Mr. HADLICK. Yes, sir. There would not be a sufficient supp from the little fellows.

Mr. FITZPATRICK. You do not believe it is necessary to conser the oil supply?

Mr. HADLICK. Oh, yes; I do.

Mr. FITZPATRICK. There is no danger there?

Mr. HADLICK. I point out that true conservation would inver we might say, an embargo on exports and the taking off of the imper duty. The fact is that crude oil has never run down the rivers into the lakes and been lost, and all that. That is a myth. Bu is true that gas has been blown off, which is a waste. But that been stopped by the States.

COMPETITIVE MARKETS

We buy in the competitive markets. That is, we want to bu the competitive markets. We sell in a competitive market entire against the competition of big concerns like the Texas Co., who e willing to sell at a loss. They have bottled up the supply of refi products practically below demand. They have been indicted; b. indictments are a slow process. They will go in and purchase arī surplus. And why do they do that? It is because they have a blueprint before them as to how much to produce. And those guesses call them forecasts, if you will-have always been below demand, with the exception, perhaps, of the last 2 or 3 months.

Our people do not have a competitive market in which to buy, b they have a competitive market in which to sell. That is what meant by saying we were caught between the upper and the low millstones.

Mr. FITZPATRICK. You believe if the Government stopped sending out this information that it would be beneficial to the people of this country?

Mr. HADLICK. Yes; I really do.

Mr. FITZPATRICK. Beneficial as a whole, you mean?

Mr. HADLICK. Yes, sir; that is just what I mean.

Mr. LAMBERTSON. Would it be to the disadvantage of the små. producers?

Mr. HADLICK. I think not. We would reestablish the competitiv situation in the production and refining and selling of oil to the whole salers and consumers. It might involve an adjustment by lowering crude, which would, in turn, involve an adjustment lowering the prices of gasoline to the consumer. That would be the natural outcome. But I do not fear any of this runaway that we have had, because the States have fairly good control over the oil situation in their respective areas. The States can control waste, over and above that there shoul be healthy competition between the oil-producing States for the o business of the Nation.

Mr. LEAVY. Of course, the purpose of this law and the appropria tions under it was never to give an advantage to the big producer of oil over the small producer, was it?

Mr. HADLICK. I don't know what the reason was for it. But it hould not be that.

Mr. LEAVY. It is your contention that it is now furthering a monpoly in the oil industry?

Mr. HADLICK. Yes, sir; that is correct.

Mr. LEAVY. And that the independent dealer, who has little chance even at best, has less with this publicity that is given out monthly by the Federal Government?

Mr. HADLICK. Yes, sir; that is right. In other words, you are appropriating money for the Department of Justice to enforce the antitrust laws-and I don't know how much that case out there is costing the Government-and also making appropriations for these forecasts that make it harder for the Department of Justice to enforce the antitrust laws.

Mr. O'NEAL. Thank you very much, Mr. Hadlick.

TUESDAY, APRIL 13, 1937.

OFFICE OF EDUCATION

STATEMENT OF DR. FRANCES ELLIOTT CLARK ON BEHALF OF NATIONAL COMMITTEE FOR MUSIC IN EDUCATION

Dr. CLARK. My name is Dr. Frances Elliott Clark, 257 South Sixteenth Street, Philadelphia.

Gentlemen, I am glad to have this opportunity of appearing before you, even though we had hoped for time for a delegation of musical folk and art educators to present the matter. However, since it falls to me singly I hope to be able to do it.

I am the chairman and am representing the National Committee for Music in Education, organized nearly 6 years ago, although the matter was worked upon for many years previously. This committee is formed by delegates from each of the national musical organizations in the country. My committee consists of 20 members representing nearly a million members, at large, from the National Music Teachers' Association, National Music Educators' Conference, National Guild of Organists, National Federation of Music Clubs, National Council of Women, American Choral and Festival Alliance, National Schools of Music, which are the university and college schools.

Affiliated with us now are the National Parent-Teachers Association, the National Federation of Women's Clubs, and the National Recreational Association, and all of the national associations that have to do with art.

DEPARTMENT OF FINE ARTS

We at first worked for music only, and then it seemed better to broaden out. We asked for a division of music in the Office of Education, but it has been broadened now into a Department or Division of Fine Arts, to include music, arts, dramatic arts, and speech.

It is our thought that since music and the arts have come to b ranked by all educators everywhere as fundamentals in educatio that it is absolutely necessary for the future of our country that the children be given an opportunity to develop the cultural side of E not only in regard to the present need of wise use of leisure time b for each individual person within himself.

LACK OF STATISTICS

There is now no spot anywhere, in the Government or out of where one may find any sort of dependable statistics as to what being done in music or art within the schools or what becomes of: afterward. There is no place anywhere where one may go to obu this information.

DIRECTORS OF MUSIC IN NINE STATES

There are nine States that have appointed State directors of musi I am speaking now particularly of music because that is my o field. Those nine States for a number of years have been doing e cellent work. The other 39 have no means of knowing what is bei done in those 9 States. But excellent things are being done. No where can one find a summary and program, or plans, to be sent o to other States which might inquire and also want to organize their own work.

THIRTY MILLION IN SCHOOLS

There are in our schools today something in the neighborhood 30,000,000 children. According to the last statistics it was 29,000,00 and something, but it was 30,000,000 this last June. Out of the 30,000,000 children, nearly half of them, or, to be exact, 49 percent are still in the rural schools. Comparatively speaking, a very small number of those rural school children have any advantages whateve of the finer things or the things that they are going to use most intimately during all of their lives.

carry on.

The teachers have had little or no preparation and are unable t There is nothing to guide them; there are no plans o programs for definite work. That has become a crying evil. Ther is no bureau where anyone may find out what is being given to these children who are sitting back in the mountains, prairies, or wherever they happen to be. They have no music. They have no art. And why is that? It is because the teachers in many of these schools have had no music or art themselves. Therefore, the children are suffering and they need an equalization of opportunity-which is one of the slogans of our committee. The situation is not fair, just, nor ec nomic.

INCREASE IN MUSICAL TRAINING

Our cities have been doing marvelous work, as you doubtless know, in connection with bands and orchestras. There are now thousands or hundreds of thousands of boys and girls who have learned to play band and orchestral instruments. It has been a godsend to them. and it will always be as long as they live. How many of them there are nobody knows, what they are doing, or where they go after they

ve school, nobody knows. There is no organization and no mainery for keeping track of adult education.

Music appreciation has come to be a vital factor in all music educa

The hearing of the music of the great masters should be the ivilege of all. The history of music as related to history-world ents and the characteristics of the peoples of all nations, is as portant as any other history or study of racial likenesses or differces. The literature of music is quite equal to the literature of nguage as a cultural asset-but the ears of children must be taught intelligently comprehend the music they hear. How many are ing so taught? What are they hearing? Nobody knows.

If one wants to find out what schools have singing of any sort, it nnot be done. There is an absolute lack of any spot where any lp or guidance may be given to the teachers of the country schools. of the small town schools, where they may find out what is going on. here is absolutely nothing in our Office of Education to represent usic or art.

Mr. O'NEAL. The reason for your coming to this committee is to ake a request for an appropriation for fine arts? Dr. CLARK. Yes, sir; that is the idea.

RECOMMENDATION FOR BUREAU OF FINE ARTS

We have asked for a bureau or division of fine arts in the Office of ducation. The expenditure will be nominal. And there is a hase of it that would perhaps be interesting.

ESTIMATE AS TO COST OF SET-UP

Mr. LEAVY. Have you an estimate as to what would be the mininum cost to set up a separate department?

Dr. CLARK. It is simply a division or a bureau.

Mr. LEAVY. In the Department of Education?

Dr. CLARK. Yes, sir; in the Department of Education. Last June Dr. Studebaker called together a group representing the various phases of art and music, and within 2 days we had set up a plan of what seemed to represent adequate service. We called Dr. Studebaker's attention to the fact that service was being given in every line of vocational and agricultural pursuits. A great deal of attention was being given to pigs and to boll weevils and things like that, but not to the children in their cultural education.

As we figured it out it summed up somewhere around a quarter of a million dollars. We knew that perhaps that was much more than would be wise or possible. In fact, I think the Commissioner afterward made deductions all the way along the line and then cut it down to something like $98,000 so that he might put the wheels in motion. And I think it would do that.

Mr. FITZPATRICK. Has your organization any plan of its own?

Dr. CLARK. Do I understand you to mean any plan outside of or different than this request for statistical service and dissemination. of helpful suggestions, programs, and plans?

Mr. FITZPATRICK. No; but I mean a plan to submit to the boards of education throughout the country; that is, any plan that you would suggest so that the children could get cultural training to which you refer?

Dr. CLARK. That is just why the division is necessary. There no single organization to do that now.

Mr. FITZPATRICK. Does the organization that you represent bare any plan as to how that could be given to the children?

Dr. CLARK. No, sir; it could not be done universally nor effectivel save through a Government bureau.

Mr. FITZPATRICK. Did you have a plan? If your people have a plan could you not submit it to the different boards of education in the States?

Dr. CLARK. It is not our purpose to regiment control or dicta this or any other phase of education. The statistics needed could be gathered for offering helpful ideas but we should do that under t direction of and by and with the Government machinery, which is the Office of Education. My particular organization has a research council, and they work very industriously on various phases of ed tion and publish their reports every year, and also a great deal of information as to teaching. But nowhere is there gathered toget and made available any plan of the sort that I mentioned or that y referred to.

Mr. O'NEAL. May I make a suggestion? Of course, this is an sp propriation committee. The departments do initiate work on ther own part along this line. I would suggest, since this is an appro priation committee, that this is really not the form where this matter should be presented. Possibly a bill should be presented to the education committee of the House for consideration. Or there might be the adoption of some sort of plan, or it might be handled in s way through Executive acts on the part of the Department d Education.

I should be glad to have these other gentlemen state how they feel about it. But I doubt very much if the Committee on Interior Appropriations could do anything about it under our present authority. Do you gentlemen feel that way about it?

Mr. LEAVY. I am inclined to concur in that, Mr. O'Neal. We could set aside a sum for a particular purpose, but that would be leg lative, and I think it would be subject to a point of order that the Appropriation Committee was legislating.

Mr. O'NEAL. It is a policy for Congress to act upon, or it might done in some executive way. I would suggest that your group mig talk to someone in Congress with whom you are acquainted and poss bly prepare a bill to cover the matter. I doubt if we could put any thing into the bill that would help the situation which, from you statement, seems so meritorious. I doubt if we have any way to do that, as Mr. Leavy says, without there being the possibility of the point of order being made.

Dr. CLARK. There are two points that occur to me in this conne tion. It has not been our policy to make a definite plan as to doing this, that or the other thing. We are leaving that wholly to Dr. Studebaker, the present Commissioner, although I have had it up with all of the Commissioners since Dr. Claxton.

We think it is a matter of organization in the Office of Education, just as is other educational and vocational work. Music and art is not something that is separate. I think it would be wrong in policy