(The statement referred to is as follows:) [Reprinted from School and Society, Vol. XIX, No. 485, April 12, 1924] A FEDERAL EDUCATION BUILDING The Federal Constitution recognizes State control of education. This policy is justified and necessary in view of the impossibility of adequate understanding of the local State education problems by any Federal staff of educationists. The States have created State departments of education with legal powers of leadership and these are rapidly gaining in quality of personnel and in breadth of experience. But it is necessary to arrange ways and means by which this State leadership may be federated so that there will be collaboration between the State departments of education, assisted by teachers colleges, schools of education, and normal colleges, in working out plans for American education and for cooperation between the States, to the end that our education work may be national as well as State in its characteristics. President Coolidge said to a committee of the National Education Association which consulted him seeking his interest in the Federal education bill: * "We have worked on the problem of education in this country for nearly 300 * * * We have never solved it. years. * It is a matter of the utmost importance to arrive at a system of education that will be what an American citizen should have. * * * Education is an appropriate remedy for very many of our evils, and the support of all good citizenship. "WHITE HOUSE, November 13, 1923.” "CALVIN COOLIDGE, "President of the United States. His statement shows that the leaders of the general public as well as of practical school work recognize weakness in American education plans. The contribution which the Federal Government can make toward American education policy lies in the field of research on the fundamental problems which ar important to the educational policy of the States. This research on fundamentals must be done on the scientific level, and the resulting generalizations must be verified by positive experiments so that the State leaders can rely on them. The State executives will utilize these verified generalizations, and thus national characteristics will be given to the school work in each State through State control. It will be necessary to get from Congress either a department of education or a greatly enlarged bureau of education in order to make this Federal research work possible. And it will also be necessary to arrange for the construction of a Federal education building in which these research undertakings can be housed. The great education library which is already a part of the Bureau of Education is now housed in a series of office rooms in the Interior Building. These rooms will soon be needed for work assigned by Congress to the Department of the Interior, and the library is likely to be stored in the basement. It will be well for educationists who are interested in giving American education national characteristics by evolving the "system of education that will be what an American citizen should have," as President Coolidge puts it, to begin the construction of plans for the utilization of a Federal education building. What should be the research undertakings of the Federal Government in the field of education? I have drawn up, with the help of others, an outline of the research work needed by the States and appropriate to the Federal Government as a contribution to American education. A large six-story building is necessary as an equipment for this Federal education work. The outline is as follows: FEDERAL EDUCATION BUILDING GROUND FLOOR Office for chief secretary and assistant secretary. Education library, books, and periodicals. Education exhibits of teaching materials and methods. SECOND FLOOR Research work in education economics-expenses, taxes, State economic conditions, etc. 94041-24-41 Research work on buildings-plans, heating, lighting, ventilation, playgrounds, fire protection, etc. Research work on background sciences-sociology, anthropology, history, Government, economics, manufacturing, engineering, the nature sciences agriculture, etc. Research work on the curriculum-civics, rural, vocational, household arts, sciences, literature, citizenship, health, character, etc., in schools, colleges, and universities. THIRD FLOOR Research work in psychology-the application of pure psychology to education methods. Research in education methods-tests, measurements, verification of the best teaching methods. Cooperation with State education-bulletins, consultations, letters of advice, school law, etc. Surveys State, city, and county applications of standards. Cooperation with Congress, State legislatures, State departments of education. Special researches for various States. FOURTH FLOOR Research work in library management-public, university, college, school, rural and special. Research work on methods of library education-continuation school work, reading clubs, rural book education, mechanical knowledge, national problems, etc. Research work on methods of library training various types of book education work for the general public. Research work in book selection-the useful books for various groups, reading lists, private library lists, etc. FIFTH FLOOR Research on methods of education in the fine arts-painting, drawing, decorating, landscape gardening, designing, etc. Exhibit of teaching materials in the fine arts. Cooperation with the fine arts societies of the Nation. Researches on curriculum in the fine arts. SIXTH FLOOR Auditorium for use of a Federal council on education. To be used, also, for special experimental work in methods and materials; and also for consultations between State leaders of education and Congress, the President and his Cabinet, on national education problems. Secretariat for the Federal council on education. The research work in library education is included, because it is impossible to plan a complete education for all citizens without associating the library with schools and colleges and universities as a positive education institution. The Federal council on education would include the State superintendents and commissioners, educationists at large and representatives of the general public. This council would set the problems for the research work and receive reports thereon. The State superintendents and commissioners would return to their various States with this reasearch knowledge and the deliberations of the council as the background for their State leadership. The above outline of undertakings to be accommodated in a Federal education building is "according to my candlepower." Advice for its evolvement will be received with gratitude. The CHAIRMAN. Proceed. MILTON FAIRCHILD, Character Education Institution, Mr. FAIRCHILD. This is the first attempt to work out a program for research work in a department of education. I believe this has not been stressed during my attendance on your committee hearings, and that is, that the State departments of education have their State boards of education and these State boards of education are the governing and controlling body in the various States. The power of the State board of education is far above the power of Congress with reference to educational matters inside the State. I make the point, therefore, respectfully, that it is inappropriate to enact legislation for the establishment of Federal arrangements for participation on the part of the Federal Government in the work of the States without having had consolidation with these various State boards of education. I have brought just a few papers here which show the organization of these State boards of education. Here is Virginia just below us here, which has a very fine man as State superintendent. He is president of the State board of education. The next member of the State board of education is secretary, the third member is the governor of the State, and the fourth member is the attorney general of the State. I need not read all the other members, the president of the university, etc. It stands to reason that in the State of Virginia, inasmuch as the State board of education has superior power over anything that Congress may create, that that State board of education in Virginia will not wish to be consolidated or wish to be party to the arrangements made for the Federal Government in the field of education. Turn to the States of Delaware and Maryland. For instance, in Maryland, the president is Mr. Fitzhugh, the secretary, the State superintendent, Mr. Cook, one of the most brilliant and far-sighted of our State superintendents; Mr. Channing, who is an old friend of mine, one of the leading lawyers of the State, and Dr. J. M. T. Finney. I presume every one of you know Doctor Finney, as he was a leader in our great medical service during the war, one of the finest men there. It does not stand to reason that Doctor Finney will wish to have legislation arranged for and passed creating an arrangement by which the Federal Government will cooperate with Maryland in Maryland education without consultation with him, with reference to what those arrangements are. Therefore, my earnest and sincere request to the committee is, that arrangements be made for consultation throughout the United States with State boards of education. There are 48 States. It is proposed to have a council of 15 members here by the Federal Government, when there are 48 States, and when each State in some way or other has arrangements for the leadership of education within its borders. And here is a hand-picked council of 15 members representing the Federal Government in its participation with those States. Let the council meet, in accordance with the Sterling-Reed bill, with 48 State representatives. That is the basis for a council, and add to them representatives from the other interests, like the Catholic interests and the general public, so that such gentlemen as we have had here may gain the ground floor in the national council relative to education, but I beg of you not to move forward, because it will fail in the end if you do, without consultation with the State boards of education. Mr. BLACK. Do you think we should invite them here? Mr. FAIRCHILD. I think it could be done by correspondence through State superintendents and State commissioners. When you have it framed, the next step will be to refer it to the State superintendents and State commissioners and submitted by them to their State boards of education for report by letter. Mr. TUCKER. This bill provides that it shall not apply to any State until accepted by the legislature of the State. Is it your idea that it should be submitted to the legislature or the State board? Mr. FAIRCHILD. Not the legislature, but the State board of education, a small body created by law, by the legislature, which heads the educational system in the State. The CHAIRMAN. Your idea is that before we draft a bill, or if we make a tentative draft of a bill, it should be submitted to the State boards before we take final action. Mr. FAIRCHILD. That is what I would advise. After you have made a tentative draft by correspondence, submit it to the State superintendents and commissioners and ask them to submit it to the State boards of education for consideration and report. Mr. TUCKER. I think that is a very good suggestion. Mr. FAIRCHILD. For report to the committees of Congress. I make the point that is necessary, obligatory, proper, and in every way wise, because no matter the legislative basis it can not create any organization or any person, even though he be a Secretary of the President's Cabinet, that is superior in authority and leadership in the States to the State board of education and its employees, the State superintendent, or State commissioner. As to having superior power, the superior power lies with the State, and if the bill itself recognizes superior power lies with the State, how can it be proper for Congress to pass legislation and establish machinery for Federal cooperation with the States without first consulting with the States? Mr. BLACK. Do you think the bill in its present form evidences any danger of Federal control? Mr. FAIRCHILD. I want to say most emphatically, and I can not put it too strongly in words, that these features of the bill which constitute the appropriation riders are a vital control over States and should not by any manner of means be passed, under any circumstances whatever. They do not belong in the bill. Mr. TUCKER. The appropriations? Mr. FAIRCHILD. The appropriations are hooked up in one paragraph with four provisos, which constitute control riders. That policy is wrong. Mr. BLACK. What do you think of the investigating features in the bill giving the Department of Education and the Secretary power to make certain investigations? Mr. FAIRCHILD. These investigations in the bill have nothing to do with investigations looking to control or busybody work, but the word "investigation" is used as a term equivalent to research, which means fundamental investigations, fundamental studies, with a view to enlightenment and assistance. If any change of wording is necessary in order to prevent any such misunderstanding, it should be made. Mr. BLACK. That is not the idea; the idea is not along the busybody line. Mr. FAIRCHILD. If there are any necessary changes in wording to overcome that misinterpretation, the changes should be made. Mr. BLACK. Do you think this bill is very badly needed? Mr. FAIRCHILD. I think so. I think the bill is very badly needed in its research features and in its council. We have 48 States, and my relationships are straight with the State departments of education, everywhere California, the South, etc. I know the situation very well with recent information. They are going alone. The different States are going alone, the State superintendents and the State commissioners with their independent organizations. I think that fact has never been brought before the committee. The State superintendents and State commissioners have their independent organization. They meet at the same time the National Educational Association meets but meet independently. Their proposition now is, and they will probably realize that next year, an independent meeting of three days by themselves at some central point, and as State superintendents and State commissioners they will consider the welfare of the whole Nation and work that is to be done as a whole for the Nation. The fact that an organization exists including nobody but the State superintendents and State commissioners will facilitate your consultation with these gentlemen. Mr. BLACK. They can do that now with the Bureau of Education without any legislation. Mr. FAIRCHILD. They can do that. When they do it, it will not be done with reference to the Bureau of Education; it will be done independently, on their own money, etc. The thing to do is to form a Federal council, creating the machinery by which the State superintendents and State commissioners can act as a Federal council, and may invite to associate with themselves their leading educators and representatives of the different interests in education, like the Catholic interests, and then associate also representatives from the general public. Of course, there are representatives from the general public on the boards of education, so it is a fact that the general public is now included. The general public is included in the boards of education. And then put in education at large, which includes the Catholic and Lutheran interests, and private schools; and with the State commissioners and superintendents you would have a perfectly logical and fundamental council through which important problems can be threshed out and questions and plans for Federal aid can be thoroughly digested and finally put into shape for practical use. I thank you very much, gentlemen. The CHAIRMAN. We will adjourn to next Wednesday, when the Vocational board desires to be heard. (Thereupon, at 12.15 o'clock p. m., the committee adjourned to meet again at 10 o'clock a. m., Wednesday, May 14, 1924.) COMMITTEE ON EDUCATION, The committee this day met at 10 o'clock a. m., Hon. Frederick W. Dallinger (chairman) presiding. The CHAIRMAN. The committee will come to order. This morning we are giving a hearing to Mr. Wright, Director of the Federal |