with the experiment to eradicate illiteracy, than any other bulletin that had been issued by the Bureau of Education.

Many persons inquire about the attitude of adult illiterates toward learning. Never have I seen any students so eager. It is most fascinating to watch their progress, to see how eager they are to learn and how rapidly they advance. One teacher said that when she began to arrange for her moonlight school, she thought it was going to be amusing. She invited a number of her friends to come and see her "boys and girls," as she laughingly called them. She thought it would be an entertaining sight for visitors and a lark for her; but when the people were assembled and she saw how eagerly they bent over their tasks and how they strove to learn, it appealed to her as being very pathetic, and she said, "I had to go out and lean against the schoolhouse and shed tears."

The rapidity with which they learn has been a most surprising as well as gratifying thing. In the moonlight schools they are given a six weeks' course and in that length of time they not only learn to read and write, but also master certain fundamentals in arithmetic and several other branches. When they return the following year, their advancement is even more rapid than when they were beginners. Very few have been found who could not learn in six weeks to read their first book, which is equal to a child's second reader, and who could not learn in the same time to write their own letters and read a newspaper. Many of them, in fact, have learned to write their own letters in two weeks and to read many pages in their book. Some have actually learned to write a letter in less time than that.

They have a sense of deep gratitude toward those who teach them. A county superintendent in Kentucky told me of a railroad man who in 1915 was receiving a salary of $150 a month. When this man told the superintendent of his position, he said with tears in his eyes, "I never could have held this position had it not been for Mrs. Haley, our moonlight school-teacher, who taught me to read and write." Mr. Harvey, a teacher in Georgia, told me of one of his moonlight school pupils who was considered a degraded character. This man afterwards said, "I would wade through water up to my neck, either day or night, to serve Mr. Harvey." If those who are taught feel this way toward their teachers, what would be their spirit toward the Government which gives them a chance? It would be a spirit of rare devotion and loyalty, I am sure. Many of them now, even though handicapped by illiteracy, are patriotic citizens. Many of them live in the Appalachian highlands, where the people are always patriotic and eager to serve in time of war. When the Government has given them the opportunity to learn, which they crave and which they ought to have, their spirit toward the Government will be better and they will be as ready to serve in time of peace as during war. To stimulate and develop this spirit is sufficient reason why the Government should have part in their education rather than leave it entirely to the States.

There was every reason why these people should have been given an opportunity before the war. This was a thing that should have been done for them years ago. It was a problem which became more apparent during the war and one which appalled us all. It convinced even those who had never thought about it that to educate these people was a necessity. Now that the war is over, there seems

107 even greater need of giving the illiterates of this country an opporAmerica does not tunity to learn. It is a reconstruction measure.

have to rebuild her cities or to rehabilitate her industries as is the case with France and other European countries. The chief reconstruction work of this country is to rehabilitate the lives of its citizens. Where can it better begin than with the 5,516,163 illiterate men and women of this country? They are the fathers, mothers, sweethearts, brothers, and sisters of the boys who offered their lives to make the world safe for democracy. It is only right and just that we should begin with them and give them the opportunity which has been denied them in the past.

Public sentiment has been aroused on this subject. It is well known that many soldiers learned in the cantonments and that many It was a shame that of them were taught in the Army overseas.

they were not all taught before they were sent overseas, but it is gratifying to know that at least they were taught before they were sent back to their homes. One of the demands of the returned soldiers is that the illiterates of this country be taught. It is the demand of the general public. It is the overwhelming desire of the illiterates to learn. They know that many have learned in the moonlight schools and in the cantonments and overseas and that has awakened hope in their hearts. If there was ever a time that they felt that they might go through life without knowledge, they do not feel that way now. They are expecting and they have a right to expect the Government to give them a chance. The States are needing and expecting aid from the Government. South Carolina, one of the poorest of the Southern States, has appropriated $25,000 for the removal of adult illiteracy, which shows how she is struggling with the problem. Kentucky has appropriated $85,000, besides enlisting volunteers to do all of the teaching. What a necessary thing it is and what an absolutely just and righteous thing for the Nation to assume its part in the work and to stimulate the States in their efforts.

The

The CHAIRMAN. Mrs. Stewart, there are two things that ought to be made perfectly clear to the committee. There is no need of argument that we ought to remove the illiteracy of the country. first is your statement about the removal of illiteracy. I have been wonderfully reenforced by what has been done in the conscription act where we found illiteracy to exist. That record was really astonishing, and we know that it does exist. Now you have given evidence that it can be removed. You have as evidence what has been done in Kentucky and elsewhere, so there is no longer in your mind any doubt as to the existence of illiteracy. What is necessary is funds to make it possible.

Mrs. STEWART. That is correct.

Mr. TOWNER. I just want to add to that statement of Mrs. Stewart's that what has been done has been done by the States, but we can not appreciate the tremendous problem that some of the particular States have. For instance, Alabama with 350,000 native illterates; Georgia with 380,000; Kentucky with 208,000. Most of them white, are they not?

Mrs. STEWART. Yes; in Kentucky most of them are white.

Mr. TOWNER. With 208,000 illiterates in Kentucky; Louisiana with 339,000; Mississippi with 288,000; North Carolina with 288,000;

South Carolina with 276,000; Virginia-right here at the door of Washington-with 230,000. Some of these States are poor and it is difficult to maintain good schools. We know that; but with the assistance that the Government can give it is asserted confidently by these people that within 10 years' time they can wipe out illiteracy from their States. Is it your belief that that is an extravagant statement?

Mrs. STEWART. Not at all. I think it is very conservative.

Senator KENYON. Do the colored people attend the moonlight school?

Mrs. STEWART. They are among the most eager students that we have and have attended from the beginning of the movement.

Senator WALSH. Do you think illiteracy due to the absence of a compulsory attendance law?

Mrs. STEWART. In some States it is. In some of the States the schools were disrupted after the Civil War for some years, which accounts for the illiteracy among older men and women. With the younger ones, the absence of a compulsory attendance law has had much to do with it.

Mr. REED. Is it not a fact that the amount of money available is very small for the cause? In Mississippi the average amount of money is

Mrs. STEWART. Yes; that is true.

The CHAIRMAN. It ought to be made clear that the Southern States have a big problem in providing this fund.

Mrs. STEWART. Indeed, it is a big problem, and I think the Southern States have shown that it is their desire to redeem their illiterates. They have demonstrated it by burdening themselves with appropriations for this purpose. I wish to emphasize this fact: The Southern States need and want this assistance. Their school funds are most limited and their percentage of illiteracy is very high.

Let me say, finally, that this bill is an educational symphony. I indorse it in its entirety. I consider it the most constructive measure that has been introduced in Congress during the last century. While I am especially interested in the part that applies to illiteracy, I believe that the whole measure is vital, and that it is a bill which has been well thought out and well drawn. I am confident of its speedy passage.

The CHAIRMAN. The committee will now hear Miss Mary Wood, chairman of the legislative committee of the Federation of Women's Clubs.

STATEMENT OF MISS MARY WOOD, OF NEW YORK, CHAIRMAN LEGISLATIVE COMMITTEE, GENERAL FEDERATION OF WOMEN'S CLUBS.

Miss WOOD. Mr. Chairman and gentlemen of the committee, you have before you now the still small voice of the 2,000,000 women from every State in the Union. I represent the General Federation of Women's Clubs. We are composed of organizations of confederated clubs from the various States, from all of the 48 States, confederated individual clubs, and when I say 2,000,000 women I am very conservative, because we have between two and three million members. We have our different departments, the department of education, the

department of art and music, the department of legislation, and it is the province of the chairman of legislation to look after Federal bills introduced here in Washington which relate particularly to the women and which may be found distasteful to them. I have come before you to state briefly that the General Federation of Women's Clubs indorse this bill without any reservation whatsoever. It first indorsed the previous bill, the Smith-Bankhead bill, to eliminate illiteracy, but this has taken the place of the old bill, and we are backing this bill, and if you have not already heard from the State chairman of legislation in every State in the Union, you will hear from them, and also from the individual clubs.

We are particularly interested as women in the preparation of teachers, because many of our members are teachers. We have a great many college professors and specialists who are pouring out their wisdom into receptive minds, forgetting their Latin of the early days, not realizing that teaching means to draw out. Instead of trying to draw from the children, they try to pour into the children. We have felt that many of the teachers were not properly trained to educate the young, and especially the foreign-born people and the children of the immigrants here, and we believe this bill will add dignity to the educational movement and to the great work of education.

Reference was made yesterday to the almost prehistoric time when we had four Cabinet members. In those days, when the proposition was made to tax the individuals for education, the objection was made that it would encourage shiftlessness if one man were taxed to pay for the education of other men's children. Thank God those days have gone by. We now stand ready to help these people in every way, and we hope that this will have some effect upon the minds of the members of this committee, and that they may report this bill favorably.

Mr. TOWNER. I think that your organization has taken some action in regard to this bill, has it not?

Miss WOOD. Yes; we passed a resolution at the council meeting in Asheville, which was attended by 700 delegates.

Mr. TOWNER. We would be very glad if you would read it.
Miss WOOD [reading]:

Whereas the management of education demands national attention, and under the present system the administration of educational affairs is parceled out among so many different bureaus, boards, and divisions of the several departments of the Government; and

Whereas a bill has been introduced in the Sixty-sixth Congress to establish a department of education, with a secretary of education in the President's Cabinet at its head, authorizing the annual appropriation of $100,000,000 to conduct said department and encourage the States in the promotion and support of education by the removal of illiteracy, the Americanization of foreigners, the equalization of educational opportunities, the promotion of health, education, and recreation, and the preparation of better trained and better paid teachers: Therefore be it

Resolved, That the General Federation of Women's Clubs indorse the revised Smith-Towner education bill and pledges its support to the said measure.

The CHAIRMAN. We are very much obliged to you, Miss Wood. Are there any questions?

The committee will now be glad to hear from Mr. Charles B. Stillman, the president of the American Federation of Teachers.

STATEMENT OF MR. CHARLES B. STILLMAN, PRESIDENT OF THE AMERICAN FEDERATION OF TEACHERS.

Mr. STILLMAN. Mr. Chairman and gentlemen, the American Federation of Teachers has advocated and worked for the creation of a department of education, headed by a Cabinet officer in the President's Cabinet, for the last three years, and has worked for a Federal appropriation of $100,000,000 to stimulate and assist the States in raising teachers' salaries for about half of that time. We come before you as representing the classroom teachers, and on behalf of the classroom teachers, who are on the educational firing line, in daily contact with the children, we indorse this bill.

It would seem unnecessary to put forth any further argument for a Federal department of education. I think there is general recognition that education is so essential to national existence, together with labor, agriculture, and commerce, that it should be represented directly in the President's Cabinet. The necessity for Federal appropriation has been presented to you. I think that the most important feature in this bill is the surety that it gives of trained teachers. The best of buildings and the best of equipment are so much junk without competent teachers. Startling figures were stated here yesterday as to the shortage of 100,000 teachers of any kind and the shortage of 300,000 trained teachers. Perhaps a specific illustration will drive that fact home to you: In a little Illinois town last year there were 117 pupils crowded into one room, presided over by an 18-year-old girl without a high-school education. At the last convention of the Illinois Federation of Teachers, or the Illinois Federation of Labor, a delegate asked what we meant by our boasted American opportunity.

Mr. DONOVAN. Why could not the immediate remedy be furnished by the State of Illinois? It is a progressive State, a wealthy State, and why has not that condition been remedied by the State?

Mr. STILLMAN. Well, I selected that State of Illinois because it is my own State.

Mr. DONOVAN. But why don't you take any State?

Mr. STILLMAN. I might have given, as a practical illustration, almost every State in the country. Illinois has during the last legislative session taken very definite steps to remedy that situation. The fact remains, however, and it has been brought out in the last few days, that the States alone are unable to meet the seriousness of that full situation. They really need Federal assistance. Even a wealthy State, such as Illinois, has not been able, under its present theory of taxation, to meet all the educational requirements of the past, and you realize at the present time the demands of the educational systems are expanding tremendously. Federal aid is necessary to maintain the present situation, without regard to the coming time.

Mr. DONOVAN. But the provisions of this bill will necessitate very materially increased appropriations by the States in order to get the results.

Mr. STILLMAN. The provisions of the bill will necessitate the increasing of the appropriations to the extent that the Federal aid is received. I am heartily in favor of that, or of a provision which would prevent their turning over any of their present appropriations in order to meet that Federal appropriation. And I think they