The Conscience of a Conservative

that the alleged need for federal funds has never been convincingly demonstrated. It all depends, of course, on how the question is put. If you ask, Does State X need additional educational facilities? the answer may be yes. But if you ask, Does State X require additional facilities that are beyond the reach of its own financial means? the answer is invariably no. The White House Conference on Education in 1955 was, most of us will remember, an elaborate effort to demonstrate popular support for federal aid. As expected, the “consensus” of the conference was that more federal aid was needed. However, the conferees reached another conclusion that was hardly noticed by the press. “No state represented,” the Conference report stated, “has a demonstrated financial incapacity to build the schools they will need during the next five years.” What is lacking, the report went on, is not money, but a “political determination powerful enough to overcome all the obstacles”.

Through the succeeding five years, congressional committees have listened to hundreds of hours of testimony in favor of federal aid, but they have never heard that 1955 finding successfully contradicted. What the White House conferees were saying in 1955, and what proponents of federal aid to education have been saying ever since, is that because a few States have not seen fit to take care of their school needs, it is incumbent upon the federal government to take up the slack. My view is that if State X possesses the wealth to educate its children adequately, but has failed to utilize its wealth for that purpose, it is up to the people of State X to take remedial action through their local and state governments. The federal government has neither the right nor the duty to intervene.

Let us, moreover, keep the problem in proper perspective. The national school system is not in distress. Shortly before the Senate debate this year on increased federal aid, I asked Mr. Arthur Flemming the Secretary of Health, Education and Welfare, how many of the Nation’s school districts were in actual trouble⁠—how many, that is, had reached their bonded limit. His answer was approximately 230. Now there are roughly 42,000 school districts in America. Thus, proponents of federal aid are talking about a problem that affects only one-half of one percent of our school districts! I cannot believe that the state governments responsible for those areas are incapable of making up whatever deficiencies exist. It so happens that the same deficiency figure⁠—one-half of one percent⁠—applies to my own state of Arizona. And Arizona proudly turned down federal funds under the 1958 National Defense Education Act on the grounds that Arizonans, themselves, were quite capable of closing the gap.

This may be the place, while we are speaking of need, to lay to rest the notion that the American people have been niggardly in support of their schools. Since the end of World War II, Americans have built 550,000 classrooms at a cost of approximately $19 billion⁠—almost all of which was raised at the local level. This new construction provided space for over 15 million pupils during a period when the school population increased by only 10 million pupils. It is evident, therefore, that increased school expenditures have more than kept pace with increased school needs.

Here are some of the figures. In the school year 1949⁠–⁠50 there were 25 million students enrolled in various education institutions in the United States. In the year 1959⁠–⁠60 there were 34.7 million⁠—an increase of 38%. During the same period revenues for school use, raised largely at the local level, increased from 5.4 billion to 12.1 billion⁠—an increase of 124%. When school expenditures increase three and a half times as fast as the school population, I do not think that the adequacy of America’s “traditional” approach to education is open to serious question.

The third objection to federal aid is that it promotes the idea that federal school money is “free” money, and thus gives the people a distorted picture of the cost of education. I was distressed to find that five out of six high school and junior college students recently interviewed in Phoenix said they favored federal aid because it would mean more money for local schools and ease the financial burden on Arizona taxpayers.

The truth, of course, is that the federal government has no funds except those it extracts from the taxpayers who reside in the various States. The money that the federal government pays to State X for education has been taken from the citizens of State X in federal taxes and comes back to them, minus the Washington brokerage fee. The less wealthy States, to be sure, receive slightly more than they give, just as the more wealthy States receive somewhat less. But the differences are negligible. For the most part, federal aid simply substitutes the tax-collecting facilities of the federal government for those of local governments. This fact cannot be stressed often enough; for stripped of the idea that federal money is free money, federal aid to education is exposed as an act of naked compulsion⁠—a decision by the federal government to force the people of the States to spend more money than they choose to spend for this purpose voluntarily.

The fourth objection is that federal aid to education inevitably means federal control of education. For many years, advocates of federal aid denied that aid implies control, but in the light of the National Defense Education Act of 1958 they cannot very well maintain their position. Federal aid under the act is conditioned upon compliance by the States and local educational institutions with various standards and specifications laid down by the Department of Health, Education and Welfare. There are no less than twelve direct controls of this kind in the act. Moreover, the acknowledged purpose of the act is to persuade local educational institutions to put greater emphasis on the physical sciences and other subjects directly related to national defense. I do not question the desirability of encouraging