the local property tas
ana the State revenue sources.
The prospect of increased Fed.
eral expenditures-for anytime
lis one that any holder OF na.
tional office or any candidat,
for such Office must face witt
stern anxiety.
But I say this: Any opposi.
ton to increased Federal ex.
penditureS for education is hon.
est. under today's circumstances
only If 1t includes q clean-cut
decision that we do not neet
more schools and more teacher,
than local sources are provid,
ing. I don't believe any response.
bic person thinks this is true.
I hope, as part Of this serie,
OF papers, to make bluntly cleal
the economic and fiscal conse.
quenceS Of any enlarged Fedora
welfare" programs. I am set.
ting forth here only what / thinl
are the goals America has IL
mind. We always want and meet
more than we can have at an,
given time. And we shall havl
to decide which Of these thing!
we feel we can afford and which
ones we can't.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02

1928 new physics teachers. AT
that rate Of supply, how can we
expect our 10000 high schools
to turn out children equipped
to live in the world of modern
science?
In the colleges and UNIVERSE
ties, the situation is even more
serious. In the next 10 or is
years. enrolment will probably
rise by 100 per cent. For every
teacher now employed, two new
ones will have to be found in
the next Is years.
1t will not be easy to meet this
shortage. It has developed be-
cause we have failed to give
teaching dignity and status this
vital function deserves. To be
blunt about 1t, we have not paid
teachers enough.
We have all heard it said.
perhaps said it ourselves, that
money isn't everything to a
teacher; that teaching is a life
OF service. But who can doubt
that a truly professional stand
ing based on a truly professional
salary would make all the diff
ference in the world in attract.
ing fully qualified people into
teaching.
THE teachers Of this coun-
try" said William James, "have
its future in their hands" The
national neglect of the teaching
profession may do incalculable
harm IN ne oil
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
Crisis and QuoIity

The crisis in education is not
Just a problem of overcrowding.
The kind of world we live in
has compounded the crisis,
At home, we are entering q
period of rapid chronological and
social change--a period which
will test our ideas, our knowledge
and our creativity. And abroad
we confront a world in ferment,
where the aspirations Of long
submerged peoples, as we'll as the
dogmatic fanaticism Of the Com
munists, have created tensions
that the rising generation must
know and master. Human his
tory" H. G. Wells wrote, "be-
comes more and more a race be-
tween education and catastro-
pne.' The faster trouble runs in
the world. the better the job our
schools must do if we are just to
keep ahead of the disaster.
But keeping ahead Of disaster
is not enough. The problem is
more than one Of giving desks
and primers to the boys and girls
flooding into our schools. We
look to education not just to
keep us out of trouble: we look to
education to keep advancing us
toward q fuller and more fruit
full life.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
Crisis and Success

When the founding fathers
wrote the Constitution, educa-
ton was an aristocratic privi-
lege. But the logic of American
history has meant steady
widening of educational oppor-
tunity. IF a people expects to
be both ignorant and free" said
jefferson, cit expects, what
never was and never will be"
Today there are 33 million young
people from every walk and sta
ton of life in our schools. Truly
now education belongs to all
of us.
This triumph Of the educa-
tional idea in America, coupled
with the sharp rise in births
during and since World War II,
has filled our schools so full
that they are today bursting at
the seams.
And the great rush has only
begun. Five years from now
our already overcrowded ele-
mentary schools will have seven
extra students for every 10 now
in school. College and university
enrollments will double during
the next 10 to is years.
These are not speculationS:
these figures come from count
ing the noses of children already
born.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
More SkiIIs Needed
. The shortage OF talent

We can already see the conse-
quenceS of our educational short
ages. Recent studies by the
Commission, on Human Re-
sources and advanced training
have demonstrated that our
schools and colleges are not
meeting the growing demands of
our country for specialists, men
and women trained to do the
important jobs Of our society.
Business and government, So
ciety as a whole, needs more
scientists, engineers, doctors,
social scientists, technical ex-
pertS, psychologists; above all
we need more good school and
college teachers.
1t Is too bad that it takes 4
divided world to bring these
shortages home. In the first
I'VE years after 1850, the num-
Der OF young people who earned
engineering degrees in this coun-
try dropped from $4,000 to q, 900
while in the same period in the
Soviet Union the number of
graduates from technical schools
offering courses equivalent to
those Of our engineering schools
grew from $4,000 to $4,000. Rus
sia's gain practically equalled
our drop, and Russia is now pro.
ducing two engineers for each
one we turn out.
I do not suggest that we should
set our sights or determine our
needs by comparison with the
Soviet Union. But I do suggest
that the growth Of Communist
power may be explained as much
oy Communist investments in
education as by any other one
thing. And I think we might
well ask ourselves whether a free
people by free decision will alSo
be prepared to make this best OF
all lnvestmentS-investment in
the education of its youth. The
answer must be Eyes"
The shortage Of trained tech
niclanS is by no means our onlv
or perhaps even our greatest.
want. In a free society, where
the will of the citizen is deter
mining, we need, above all, citi-
zens with a good liberal arts
education. We need business men
and working men and women
who know our history and our
literature and the values of our
civilization; we need specialists
and experts, to be sure, but
specialists who know Tar more
than their specialties, who are,
first OF all, educated people. We
need poets as well as public re-
wards-yes, and we need poll
ticians! A group of scientists
at the California Institute OF
Technology recently concluded
that the most critical bottleneck
to future national growth would
be, not natural resources, but
brain power"
And I want to say that I SET
these shortages as causes fol
concern, but surely not for dis.
may. They reflect the fact that
our dynamic society has an in.
satiable appetite for capable
well-educated people. AS we feec
that appetite, we move towarc
the new America.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
End to Prejudice

A strong system Of adult ed
ucation will do many things for
us as q nation. Not least Of all
1T can liberate us from old pas
sions and prejudices, it can help
us as citizens find wiser answers
to new and pressing public prob
lens, and 1t can make us i'm
perviouS to artificial answers in
the form Of hucksters' slogans.
This is another major educa-
tional challenge to which we
must turn our attention, another
national challenge calling for
leadership at the highest level.
''In proportion as a govern.
ment gives forth to public opin-
ion," said George Washington.
"it is essential that public opin-
ion shall be enlightened" Edu-
cation is one of the pillars on
which our freedom rests. When
we neglect education, we weaken
the whole foundation Of free So
Iciety. And when we neglect edu-
cation in an age Of global con-
flict, we risk the very safety Of
our Nation and the future Of
freedom in the world.
But, more than this, education
is one means by which the indi-
|vidual can realize his own high
est capacity.
It is essential, therefore, that
education be available equally to
all, without distinction or dis
elimination based on race or
creed or color or economic con-
dition.
The crisis in our schools is not
only a challenge to democracy
and to national security. Above
all, 1t is a challenge to conscience
to our moral conviction Of the
worth Of individual human be-
ings, to our love and hopes for
our children, and to our faith In
America.
Thus far we have responded to
the challenge by pious words, by
conferences, by token gestures,
by promise and postponement.
The time has now come to re-
spond by deeds, courageous, de-
cisive and strong, in the tradi-
ton Of our Nation and In the
spirit Of our democracy.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
information Luos
4: The shortage of facts.

4. The shortage of facts.
What the Office Of Education
can tell us about our schools
and colleges is stockingly little
compared to the facts that other
Federal agencies can give us
about agriculture, banking and
industry. Your Congressman can
sent you more information about
hoof and mouth disease than
he can about the challenges con-
fronting our educational system
and the terrible wastage Of
human resources that an made
quate educational system inflicts.
We simply do not have clear.
accurate and up-to-date facts 10
answer some basic questions
about our schools. This is high
ly unsatisfactory.
5. The shortage Of policy.
The fact is that the Eisen-
hover administration has utterly
failed to develop a comprehen-
sive national policy for educa-
ton. It has not set up the adj
ministrative machinery to pro-
duce such q policy. It has not
lprobed or put into perspective
the facts Of the educational crisis.
It has failed to offer strong lead
Iership In the cause Of our most
valuable resource-our children.
In 1855, President Eisenhower
convened a White House confer
ence on Education. For nearly
two years, the prospect Of this
conference had been used as an
excuse for ,inaction.
The conference had been billed
as an effort to define the rela-
tionship Of the Federal Govern
ment to education. but It did not
do so. Its report supported lin
tied Federal grants for school
construction but left open other
questions. In short. our schools
were asked to wait through three
years Of gathering crisis for q
definition Of the Federal role,
only TO emerge with no defini-
ton.
Not until after the conferences
did the Eisenhower administra-
ton act. The action then was
TO put forth q weak bin for Fed
Ieral aid limited to school con-
|struetion alone.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-02
Economic Needs


I would think that Federal
grants would take into account
both the number of Sabotage
children and the element Of eco
nomic need in the various States
Many States already follow an
equalization principle in dis.
tributing State aid among Their
communities; q Federal pro.
gram embodying the same prin.
ciples would give further en-.
couragement in this practice
The Federal and State Govern.
ments alike should be concerned
with reducing the severe educa.
tional handicapS presently sui.
fered by youngsters who, through
mo fault Of their own, happen tt
live in economically underprivi.
legged communities.
I would feel that Congress:
should adopt legislation thai
leaves little room for admin.
iStrative discretion in the flxins
OF the amount or terms Of thu
Federal grants; thus any at,
tempt to inject Federal contro
would have to be thrashed out
in the open on the floor Of Con.
gresS and could not be tuckec
away in the fine print Of som,
administrative regulation.
1t must be recognized thai
this program win be costly
President Eisenhower proposed
a school construction program
OF $3.50 million a year, totallins
SIPS billion over I'VE years. Thu
acknowledgements KELLEY
Bill would have authorized $40(
million Of construction grant,
annually. for a total Of SIG bill.
lion over four years.
We must expect that as TIL
school population keeps on ris.
ing and as we turn to meetins
not only the school construction
need but also the teacher short.
age. these figures will have tt
be raised. I have already re.
ferred to the estimates which
have been indicating the newt.
able increase during the next II
years in the total amount OF
educational costs in this country
We must decide how much OF
this should be borne by the
State and local governments Gas
So per cent Of it is now, and
how much we should shift to
the Federal Government.
It is impossible to Ak q price
tag on q Federal aid program
without having first made a de-
termination as to how much OF
this added burden the States and
local communities can and will
bear, whether Federal participa-
ton should go beyond school
construction costs Gas / think II
should, whether the Federal
grants should be on an outright
grant or a matching grant ba-
sis. and so forth.
But ! do want to suggest that
just as a business matter every