Mr. President, I come to the floor to speak in opposition to an amendment offered by the Senator from Oklahoma, who singles out two instances of congressionally directed funding that were included in…
Mr. President, I come to the floor to speak in opposition to an amendment offered by the Senator from Oklahoma, who singles out two instances of congressionally directed funding that were included in the fiscal year 2009 Omnibus appropriations bill under my name. The Senator has claimed that these earmarks are inappropriate or wasteful and should be removed from the bill. One provides $5.7 million for competitive school modernization grants in my State of Iowa. The other provides $1.8 million for national research into swine odor and manure management at the Soil Tilth Laboratory in Ames, Iowa.
At the outset, as a constitutional matter, I first take issue with the premise underlying the amendment of the Senator, the idea that Congress has no business directing the expenditure of Federal moneys through congressionally directed funding; that somehow there is something inherently wrong or evil in this practice and that only the executive branch should determine the details of where moneys are to be spent. This stands the Constitution on its head. Article I, section 9, expressly gives Congress the power of the purse, both to collect moneys--levy taxes--and to direct where that money is to go. I would say that the Executive, the President of the United States, does not have the constitutional authority to spend one single dime of our taxpayers' money. That authority has been given to the President, the executive branch, over the last 200 years by the Congress, but there is no constitutional basis for the President spending any money. So, therefore, that is inherently a constitutional function of the Congress. At any moment, at any time, if we want to, we can pass legislation taking all that money back here and saying the President cannot spend a dime unless we say so. We do not want to do that, obviously. But we could. We would be in our constitutional right to do so. So there is not something inherently wrong with Congress directing funding. In fact, I would say it is more appropriate for Congress to do that than for the President.
It is an odd practice--if the President requests it in the budget, it is not an earmark, but if we put it in, it is an earmark.
Someone please tell me the logic of that. So, again, I basically disagree with sort of the underlying premise that somehow executive branch employees, all those bureaucrats, have a much better understanding of where and how Federal funds should be spent most effectively in our States and in our districts.
Now, again, over the years we have permitted that to happen, but we, through our oversight functions, can look at how that money is being spent, and through our congressionally directed funding can decide how some of that is spent. So it is not a constitutional issue. It is not a constitutional issue, at least as far as Congress goes, as far as directing where spending should be made.
But I want to talk about these two earmarks mentioned, both of which address significant needs both nationally and in my State of Iowa. I will talk about the second earmark, funding research into swine odor and manure management later in my remarks.
I want to say at the outset, I am proud of both of those earmarks or congressionally directed spending, and I stand behind them. I believe the Senator from Oklahoma's attempt to strike them from the bill is extremely shortsighted and misguided, quite frankly.
So let me spend a few minutes discussing why I included these items in the bill. Let me start first with the $5.7 million for competitive school modernization grants. For years I have argued that the genius of our education system in America is its diversity; local school districts deciding what is taught, what books to buy, what teachers to hire, how to run their schools. We do not have, as some other countries have, a top-down structure where the central government decides exactly what is to be taught, how it is to be taught, and everybody gets the same thing. I have been to those countries. A lot of them tout their educational system. But, quite frankly, it does not have the kind of creativity and diversity and spontaneity that our diversified education has in this country. So that is the genius of the American system of education.
The failure of the American education system is how we pay for it. I wish someone would show me somewhere in the Constitution where it says that elementary and secondary education in America is to be paid for by property taxes. You will look and you will not find it anywhere in the Constitution. So why do we do it that way?
Well, I delved into the history of this, and it kind of goes like this: In the early days of the founding of our country, before we were a nation, in the Colonies, people wanted to have a free public education. Well, it was free for white males at that time, but, nonetheless, free. But since we had no taxing system other than tariffs and property taxes, that was the only way they could pay for it. So tariffs and property taxes became the support mechanism for local schools in the Colonies, and that kind of continued on. It continued on. The tariffs went by the wayside, so then it became a property tax- based function for paying for elementary and secondary schools in America. The first time the Federal Government ever got involved in education in any way whatsoever was in 1864 with Morrill, the bill that Lincoln signed for setting up land grant colleges and universities. That was the first time, and that was only higher education. That was higher education.
The next time the Federal Government got involved in education was almost 100 years later. It was after World War II when we set up the GI bill to pay for our young veterans to go to college, and then that was higher education.
Then we had the Eisenhower program, the National Defense Student Loan Program in the 1950s. Again, higher education. The first time the Federal Government ever got involved in elementary and secondary education was title I, providing some Federal help to low-income schools to try to help right this imbalance out there.
Then we had the Education of the Handicapped Children's Act, which later became IDEA, the Individuals with Disabilities Education Act. So the Federal Government has not been involved--well, unless you want to take the School Lunch Program. The School Lunch Program and breakfast came along later, but the School Lunch Program, which came in after World War II as a feeding program, not as an educational program. I forgot to mention that.
So the Federal Government's involvement in elementary and secondary education has been as of late and very small, only title I, and basically IDEA, the Individuals with Disabilities Education Act.
Jonathan Kozol wrote a book in the eighties called ``Savage Inequality,'' and this was the savage inequality: What he talked about is how he traveled around America and how he found there were some great schools and great facilities in one place, and very bad schools with bad facilities in another place. He asked the question why. Why is this? Well, it was because if you happened to be born and raised in Fairfax County, for example, where there is a high income level and very high property taxes, you get great schools. If you are born and raised in Bedford-Stuyvesant, or in inner city south Los Angeles, or in some rural areas of Iowa or Missouri or Oklahoma, Kansas, chances are you got very low property taxes and you got poor schools.
So he asked the question, and then I asked the question: Why should where you are born, the circumstances of your birth and where you are raised, why should that be determinative of the quality of the physical school you have? Why should that determine it? That is the savage inequality of our educational system.
Well, I began thinking about this some years ago on how we would kind of right this system, how we would tend to solve this imbalance, on the one hand by not interfering with the genius of the American school system, which is, who is hired and who is fired, who teaches, what they teach, the textbooks, all that, how do we not interfere with that, but at the same time try to balance these savage inequalities.
Then one day it occurred to me. I was walking out of my office one day. This is many years ago, back in the late eighties. And I have on my wall, right by the door that goes out of my office, a framed piece of paper. It is a little orange card. It has always been there. I have always kept it there to remind me of something. It is my father's WPA card, when he worked on the WPA in the 1930s.
It occurred to me that when I was a teenager, my father took me to visit Lake Ahquabi, which is a lake south of Des Moines, which is now still being used as a recreational lake. They built that; still being used today.
He took me to visit a high school, Cornerstone, WPA, 1940, that he had worked on; still being used today. I dare say there are schools all over America that are still being used, built by the WPA. Finally it occurred to me that perhaps one role the Federal Government could take in helping to balance these savage inequalities of rich areas versus poor areas in terms of the quality of the school facilities is to be involved in modernizing and building new schools and getting the technology into these schools. That way you do not interfere with who is hired, who is fired, what is taught, what textbooks to buy. You are only helping to build new schools. We did that in the 1930s and we have been using a lot of these schools ever since.
So I might add, as an aside, that when I sought the nomination of my party for President in 1991 and 1992, this was one of my platforms. I talked about the need to invest in the infrastructure. I called it the blueprint for America. On my document I had a picture of a blueprint. Part of it was building and remodernizing schools through the Federal taxing system, rather than relying on property taxes.
Well, I didn't win the Presidency, obviously, but I continued in that endeavor. I could not quite get it through, although we did have 1 year finally we got it through. In 2000, the last year of the Clinton administration, we got $1 billion for a national program of modernizing and helping to modernize schools. That was reduced down to about $800 million. It went out 1 year. The next year President Bush came in and the program got ended. So we did have 1 year of it and, quite frankly, that 1 year, that money went out quite well and did a lot of innovative, good things with schools all over America.
Since I could not get the Federal Government to do this in the broader basis, I decided to see what would happen in my State of Iowa if we started doing this, what would happen, how would this work. So since 1998, I have been fortunate to secure funding for my State's schools in this regard.
The actual allocations are funds are not made by me, they are made by the Iowa Department of Education, which undertakes a grant competition to select the most worthy and needy school districts that receive these grants for a range of renovation and repair efforts. There are kinds of pots. One pot is for fire and safety, which requires no match. The other is for building and renovation which does require a local match.
Now, I might say that since 1998 this Federal funding has leveraged public and private funding so the dollars that have gone out there have multiplied tremendously. I think my colleague called the funding unfair and wrong. He believes it is unfair that Iowa's schools receive funding while children elsewhere in the United States are forced to learn in antiquated, crumbling school buildings.
Well, I agree with my friend from Oklahoma. He is correct in one respect. There is indeed a persistent and unfair disparity in the quality of schools across the country, the savage inequalities, I just mentioned. Jonathan Kozol wrote the book about it in the 1980s.
In fact, for the last several years, local spending on school facilities in affluent communities is almost twice as high as in our poorest communities.
So I ask the question again, why should the circumstances of your birth, where you are born and where you are raised, determine the quality of the school you go to? Why should it? So we tried to alleviate this imbalance. Sure, you want every State in the Nation to have this. As I said to my friend from Oklahoma, he may not have heard this, in this year 2000, we did get it through for every State. But that was only 1 year, and then in 2001 the Bush administration came in and stopped it. But in that 1 year, it did go out.
Now, again, and most recently in the stimulus bill, in the American Recovery and Reinvestment Act, we did in the Senate put in $16 billion for school construction and renovation to go out all over America. I was happy about that. I thought this was something that would put people to work, stimulate the economy and build schools for our kids, get new technology into our schools.
Well, because of opposition on that side, that was stricken from the bill. In the conference it was stricken. So, again, I do not mean to have this only for Iowa, I would love to do this for the entire United States.
So again, if I could not do it there, at least I wanted to see what would happen in the State of Iowa. And I can tell you that over the years, each Federal dollar that has gone into my State for this has leveraged an additional $5-plus additional from public and private sources.
How does that happen? Well, a lot of times school districts would try to pass a bond issue. They could not pass it to renovate or something, because they are poor people, you know, and this means raising property taxes. We have a lot of elderly in Iowa. Raising property taxes is hard when they are on a fixed income.
So they don't vote for the bond issues. All of a sudden they applied for one of these competitive grants to the
Department of Education in the State of Iowa. The State of Iowa gave them a grant, but they had to match. Guess what happened. They passed the bond issue and built new schools. It has leveraged private involvement, people with businesses, endowments, and even individuals who have come forward to put money into local schools because they had this grant.
I ask unanimous consent to print in the Record some letters I received. One is from Paula Vincent, superintendent of the Clear Creek Amana School District. She points out that receipt of a school construction grant was instrumental in her district passing a $2.5 million bond referendum to build two new schools. Prior to receiving the grant, her district did not have a history of passing bond referendums for school improvement. Not only did this bond referendum pass on the first vote, but it broke records for voter turnout and has led to additional support for school infrastructure from surrounding communities. She estimates that an initial $100,000 grant led to an additional $28 million in local funding to improve school buildings. That is way over 5 to 1. That may be an anomaly, but that is what she says happened in their area.
I have other letters from individuals on these grants and what it has done.
Rather than trying to deprive the schoolchildren in Iowa of this funding, I encourage the Senator from Oklahoma to extend this program to his own State and to all other States and the District of Columbia. In the coming weeks, I will reintroduce the Public School Repair and Renovation Act, which I have been introducing for some time, which would create a competitive grant program for schools across America to receive funds to repair and renovate school facilities based upon the successful program we have had in Iowa. Were some mistakes made in the beginning? Yes. But the Department of Education, over the last 10 years, has figured out how to do this, how to separate the two pots--one for fire and safety with no match requirements, one for buildings and innovation requiring a match--and then taking in the proposals on a competitive basis and deciding where the money should go. I encourage the Senator from Oklahoma to support this bill. I ask him to be an original cosponsor to get this out to schools all over the country.
Now let me also talk about the $1.8 million I secured in this bill for research into swine odor and manure management. That always brings a smile to everyone's face. David Letterman will be talking about it and Jay Leno will be talking about it, $1.8 million to study why pigs smell. I suppose that is the way they will couch it. We all know how the game is played. Critics will take something such as this with a funny sounding name or purpose, hold it up for ridicule. For some reason, especially outside rural America, the very word ``manure'' seems to be cause for laughter and levity and jokes. In farm country, manure and odor management are profoundly serious challenges that can be mitigated through scientific research. I urge the Senator to visit farms in his own State. Ask his own farmers and neighbors about whether it is worthwhile to conduct research into animal odor and manure management.
If I am not mistaken--and I may be--I believe the attorney general of Oklahoma, a few years ago, brought an action against the neighboring State of Arkansas in terms of some of the effluent coming into Oklahoma and this raised questions of manure management and how it is put on the land and such. That is what this research is about. Some people living in rural America are concerned about livestock agriculture and its environmental impacts. So it makes good sense to fund research that addresses how rural communities and livestock agriculture can coexist.
I wish to point out this item did not originate as a congressionally directed earmark. This research unit of the Agriculture Research Service originated administratively within the U.S. Department of Agriculture to conduct scientific research to address significant challenges facing livestock agriculture. This item is only included as an earmark now because the last Bush budget proposed to terminate a number of ongoing agricultural research projects in order to come in at a lower funding level, knowing full well this needed research would likely be restored by Congress, which is what we are doing. But it didn't originate here in Congress. It originated administratively.
Let me also point out to the Senator from Oklahoma, this is not a project for the State of Iowa. It provides funding for the Agricultural Research Service which is the main in-house research arm of the U.S. Department of Agriculture. The mission of ARS is ``to find solutions to agricultural problems that affect Americans every day from field to table.''
One might say the money is going out to ARS in Iowa. That is because that is where they do the research. If ARS was doing research on peanuts, they would probably be doing it at an ARS research facility in Georgia. If they were doing it on cotton, they would be doing it in Mississippi or someplace not in Iowa. So why are they doing it in Iowa? Because one-fourth of all the hogs in America are produced in my State. We are the No. 1 producer of pork, and we are very proud of it. The pork industry is critical to our State's economy. But as the demand has grown for pork and as we produce more pork, one can understand that the management problems of what to do with the waste has become very serious, not only for the odor problems but for the waste itself.
At any given day, we have 20 million hogs living in Iowa. Think about it, 20 million. A lot of farmers use the the manure from hogs as fertilizer. The Department of Agriculture, soil scientists, and others have encouraged that. But there can be odor problems and other environmental impacts. So that is what this research seeks to resolve. It looks at improving nutrient or feed efficiency in swine. This research would help the livestock industry make better use of co- products from the production of biofuels, which is a growing industry in our State and the Nation. Quite frankly, we can't feed the byproducts to swine like we can cows. They are not a ruminant animal. But this research is looking at how to improve those byproducts for swine--everything from the feed to the byproducts and odor--to improve the quality of life for those who live in rural areas. We have had swine odor and manure management challenges in my State. And not only in Iowa; as chairman of the Agriculture Committee, I have visited North Carolina and have witnessed the same issues there too. So how do we alleviate this? How do we make it possible for a very good industry, the swine industry, to meet the demand and at the same time be good neighbors and do it in an environmentally sound way? That is what this money is for. The research doesn't only help Iowa it helps all across the country because it is research conducted by the Agricultural Research Service. They are doing it in Iowa because that is where most of the hogs are. Congress didn't originate it here. It originated with the administration.
A lot of States share the same problem we do with odor and waste problems. I suppose we will hear a lot of jokes on David Letterman and Jay Leno. A lot of other people will be making jokes about this money for manure. Keep in mind, this is not wasteful or unnecessary or frivolous. This is very important to the daily lives of the people of my State and every other place where we raise swine.
I appreciate this opportunity to share with my colleagues my reasons for including these two items in the Omnibus appropriations bill. I stand here and say, unequivocally, I am proud of both of them. I believe the effort to remove them from the bill is misguided. I urge colleagues to vote against the Coburn amendment.
I yield the floor.
Madam President, I appreciate the engagement by my friend from Oklahoma on this issue. But I will point out, first of all, one little mistake I think the Senator might have made. The research for the ARS for the swine research is well within the authorization the Agriculture Committee provided in the farm bill. It is well within their purview. So it is not outside their purview whatsoever. Again, I say the reason we put it in there: It has been administratively asked for before, but the Bush administration in the last year did not include it because they wanted to cut down their request, knowing full well we would probably fund it, which we have done here. But I just wanted to point that out.
Interestingly, the Senator mentioned article I, section 8, of the Constitution. Article I, section 8, of the Constitution, I would point out, is very clear:
The Congress shall have Power To lay and collect Taxes,
Duties, Imposts and Excises, to pay the Debts and provide for
the Defense and general Welfare of the United
States. . .;
To borrow money on the credit of the United States;. . . .
Et cetera, et cetera.
Well, Congress--Congress, it says--has the power and authority to provide for the general welfare and to borrow money. I do not like to borrow money more than anyone else. But the Senator from Oklahoma said something about: Well, the money we are using to build these schools is borrowing from our grandchildren. I cannot think of a better thing to borrow from our grandchildren than to build better schools. As I pointed out, my father worked on WPA. I have his WPA card hanging on the wall of my office. They built schools all over America, schools which we are still using today. In fact, one of the Iowa Department of Education grants went to a middle school--it used to be a high school-- it is a middle school that was built by WPA and had been in such disrepair, but the building itself was sound. They just had an old heating plant. Kids were getting sick. It was cold and drafty in the wintertime. They got a grant. They came in. They put in a new geothermal heating system. They put in double-paned windows. Here is a school built by WPA in 1939 and, with just a little bit more money, today is going to be used for another 50 more years for kids. So I say, if we are going to borrow from our grandchildren, let's build them better schools so the kids today will be better educated and will make more money and so our grandchildren will be better off.
Lastly, my friend from Oklahoma says that better buildings do not lead to better schools. He said: You could learn in Quonset huts, you could have a better education in a Quonset hut, I guess, than in some of our better schools. Well, I do not know how to respond to that. If you have a Quonset hut, are you going to have the up-to-date, latest technology in terms of the Internet? Probably not. Are you going to have up-to-date technology in terms of a science lab? Probably not. Physics lab? Probably not. Biology lab? Probably not. So what kind of education are you going to get in that Quonset hut? If we are sending our kids to school in Quonset huts, what are we telling them about how we value education? I daresay the nicest things that our kids should see in their daily lives ought to be where they go to school. They ought to be the brightest, the best lit, the best built, with the latest technology, with the best teachers and the best material. Then we are saying to our kids: Here is what we value.
So I could not disagree more with my friend from Oklahoma that kids will learn as well in a Quonset hut as they can in a nice building. All you have to do is look at the test scores of kids from schools that are in areas where they have high property taxes, a lot of wealth. Just look at those test scores and look at the scores of the kids who come from your poverty areas and rural areas. I do not mean just inner city but rural poverty areas. Look at their test scores. That will tell you something right there. Why? They cannot afford to hire the best teachers. They cannot afford to pay more for their teachers. They cannot afford to have the best laboratory and equipment and Internet technology for our kids.
So I could not disagree more with my friend from Oklahoma. I believe one of the most important things we can do in the Federal Government is to provide funds for the building and rebuilding and modernization of our schools all over America. As I said, I am sorry we are not doing it nationwide. We tried, and we will try again. But it is the one way we can help our local property taxpayers, help our kids--not interfere with what they are taught or how they are taught or what teachers they hire or what books they use. Let's take a page from what we did in the 1930s. Let's do it again. Let's build more schools all over America and make them modern and up to date for our kids so our grandkids will have a better life.
Madam President, I yield the floor.