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Mr. NORTON. Well, although this is perhaps digressing, I believe we can not produce too much. We may have a faulty system of distribution, and may poorly distribute our economic efforts, but I do not believe we can ever produce too much of the good things of life.

Mr. DOUGHTON. You would not apply that to every line, would you?

Mr. NORTON. Well, that is a problem of distribution of products and of effort. I think the more intelligent human effort you have in producing things the richer we are.

Mr. LOWREY. A gentleman in the Department of Commerce who has just returned from Germany told me that the men in the wheat and grain business there told him that Germany would have used 50,000,000 bushels more of American wheat this year than she did use, if she could have gotten it, if it could have been arranged so she could pay for it, so she could get it; so the thing is there is not too much wheat but there is too little ability to pay for it. There is not too much production..

The CHAIRMAN. You may proceed, Mr. Norton.

Mr. NORTON. According to the Federal census we had something over a million child workers between 10 and 15 years old.

The CHAIRMAN. You do not claim that is due to the lack of education, do you?

Mr. NORTON. I believe that is a part of the whole educational program; that is, if these child workers had been given an educational opportunity they could not have been workers.

The CHAIRMAN. I do not see that point.

Mr. NORTON. It is a national educational liability to have these children working when they should be in school.

The CHAIRMAN. The first step to stop that is to have the national child labor law.

Mr. NORTON. But after it is passed you have to take care of the children; but at the present time that is the problem.

The CHAIRMAN. But you can not make the States pass a compulsory education law.

Mr. HASTINGS. If their parents were all educated, perhaps they would take a greater interest in sending their children to school and keeping them at school.

Mr. NORTON. The next fact is that 1,437,000 children, according to the Federal census, between the ages of 7 and 13, were not attending any kind of an educational institution. That quotation is from the Federal census. They were not attending "any kind of an educational institution" between the dates of September 1, 1919, and January 1, 1920. I use those dates, because the question the census enumerators asked is something like this: "Were you in school (addressing parents of children) between September 1, 1919, and January 1, 1920, in any kind of an educational institution a single day?" If they say yes, then they are not included in this million and a half; but if they say they were not, then they are included in these figures.

Mr. ROBSION. I am wondering what part of that number we include in those physically unable, or mentally unable, to attend any school.

Mr. NORTON. That is relatively a small percentage. In our better organized schools, such, for instance, as Cleveland, Ohio-and I merely mention that as one example that I happen to know of--they find a very small percentage of children that can not be educated. For example, if a child has some physical defect that would ordinarily prevent him from attending school, they provide for transportation. Mr. ROBSION. But that does not cover the whole country?

Mr. NORTON. Well, it could be done in the whole country. The fact that we are not doing it is a national educational liability. We would be richer if most of these children were given the opportunity to attend school.

Now, remember that is the minimum number. There are millions of children, literally, that do not attend regularly, but these figures show children who are not in school at all, who do not go to school a single day or did not over that period, a period of four months.

Those are some of the outstanding facts behind the statements that have been made by some of the people that have appeared before you. I have passed around tables that deal with physical inefficiency, giving facts and details, and tables that give considerable data relative to educational inequalities. Practically all of these tables are based on Federal sources and Bureau of Education figures. The CHAIRMAN. Are you going to see that all of these go into the record properly corrected?

Mr. NORTON. Yes, sir.

The CHAIRMAN. I think it would be of value to the record to have all these charts in the record.

Mr. NORTON. These charts have all been presented and are appearing in the hearings of the Senate.

The CHAIRMAN. And will appear in these hearings?

Mr. NORTON. I understand that it has been authorized that they appear here.

The CHAIRMAN. Have they been printed?

Miss WILLIAMS. I think the copy is in the hands of the printer. Mr. NORTON. There are some tables here of which I regret I did not have sufficient copies so that I can give all of you one. I believe it would be valuable to put these tables in with the others. It is a table showing the Federal aid provided for in the Sterling-Reed bill. It gives the amount that each State would receive under the provisions of the Sterling-Reed bill, provided they qualify in full. I may illustrate: $7,500,000 of the $100,000,000 is distributed among the States on the basis of the native-born illiterates under 14 years of age. You can see how much each State would get to tackle that particular problem; also for each of the other provisions, and then a summary table showing how much the States would receive under all the provisions, provided they qualify.

TABLES BASED UPON FEDERAL-AID PROVISIONS OF STERLING-REED BILL

The following six tables show the bases upon which the several States could receive funds under the terms of the Sterling-Reed bill and the maximum amounts that each State might receive for each specific purpose:

TABLE I.-State quotas on basis of native-born illiterates

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TABLE II.---State quotas on basis of foreign-born population

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TABLE III.-State quotas for equalization of educational qualifications

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Number of teaching positions, Bulletin 1922, No. 29, United States Bureau Education.

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TABLE IV.-State quotas for promotion of physical education

SECTION 10

Per cent Quota on

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Figures as to number of teachers, Bulletin, 1922, No. 29, U. S. Bureau of Education.

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