aration of persons already serving or who intend to serve in elementary schools or secondary schools in low income rural or metropolitan areas, or connected to such areas.

Along the lines of the NDEA institutes for the training of the disadvantaged which I was discussing with Senator Nelson, I confess I have not thought through clearly the exact mechanism for carrying out this particular portion of the bill. Perhaps what we need to do is rewrite section 7 in order to clear up any ambiguity that might be there. That would be the comment I would have on your very useful observa

tion.

Dr. FITZPATRICK. If I may make one further observation, when I was in charge of the student-teacher assignment in the city, I did assign a great many of the student-teachers in schools in disadvantaged areas. Aand after they had served there for the—it is a semester, 6 months-the teachers were willing to accept their permanent appointment to those schools. That was not true where the pupil, the studentteachers in a college had served in one of the schools that were in one of the more advantageous areas, so that probably the Teacher Corps program will result or may result in teachers being willing to accept this type of assignment.

I know there is opposition to giving increased salaries to the teachers in those areas because the United Federation of Teachers oppose it. That is the bargaining agent.

Mr. PERKINS. Don't you feel that the main area where the teachers who comprise the Teacher Corps may better serve is in the metropolitan areas and the rural areas where there exists a great need for upgrading quality.

Dr. FITZPATRICK. Yes, sir. Well, I think the teachers who serve there come out recognizing their greater thirst and whether they were idealistically involved when they came in they certainly were when they

came out.

Mr. PERKINS. I would think this is the greatest need for the Teacher Corps-to get teachers into those particular areas where they are needed most.

Dr. FITZPATRICK. Yes, sir; I don't think the increased salary would do it when they are appointed, because the people in those communities and the teacher organizations call it combat pay and they oppose it.

Mr. PERKINS. Are there any further questions?

Mr. BRADEMAS. Mr. Chairman, if I may I would like to yield such time as he may desire to the gentleman from New York.

Mr. CAREY. Thank you. I appreciate your yielding, I will be very brief because I have extensive time I may spend with Mr. Fitzpatrick at other times when we are back in our own district together.

I think it is more important that the committee have the benefit of his experience when he is here. I always owe an obligation Mr. Fitzpatrick, to your very able corps of industrial arts teachers in New York City. They feel somewhat neglected and forgotten and I know the great commitment they have and the great work they do. I have been with them on several occasions and they always ask me to bring them into the record and make sure they are not forgotten. Would there be merit in having fellowships for industrial arts teachers in this type of legislation?

Dr. FITZPATRICK. Of course, as one associated with education all his life I could never say no. There is no question that there is no branch of instruction in the secondary school that would not profit from fellowships in this area, including industrial arts and home economics, too.

Mr. CAREY. I have not sworn my allegiance to the home economics teachers yet, but I am much in the bondage of the industrial arts. Isn't it true that in the next decade certainly the next year or so our system in New York City which I am very careful to say is not in crisis the Donovan theory, Donovan emeritus and Donovan on the scene-indicates we do not have a crisis in our schools. We have a problem, but not a crisis, but isn't it true we are going to undergo vast and substantial transformation in our systems, changing from the junior high to the 4-4-4 program, and so forth, as there is a matter of quality and a matter of integration.

Also, isn't it true in order to accomplish this you are going to have to cut classes and you are going to need more able teachers, more teachers, a great many more specialists, and you are going to need more curriculum specialists, more supervisors and you are going to need, librarians; you are going to need science counselors; you are going to need cultural counselors; you are going to need all sorts of categorical specialists who have not been in great numbers in our system before. Also, isn't it true, without a bill of this kind you simply cannot meet the needs of this transformation which is upon us at this time.

Dr. FITZPATRICK. Yes, sir; that is right. There is no doubt, too, that in the reorganization, with the type of schools they are going to put in; the comprehensive school which will include both the academic and the vocational, that the industrial arts part will be more important than it is now.

Mr. PERKINS. Thank you very much.

Let me again thank you for coming Dr. Fitzpatrick, and I certainly want to pay tribute to your people in New York for sending to this Congress such an able Congressman as Hugh Carey who has played an important part and a tremendous role in helping write legislation to do something about the problems that you discussed before us today. Thank you.

Dr. FITZPATRICK. It has been my pleasure; thank you.

Mr. PERKINS. The clerk of the committee will include in the record communications and statements submitted prior to transmission of record for printing. The committee will adjourn until further call of the Chair.

(Whereupon, at 11:50 a.m., the committee adjourned, subject to the call of the Chair.)

THE WHITE HOUSE, Washington, July 17, 1965.

Hon. JOHN W. MCCORMACK,

Speaker of the House of Representatives,
Washington, D.C.

DEAR MR. SPEAKER: As I announced in my remarks before the National Education Association on July 2, I am proposing legislation to bring the best of our Nation's talent to its schools. This legislation-the Teaching Professions Act of 1965-will

create a National Teacher Corps to serve in city slums and areas of rural poverty;

establish a program of fellowships to prepare students for teaching careers in elementary and secondary education and to help experienced teachers enhance their qualifications; and

aid institutions of higher education to provide better programs for educating teachers.

The National Teacher Corps draws on that spirit of dedication of Americans which has been demonstrated time and again in peace and war, by young and old, at home and abroad. It will provide a challenge and an opportunity for teachers with a sense of mission-those best suited to the momentous tasks this Nation faces in improving education.

The National Teacher Corps can help improve the quality of teaching where quality is most needed and most often in short supply-in city slums and in areas of rural poverty. It will enroll experienced teachers and, to work with them, students who intend to make teaching a career. They will teach in local schools at the request of local communities and will serve on the same terms as local teachers. They will be local, not Federal, employees.

The fellowships are essential if teaching is to attract a higher proportion of our ablest young people, and if the best teaching is to prevail in the classroom. Students preparing for teaching in these days should have superior graduate training. Teaching is a difficult job at best; the more preparation for it, the better.

The desire of classroom teachers to replenish their skills and knowledge is not only to be applauded but aided. As revolutionary changes take place in all subjects and at all levels of learning, there is a limit to the sacrifice we can ask of our teachers in their efforts to renew their knowledge.

Finally, I propose a program of grants to help institutions of higher education offer first-rate programs to would-be teachers as well as to experienced teachers. This measure, coupled with the fellowship program and the National Teacher Corps, completes a program which is entitled to be called the Teaching Professions Act of 1965.

The Teaching Professions Act of 1965 is a composite of hard thinking about educational problems in the Congress, in the executive branch, and in the teaching profession. It owes much to the proposals of Senators Gaylord Nelson and Edward Kennedy for a National Teacher Corps, to Senators Wayne Morse and Clifford Case and Representatives Carl Perkins and John Brademas for a program of fellowships for teachers, and to Representative Patsy Mink for a program of Federal grants to teachers for sabbatical leaves.

This bill will deepen the meaning and substance of the already impressive work of the 88th and 89th Congresses in the field of education. I have concluded that it is of sufficient urgency to justify action by this session of the Congress. The problems which face us in education do not grow smaller as time goes by; neither should our determination to attack and solve these problems. I commend to you the Teaching Professions Act of 1965, and hope that you will give it speedy consideration.

Sincerely,

LYNDON B. JOHNSON.

A BILL To provide fellowships for elementary and secondary school personnel, to improve the quality of teacher training programs, and to establish a National Teacher Corps

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act may be cited as the "Teaching Professions Act of 1965."

PART A-FELLOWSHIPS AND TRAINING PROGRAMS FOR ELEMENTARY AND SECONDARY SCHOOL PERSONNEL

AWARD OF FELLOWSHIPS AUTHORIZED

SEC. 2. (a) The Commissioner is authorized to support fellowship programs for persons who have recently received a bachelor's degree or its equivalent and who desire to pursue a career in elementary or secondary education, for persons in another career or activity who desire to enter or reenter upon a career in elementary or secondary education, and for person who are pursuing a career in elementary or secondary education but who desire to improve their qualifications or to acquire qualifications in a different aspect of elementary or secondary education. These fellowships may be awarded for graduate study in any field which has as its purpose assisting or improving elementary or secondary educa

tion. Fellowships awarded under this part shall be for periods of study not in excess of two calendar years and shall be awarded only for the use of persons who have been accepted into programs approved pursuant to section 3(a).

(b) In supporting fellowship programs under the provisions of this part, the Commissioner shall endeavor to provide an equitable distribution of such fellowships throughout the States, except that after consultation with the Advisory Council on Teacher Preparation he may establish priorities which take into consideration particular qualifications of persons who may receive fellowships, their proposed field of study, and the nature of the service they intend to provide in elementary or secondary education.

APPROVAL OF PROGRAMS; GRANTS

SEC. 3. (a) The Commissioner shall approve a graduate program of an institution of higher education only upon application by the institution and only upon his finding

(1) that such program will substantially further the objective of improving the quality of education of persons who are pursuing or intend to pursue a career in elementary or secondary education;

(2) that such program gives major emphasis to high-quality substantive

courses;

(3) that such program is of high quality and either is in effect or will be attainable as a result of granting fellowships under this part for study in the program; and

(4) that only persons who demonstrate a serious intent to pursue or to continue to pursue a career in elementary or secondary education will be accepted for study in the program.

(b) For the purpose of obtaining an appropriate geographical distribution of high quality programs for the training of personnel for elementary and secondary education, the Commissioner is authorized, on such terms and conditions as he may deem appropriate, to make grants to and contracts with institutions of higher education to pay part of the cost of developing or strengthening graduate programs which meet the requirements of subsection (a) and of developing or strengthening high quality undergraduate programs for the training of such personnel. The Commissioner may employ experts and consultants, as authorized by section 15 of the Administrative Expenses Act of 1946 (5 U.S.C. 55a), to advise him with respect to the making of grants and contracts under this subsection, and he shall set forth in regulations the standards and priorities which will be utilized in approving such grants and contracts. Experts and consultants employed pursuant to this subsection may be compensated while so employed at rates not in excess of $100 per diem, including travel time, and may be allowed, while away from their homes or regular places of business, travel expenses (including per diem in lieu of subsistence) as authorized by section 5 of such Act (5 U.S.C. 73b-2) for persons in the Government service employed intermittently.

FELLOWSHIP STIPENDS; CONDITIONS

SEC. 4. (a) The Commissioner shall pay to persons awarded fellowships under this part such stipends (including allowances for subsistence and other expenses for such members and their dependents) as he may determine to be consistent with prevailing practices under comparable federally supported programs.

(b) In addition to the amounts paid to persons pursuant to subsection (a), the Commissioner shall pay to the institution of higher education at which such person is pursuing his course of study $2,500 per academic year or its equivalent (as determined under regulations of the Commissioner), less any amount charged such person for tuition.

(c) A person awarded a fellowship under the provisions of this part shall continue to receive the payments provided in subsection (a) only during such periods as the institution he is attending finds that he is maintaining satisfactory proficency in, and devoting essentially full time to study or research in a program approved pursuant to section 3(a), and is not engaging in gainful employment other than incidental employment by such institution in teaching, research, or similar activities which are considered a part of his training.

(d) No fellowship shall be awarded under this part for study at a school or department of divinity. For the purposes of this subsection, the term "school or department of divinity" means an institution or department or branch of an institution, whose program is specifically for the education of students to prepare them to become ministers of religion or to enter upon some other religious vocation or to prepare them to teach theological subjects.

PART B-NATIONAL TEACHER CORPS

STATEMENT OF PURPOSE

SEC. 10. The purpose of this part is to strengthen the educational opportunities available to children in areas having high concentrations of low-income families by making available to local educational agencies teachers who are qualified to participate in programs and projects approved under title II of Public Law 874, Eighty-first Congress, as amended, and to encourage more highly trained and broadly prepared persons to pursue careers in elementary and secondary education by

(1) attracting and training experienced and qualified teachers who will be made available to local educational agencies to participate in such programs and projects; and

(2) attracting and training inexperienced teacher-interns who will be made available to participate in such programs and projects in teams led by an experienced teacher.

ESTABLISHMENT OF NATIONAL TEACHER CORPS

SEC. 11. In order to carry out the purposes of this part, there is hereby established in the Office of Education, for the benefit of the several States, a National Teacher Corps, hereafter in this part referred to as the "Teacher Corps."

TEACHER CORPS PROGRAM

SEC. 12. (a) For the purpose of carrying out this part, the Commissioner is authorized to

(1) establish procedures for the recruitment, selection, and enrollment of experienced teachers, and teacher-interns who have a bachelor's degree or its equivalent but who have no experience as teachers, in the Teacher Corps for periods of up to two years;

(2) enter into arrangements, through grants or contracts, with institutions of higher education and with State educational agencies to provide members of the Teacher Corps with appropriate training before they undertake their teaching duties under this part;

(3) enter into arrangements, including the payment of the administrative costs of such arrangements, with State educational agencies and, where appropriate, with participating institutions of higher education designated for this purpose by the State educational agency, to furnish members of the Teacher Corps to local educational agencies, for participation during regular or summer sessions, or both, in programs and projects approved under title II of Public Law 874, Eighty-first Congress, as amended; and

(4) employ experts and consultants or organizations thereof to assist the Commissioner in carrying out his functions under this part, as authorized by section 15 of the Administrative Expenses Act of 1946 (5 U.S.C. 55a), and to compensate individuals while so employed at rates not in excess of $100 per diem, including travel time, and allow them, while away from their homes or regular places of business, travel expenses (including per diem in lieu of subsistence) as authorized by section 5 of such Act (5 U.S.C. 73b-2) for persons in the Government service employed intermittently. (b) Whenever the Commissioner determines that the demand for the services of experienced teachers or of teaching teams furnished pursuant to clause (3) of subsection (a) exceeds the number of experienced teachers or teaching teams available from the Teacher Corps, the Commissioner shall, to the extent practicable, allocate experienced teachers or teaching teams, as the case may be, from the Teacher Corps among the States in proportion to the number of children in each State counted for making basic grants under title II of Public Law 874, Eighty-first Congress, as amended, for the fiscal year for which the allocation is made.

(c) To the extent consistent with law, a local educational agency shall utilize members of the Teacher Corps assigned to it in providing, on an equitable basis and in the manner described in section 205(a) (2) of Public Law 874, Eighty-first Congress, as amended, educational services in which children enrolled in private elementary and secondary schools can participate.