highest priority of all Federal aid to education, along with the ele mentary and secondary, and in the higher education student loans. We still continue to hold the position that direct loans would cost the taxpayer, and the Government in the long haul, much less money. if we can just figure out how we can change the semantics of the budget so that loans wouldn't be called an expenditure. But just in sheer dollars that direct loans certainly cost less than insured loans and the rest of the kinds of loans that we have been able to develop through our Federal programs.

We approve the continuing work opportunities and the opportunity grants. These are excellent programs and should be continued and expanded.

In the area of professional education, we would like again to see a little more attention on the part of the Office of Education in the colleges in training people for second, third and fourth career opportunities in teaching rather than just the first career and second career. We think that there are many persons in their fifties, sixties and seventies who could teach, if there were training available.

On titles VI, VII and VIII, we have no particular comment except we support them. The networks of knowledge is a good program. It looks good at least the way it is written, and we support it. We hope it will turn out as well as some of the other things that have bee developed.

We regret the cuts in educational facilities construction. As Mr. Fichter had indicated, we hope that these cuts can be restored.

Finally, on the education for public service, we have been very happy to see that title I, University Extension Community Services. has already been doing some of this. We hope that this program und title XII, Education for Public Service, would also more clearly spe out that it could be used for some adult education or inservice training programs, to be a little more flexible than just be first career stud program for young adults going into public service. We think it should be a little bit broader in its definition or at least in the accon panying language that goes with it.

These are our comments and I appreciate the opportunity to testify. Senator YARBOROUGH. Thank you, Dr. Carstenson.

Do you have any language there that you recommend on this amer ment that you have recommended? Do you have that drafted? Mr. CARSTENSON. No. I will be glad to try and work up something Senator YARBOROUGH. All right, if you will will give the staff here a draft of the way you think that would accomplish what you hav recommended there, we would appreciate it.

рож

Thank you very much for your statement. Thank you for the tion that the Farmers Union has taken on so much remedial legstion, and for your action in coming here and putting your shou to the wheel in the field of education as well as on soil reaction for certain enrichment.

Mr. CARSTENSON. Senator, I wanted to say that before you came we said that we think that in the history of education, if it is ever really written, that the work of this committee will rank with anybody or any group anywhere in this country as being the most signitin work that has been done here in the last few years. It matches any thing that has been done at any time, the contribution that you made.

ator YARBOROUGH. You are very generous for those statements. nly regret is that we haven't done more, not only in the field of ation but getting the money to implement the legislation.

CARSTENSON. We are bringing some of those Texas women back o help get the job done.

ator YARBOROUGH. Improve the legislation.

ink you very much.

you gentlemen from the Office of Education have any comments ish to make on Dr. Carstenson's statement?

Venn, or Mr. Johnson?

VENN. I have one brief statement, Senator, in response to Mr. er's comment about bringing vocational and general education closer together.

ink this is one of the basic purposes behind the administration ow being discussed. The bill will broaden the use of vocational ion funds in order to serve youngsters who are not specifically fied with vocational programs as well as youngsters who are enin vocational curriculums.

think this administration bill will accomplish that end. We hope

tor YARBOROUGH. Thank you very much for that statement Office position on that. It is very important in the administrathese laws, because with options like that, of course how you ader it has a great influence on it, and the leadership of the Office of tion in attempting to bring general education and vocational ion closer together is highly important.

ow in the past what we might call the conventional educational has rather looked down its nose at vocational education as ing not quite worthy of higher education per se. I am glad to at you say about this, because the total education of the country o many people, so many different aptitudes, so many different lities of production and different lines, we have got to look at the capacity of the people and see how their talents lead them, and em an opportunity whatever way their talents go. I think of Ir. Fichter said, that it would be nice if everybody had an opity to learn to work with his hands sometime in life. The older the more difficult it gets, in the first place, to control the must worse than that is the difficulty of time. The time to do that is eople are young.

k you very much.

further comments?

k you very much for your fine paper.

ARSTENSON. Thank you.

for YARBOROUGH. Thank you, gentlemen.

next witness on the list, witness representing the Woodrow National Fellowship Foundation, Mr. Rosenhaupt, the nadirector, Princeton, N.J., and Mr. Peter H. Melvin, assistant to ctor, Princeton, N.J.

around, gentlemen. You may proceed in your own manner. you picked a spokesman?

u each have a paper?

nay proceed.

68-pt. 6 -19

STATEMENT OF HANS ROSENHAUPT, NATIONAL DIRECTOR, WOOD ROW WILSON NATIONAL FELLOWSHIP FOUNDATION, PRINCE TON, N.J.; ACCOMPANIED BY PETER H. MELVIN, ASSISTANT I THE DIRECTOR

Mr. ROSENHAUPT. Senator Yarborough, I would like to join others who preceded me, in saying that what your subcommittee. achieved over the last few years has won the admiration of all of in education. I am particularly grateful for a chance to say a few were for a new plan, because its purpose is not necessarily of the kindlarge Government committee would be interested in.

We are primarily concerned in our proposal with the training of small group of outstandingly qualified college teachers. Rather tha read my statement here, since the time is late, I shall simply call your attention to a few highlights of the proposal.

(The prepared statement of Mr. Rosenhaupt follows:)

PREPARED STATEMENT OF HANS ROSEN HAUPT, NATIONAL DIRECTOR, WOODRE WILSON NATIONAL FELLOWSHIP FOUNDATION, PRINCETON, N.J.

Too much has been made of the difference between public and private sectors in higher education. They depend one on the other. Particularly in respect to the vexed question of financial assistance to graduate students, the best efforts of each sector should begin to work in unison.

The federal government should avail itself of the opportunity to insure tha the most deserving students are recipients of the public's largesse. I believe tha this is best provided by the direct participation of dedicated college teachers c the selection of fellowship holders. These men understand the problem of restor ing the ranks of college teachers from the front line. They can be trusted! choose wisely. Since in future years the federal government may be the s dispenser of graduate followships in large numbers, the genuine interest of e lege faculties needs to be represented.

A fruitful area for increased private-public cooperation is the National De fense Education Act Title IV graduate fellowships. A certain number of Tile IV fellowships should be set aside for candidates chosen in a national compet» tion. These fellowships would be tenable at U.S. graduate schools of the car didates' choice. The U.S. Commissioner of Education should be given discretive ary authority to decide when to start a national competition for some Title fellowships, since the outlook for appropriations is uncertain at the mone Authority should be vested in the Commissioner to establish the Title IV M tional graduate fellowships, whose number in any one year should not exceed one-third of the first-year NDEA Title IV fellowships. These Title IV Nat fellowships would be distributed on an equitable geographic basis by regi selection committees. The Commissioner should also be authorized to ass to a private organization the responsibility of identifying and selecting ret pients of these felowships.

The competition conducted every year by the Woodrow Wilson National Fel lowship Foundation could effectively serve as screening device for Title IT National fellowships. We have offered to provide this service to the U.S. Offe of Education. Its administrative costs, for the time being, could be covered !! grants made to us by the Ford Foundation.

Our program has a network of unpaid academic volunteers across the nat At 1,100 colleges and universities individual professors, with the assistance of our Campus Representatives, nominate candidates for this competition Fros these candidates fifteen regional committees, after intense interviews and evaluation, select the winners. While close administrative ties are mainta between the foundation and the regional committees, the latter, because of ther intimate knowledge of academic life within their region, have responsibil to select. The success of this selection procedure is attested to by the over Woodrow Wilson Fellows now on the faculties of over 700 colleges and unvers ties. More than 70 per cent of all Fellows are pursuing careers in teaching are still in graduate school.

ments against the proposal to assign Title IV fellowships in this manner cerned with the sensitivities of individual graduate schools concerning the ution of fellowships among graduate schools. However, the assignment le IV fellowships would be placed in the hands of the Commissioner. ig with the Office of Education we could predict with a good amount of cy how a given number of fellowship holders making their own choices of te schools would be distributed. The number of Title IV fellowships d directly to graduate schools could be decreased in proportion to the r of Title IV National fellowship holders electing to attend these schools. y view it would not be a serious drawback even if a slightly disproate number of Title IV National fellowship holders were to seek their on at a few well-known graduate schools. There are precedents for the llowships. Both the World War II and the Korean G. I. Bills, as well as rrent one, give financial support to the student and let him choose his Our best young scientists, recipients of National Science Foundation hips, are permitted to receive a graduate education at schools of their oice. It makes sense to permit at least some future college teachers in outside the sciences to take their Title IV fellowship wherever they like. committee should be concerned with the supply of highly-trained manto the various regions of our country. But our research indicates that the hical location of an outstanding young college teacher's graduate school le bearing on the school at which he finally teaches.

e are additional arguments for the plan I propose. Graduate fellowships are not assigned to schools create a standard by which graduate schools measured. As soon as a graduate department has become attractive for te students, it will find fellowship holders knocking at its door. It is say that fellowships not assigned to specific graduate schools create infor developing better graduate programs everywhere.

IV fellowships were created by Congress to induce more persons to take ers in college teaching. A national competition would further complement an. A broader group of students could be encouraged to think that graduate vas a serious possibility for them, for a national competition publicizes e opportunities generally. Given encouragement by college faculty memudents who hesitate to apply for institutional fellowships because they less than perfect grade records, have changed majors, or are graduates Avantaged colleges and backgrounds can be brought into a national com. The potential of a national competition for mining all available talent plified by the 11,500 candidates whom we screened for 1968-69 Woodrow Fellowships, despite the considerable reduction in the number of our lips.

ration between NDEA Title IV and the Woodrow Wilson National Fellowundation would overcome a problem facing those college professors and ho want to continue to encourage future teachers through a private prohe new Ford Foundation grant provides generously for an identification . It fails, however, to provide substantial fellowship funds. ler to continue to make our program attractive to a substantial number nts, we must offer a certain number of fellowships. It makes sense for slature to consider ways of preserving a proven private method of refellowship winners.

rst step to assist college education is to produce adequate numbers of I college teachers. There has been debate recently about the actual number ge teachers needed, but there is no argument that the basic figure of 9,000 new faculty members needed every year is correct. Even though ulation of our graduate schools has, over the last years, increased by d bounds, and the number of Ph. D.'s produced annually has also grown vely, we are still far from producing that many Ph. D.'s a year. there is a shortage of manpower in college teaching, this quantitative is not as critical as the shortage of elementary and secondary school Colleges can make use of teaching machines and closed circuit teleThey can cut the number of hours a week during which a student meets teachers and draw upon graduate students to serve as teachers, section oratory assistants, tutors, and graders. While these devices do not always the quality of education, they do serve to avert or postpone a crisis r education. Furthermore, the profession of college teaching has become y more attractive over the past decade. The Title IV program has

been an important incentive, as have higher salaries and a new generation recognition and acceptance of the responsibilities of college teaching.

The need for good college teachers is as critical as it ever was. After thir years in the field of higher education I still see no substitute for the perso encounter between a mature and trained mind and a young searching stude If education in more than transmission of knowledge and information, then truly significant achievement depends altogether on the quality of mind and b found in those who teach. By all means let us use devices of technical s genuity. Let us make sure, however, that they are in the hands of excit teachers, rather than being used as surrogates for these teachers.

Improved salaries alone are not enticement enough to attract the very of student who should enter the teaching profession. The impact of increst, academic salaries in regard to our most talented young men and women mug seen in perspective. The competition for promising college seniors is fierce. The world of business and industry offers starting salaries to college graduates whi in some instances are higher than those paid to the most senior professor wi taught these students. Students, particularly from deprived backgrounds, carre be expected to withstand this pressure unless they are made to feel that teaching is a noble profession.

A private foundation has a particular role to play by supplying the intang quality of excellence, which is often required to attract the promising t hesitant student. When higher salaries offered elsewhere and uncertainties caused by the draft discourage further study, the prestige of being one specia” chosen can make a difference.

There can be no doubt about the existence of a shortage of rell-qualit college teachers. At this time of the academic year there is a desperate sear. of colleges and universities for first-rate faculty members. The more remote and poorer members of the academic community, particularly the small pri colleges, have as difficult a time keeping their old faculty, as they do in find qualified new replacements for those who leave, let alone for new positions. M office receives scores of distress calls, sometimes weeks after classes, bare started, from colleges which need someone to teach, not only in such bread and butter fields as foreign languages, mathematics and physics, economies and bus ness administration, but also in such fields as philosophy, classics or religi A national competition having federal support with special interest in serving the humanities and social sciences, as the National Science Foundation's compet tion serves the natural sciences, would have the blessing of troubled cog administrators everywhere.

Bringing fresh blood into college teaching is not the only purpose of a nationa! competition. Our program's greatest contribution to higher education consists providing an incentive to excellence. Our nation's students compete in athletes. They rarely compete in the intellectual sphere. In tying a national competition federal awards you would strengthen what may be the most important sig device through which our colleges are competitively related. The impact of th competition can be measured by the honors programs and student preparata for graduate school which have been developed, often in direct response to the challenge of a national competition.

If I could leave just one thought with your committee it would be this: It of the utmost importance that you, our elected representatives, face up to truly critical importance of providing not only for quantity but also for quality manpower in higher education. Nobody, from the president of Harvard Univer to the youngest instructor in a little community college, today is unaware of fatal threat to our entire system of higher education posed by the slow ** steady erosion of quality. The time has come for Senate and House to thought to questions of quality-graduate education is a good place to sta Mr. ROSENHAUPT. Actually, the nub of the proposal is contained the third paragraph on page 1.

Senator YARBOROUGH. I have been reading that. When I saw tha underlined it caught my eye.

Go ahead and present it.

Mr. ROSENHAUPT. It is our proposal that a certain number of ** IV fellowships, NDEA fellowships, be set aside for candidates chose in a national competition. This is really the nucleus of our prope