We would point out also that the effort at the teachers college as we now have it should continue to operate not as a teachers college, but as a part of the arts and science college in its preparation as those colleges are throughout the country for well-rounded instruction. Finally, we would emphasize the fact that it is a fully accredited college now, the teachers college, and we want the college of arts and sciences to remain a fully accredited college.

It has never lost a creditation and we hope nothing will be done to have it lost now and with those remarks we simply say we trust you as we always have.

Thank you.

Senator MORSE. Thank you very much.

I appreciate the testimony of both of you.

I will, at this point in the hearing record, insert Miss Borchardt's prepared statement.

(The statement referred to follows:)

STATEMENT OF SELMA M. BORCHARDT, CHAIRMAN, COMMITTEE ON EDUCATION, GREATER WASHINGTON CENTRAL LABOR COUNCIL

Mr. Chairman, I wish to thank you for giving us the privilege of coming before you. With this privilege comes a greater privilege of hearing your comments and your support of this pending legislation. We are very happy to have the bill S. 293 before your committee because we know you are sympathetic to its purpose: the objective being to afford higher educational opportunities for the youth of the Nation's Capital. S. 293 typifies this purpose, Senator, in many ways: first, because it expresses the ideal of educational opportunity in the form in which a person availing himself of this opportunity may become better equipped to serve his community and to be working with other young people who are eager to be better equipped also.

We shall not analyze the bill S. 293 again for your committee. You have been given a wealth of statistical data and other material by the witnesses who have thus far appeared. You have been given, in addition, an analysis of the social factors which have led to the establishment of junior public colleges throughout the country. You have also been given reports on how effectively the program for the junior college is working throughout the Nation.

In addition to the junior college which is a somewhat new feature in education throughout the country, this bill proposes to follow the traditional approach of having in every State at least one publicly supported general college of arts and sciences. In the arts and sciences college, students interested in pursuing academic studies may earn their bachelor's degrees and go on the earn their master's degree. These proposals for Washington are in a sense a part of a great program for the advancement of educational opportunities, a program in which you have played a major role for its fruition. And we do appreciate your help.

May I at this point say that I was very happy that I went to New York to hear you deliver your interpretative summary of the educational programs which the Congress has in the last 2 years given to the Nation. The standing ovation given you in New York reflects the Nation's appreciation of your leadership in educational advancement. You know the facts and you have effectively shown your support of this legislation. I will not, therefore, at this point, burden you with repeating the data which have already been so fully presented. I would, however, if I may, call to your attention certain points relative to the language of the bill. The bill itself gives adequate interpretation of the function of each of the institutions to be established pursuant to the enactment of this act. There are two points in the language of the proposed legislation which I should like to call to your attention: First, I would ask that we turn to page 6 in the bill, section 5, which sets forth the duties and powers of the Board of Higher Education and of the president of each of the two colleges. In this connection, I would particularly call your attention to the language beginning with line 24 and extending to page 27 through line 3. We are

delighted to note that you have given the president of each college power to protect academic standards and complete academic freedom. We are, however, deeply concerned regarding the language in this section setting forth the relationship of the president of each of the colleges to personnel employed by the colleges. This section reads, that the president shall have the power: "to appoint, promote, demote, transfer, suspend, or dismiss such administrative, educational, or noneducational employees of any college established pursuant to this act as the president thereof may recommend in writing." This language we feel, would endanger the employment status of all personnel involved. We, therefore, respectfully petition you to add to this section a provision which would expressly protect the tenure rights, the educational status, and the job security of every employee, to be covered by this act.

Because we have such great trust in your judgment and in the brilliance of your analysis of legislation, and above all, in your integrity, at all times, in dealing with the workers, we are not submitting, here, the language to protect the tenure and status rights of the employees of the colleges. We are leaving the amending of this section to you as needed. We are sure you share with us our concern with the right of every employee to a hearing regarding any proposed change in his status to the disadvantage of the employee which may result from the language in the bill as cited above. We feel sure that the questions we have here raised will receive careful consideration and that the necessary changes will be made in the language of the bill.

We would further call to your attention one other section in this bill which we believe should be amended. On page 5, section (b) beginning with line 20 and continuing through line 24 which reads: "Notwithstanding any other provisions of this Act, the laboratory schools of the District of Columbia shall remain subject to the supervision of the Board of Education." It is our hope that the laboratory schools will continue as they are now, a part of the general college curriculum, and not be taken from their present college status. The programs conducted in the laboratory schools should be a part of the Department of Education which, in turn, should be a part of the college of general arts and sciences. Today the teachers' colleges of former years is rapidly disappearing. Teachers' training is today made a part of a broad program in sound social principles, and not a limited training distinct from other training in this field.

Here, again, we shall not presume to give you the language which we believe is necessary to bring about the adjustment for which we ask in this bill, to safeguard the sound administration of the laboratory schools.

Our teachers' college here is doing an excellent job. Their work has been recognized by professional leaders from all parts of the country. The accrediting agency for this area has continued the accreditation of the college as a fully accredited institution since the college was founded.

You may have heard some persons opposed to this program say that our District college is not an accredited institution. Such a statement is grossly in error. The college has from the time it was founded, maintained its status as a fully accredited college so rated by the Middle Atlantic States Accrediting Agency. The school has progressed in spite of all the hardships imposed on it by a lack of funds. The college is highly recognized and highly placed by academic authorities. Please help us keep it so.

The broad and concise presentation of labor's support of the program of higher education for the youth of Washington, which was given so clearly here by J. C. Turner who is president of the Greater Washington Central Labor Council, is in itself an inspiring story of labor's contribution for the maintenance of educational opportunities for our youth. We are proud of the record labor has made in seeking fuller education opportunities and we are happy to be able to come before a well-informed, courageous, brilliant leader to make the fight for the realization of this program.

Senator MORSE. Our next witness will be Dr. Earle Hawkins, president of Towson State College, representing the Association of State Colleges and Universities.

Doctor, we are honored to have you. You may proceed in your own way.

STATEMENT OF EARLE HAWKINS, PRESIDENT, TOWSON STATE COLLEGE, REPRESENTING ASSOCIATION OF STATE COLLEGES AND UNIVERSITIES

Mr. HAWKINS. Mr. Chairman and members of the committee, my name is Earle Hawkins. I am president of Towson State College, Baltimore, Md., and also president of the Association of State Colleges and Universities.

This association has in its membership 194 colleges and universities which are wholly or partially State owned and State controlled. There are approximately 1 million students enrolled in these institutions. This is one-fifth of all the students in degree-granting institutions in the country.

In the annual convention of the association in Chicago, February 14-16, 1966, the delegates voted to give strong support to the establishment of a public community college and a public college of arts and sciences in the District of Columbia as proposed by S. 293 and S. 1612. I am authorized by the association to report this action to you, and urge approval of the necessary legislation. The formal resolution adopted at our convention has already been sent to you for your record.

I am glad to have the opportunity now to tell you that the action of the association was prompted by such considerations as the following: 1. There is a growing recognition throughout the country that in our age of increasing technology there is a vast need for our young people to acquire higher skills and training than ever before, and that there are rapidly diminishing opportunities for those with limited education.

The situation is summarized well in the report submitted to President Johnson in June 1964, by the committee appointed by President Kennedy to study the need for public higher education in the District of Columbia.

You are, of course, familiar with this report. It contained the following significant statement—

We are building massive problems for the future-in welfare, unemployment, poverty, and crime-unless we provide a maximum of opportunity for the youth of today to achieve the highest level of education of which they are capable.

2. The provisions for public higher education in the District of Columbia are woefully inadequate. This has been reported by others who have appeared before this committee, but I shall emphasize one or two facts:

(a) The young people in every State in the Union are provided a choice among a variety of programs in public colleges and universities. Only in the District of Columbia are they limited to a program in teacher education in a public college, and that is an institution which is housed in an antiquated plant, and which has not had adequate financial support for years.

If you have any doubt about this latter statement, I suggest you consult the 1962 report of the National Council for the Accreditation of Teachers Education which reads in part:

The prospects of improving the facilities, maintaining a competent faculty and attracting an able student body were not good enough to justify its continuation ***

As accredited by the council.

(6) Even the island of Guam, with a population in 1960 of less than 70,000, has a public college with a general program. The College of Guam is a member of our association. If we can provide a public college with a general program for that island in the Pacific, surely we can do it for this island in the United States.

3. The private colleges and universities in the District of Columbia cannot provide the opportunities for higher education needed by Washington young men and women.

A study made by Selma J. Mushkin and Eugene P. McLoone for the Council of State Governments (published by the council in February 1965) reveals that there were 56,000 students in all degree-credit programs in all colleges and universities in the District in 1963, and the report contains a prediction that this number will rise to 86,800 by 1970.

It is inconceivable that the private institutions can absorb this increase. What is even more important, the State colleges (and we would place a public college for the District of Columbia in this group) serve a special purpose which cannot be expected from other colleges and universities.

The State colleges are traditionally the people's colleges. They serve (among others) the young people from the lower income groups, and they do this proudly. Largely because of this, and especially in view of the fact that increasing numbers of men and women from the lower income brackets are seeking a college education, the State colleges and universities are the fastest growing degree-granting institutions in the country.

It will be a little short of tragic if the District of Columbia continues to deny the young people of Washington the kinds of opportunities that can be offered in a public college of arts and sciences.

4. What I have said about the need for a general college of arts and sciences in the District of Columbia applies with equal force to the need for a public community college in our Nation's Capital. Experience throughout the country has demonstrated that the community colleges are tremendously popular in helping those young people who are not interested in a full 4-year college program to acquire the skills and training and insights needed for a vast array of occupations in our society.

There is almost no provision at present in the District for meeting this need. The President's Committee on Higher Education in the District found that in 1964 more than 700 high school seniors who did not plan to continue their education would have changed their plans and would have attended a community college if one had been available.

Failure to give them this opportunity resulted in a distinct economic loss to our society. It should be emphasized of course that establishing a community college alone will not be enough.

The longer programs in a college of arts and sciences are quite as important in order to provide the much needed opportunities for young men and women who are qualified and who desire to prepare for positions open only to college graduates.

Also, it is inevitable that many of the students who complete programs in the community college will find that they want to continue

their education and work for a degree or degrees in the college of arts and sciences. The two institutions will complement each other, and the opportunity for transfer should be available.

5. Finally, may I point out that the people of the District of Columbia are quite able to pay for increased opportunities for higher education for their children, and the number of citizens' groups urging the increase indicates that they are eager to do so.

I shall quote only a few figures. According to the publication, "Governmental Finances in 1963-64," published by the U.S. Bureau of the Census, the per capita expenditure for higher education in the District of Columbia that year was $2.26.

I understand that if the cost of operating the laboratory schools is deducted (because they are really public schools in the Washington system) the figure would be much lower-little more than one-half that amount.

The corresponding expenditure in my State of Maryland was $21.23. This was in the face of the fact that the per-capita income in the District of Columbia is higher than in Maryland. According to the 1962 data published by the U.S. Department of Commerce in "Survey of Current Business" (August 1963) the per capita income in the District was $3,219, and in Maryland, $2,683.

Comparisons with other neighboring States are similarly convincing. At this point I emphasize what other witnesses have reported, that there are hundreds of families in Washington whose incomes are not anywhere near to the $3,219 per capita average many of them (one-fifth of the total) with incomes for each entire family of less than $3,000 per year.

Members of these families are the ones who especially need the opportunities offered by public colleges. In order that the maximum number of them may receive the benefits, we urge that no tuition be charged in the public colleges or that it be held at the lowest possible figure.

The cost of providing higher education for these young people is inescapable. Either we pay for the establishment and operation of public colleges or society pays indirectly through the economic loss resulting from depriving them of the more extended education they are capable of completing.

These considerations have convinced our officers and the representatives of our member institutions that the young people of Washington should no longer be denied the kinds of opportunities provided by public colleges in all of the States we serve.

Our association does not normally adopt a resolution nor take a position with regard to legislation affecting only one locality, but we are keenly aware that the decision with regard to public higher education in the District of Columbia will be made by the Senators and Congressmen who represent us in the Congress.

We believe, therefore, that we must let you know how strongly we support the kinds of provisions contained in S. 293 and S. 1612. We urge approval of a bill which will incorporate the essential elements of these two bills and which will result soon in establishing both a public community college and a public college of arts and sciences in the District of Columbia.