sonnel, property, records, and unexpended balances of appropriations, allocations, and other funds available or to be made available for such Teachers College are authorized to be transferred and be under the control of such Board of Higher Education: Provided, That the laboratory school shall remain under the control and management, and the employees assigned to such schools shall remain subject to the supervision of, the Board of Education.

SEC. 5. The Commissioners and the Board of Education shall furnish to the Board, upon request of such Board, such space and facilities in private buildings or in public buildings of the government of the District of Columbia, records, information, services, personnel, offices, and equipment as may be available and which are necessary to enable the Board properly to perform its functions under this Act.

SEC. 6. All obligations and disbursements for the purpose of the Act shall be incurred, made, and accounted for in the same manner as other obligations and disbursements for the District of Columbia and, except as provided in section 4(g) of this Act, under the direction and control of the Commissioners.

SEC. 7. (a) Subchapter 1 of chapter 18 of the Act of March 3, 1901 (31 Stat. 1280), as amended (D.C. Code, secs. 29-401-29-419), relating to establishment of institutions of learning in the District of Columbia, is amended by striking out "Board of Education" wherever it appears in such subchapter and by inserting in lieu thereof "Board of Higher Education".

(b) Nothing contained in the amendment made by this section shall be construed as affecting the validity of any license issued by the Board of Education prior to the date of the enactment of this Act.

(c) The Act of July 2, 1940 (54 Stat. 729), relating to accreditation of junior colleges in the District of Columbia, is amended by striking out “Board of Education" wherever it appears in such Act and inserting in lieu thereof "Board of Higher Education".

SEC. 8. There are hereby authorized to be appropriated from the revenues of the District of Columbia such sums as are necessary to carry out the purposes of this Act.

[From the Congressional Record, Aug. 5, 1964]

PUBLIC COMMUNITY COLLEGE AND PUBLIC COLLEGE OF ARTS AND SCIENCES IN THE DISTRICT OF COLUMBIA

Mr. MORSE. Mr. President, I introduce, for appropriate reference, a bill to establish a public community junior college and a 4-year college for the District of Columbia. The bill carries out many of the basic recommendations contained in the report to the President on public higher education in the District of Columbia.

The educational needs of any nation are, to a considerable extent, determined by the nature of its society. Thus, in this Nation, education has become more important as our economy expanded from a predominantly agricultural base to become the world's leading industrial power. An elementary and secondary education is no longer sufficient to prepare a large portion of our citizens for success in our complex economy and for effective participation in our present social and political systems.

The educational needs of citizens have been growing steadily throughout this Nation's history. For many years, an abbreviated grammer school education was considered adequate for the needs of most people. However, ours was a relatively unscientific agricultural economy during our early history, and this level of education was generally considered adequate.

During the first decades of the 20th century, an eighth-grade education was considered sufficient for most people. As late as 1940, less than 40 percent of the Nation's employees had attended high school, and only 10 percent had attended college. However, over half of the jobs available to people in 1940 were in unskilled or semiskilled occupations, and only 14 percent were professional or managerial.

By 1960, the percent of unskilled or semiskilled jobs had declined to less than 40 percent, while the number of professional and managerial positions had increased to 22 percent. This trend is expected to continue in the future. In addition, there is a rapidly expanding need for highly skilled, technically qualified personnel. By 1976, when the present class of first-grade students graduate from high school, it is predicted that over 60 percent of all employment opportunities will be in the professional, managerial, or skilled-technical occupations.

It is imperative that young people be given ample opportunity to prepare for these conditions of employment. Such reparation will certainly require full opportunity for education beyond the high school level.

It is important that people be prepared to meet the needs of their employers. It is equally important to employers to be able to hire well-trained employees. Reports are numerous of the difficulties encountered by employers in finding skilled, well-educated people, particularly in the technical areas. The semiprofessional fields, such as nursing, medical technology, engineering technology, and executive secretarial positions, offer increasing opportunities for employment.

As a result of the demand for more highly qualified personnel, many people are returning to school during evening and weekends to improve their competence. Adult education and industrial education programs are expanding rapidly. These trends also emphasize the need for educational opportunities beyond high school.

Future employment opportunities will change rapidly because of inventions and progress made in automating industrial, clerical, and even managerial processes. As a result of the rapid pace of automation many persons can expect to change their occupations one or more times during their lifetimes.

Of equal significance in the long-term employment picture is the rapid expansion and application of knowledge. New procedures and techniques will be introduced at a rapid rate, and again there will be a great need for people who can learn the new procedures and qualify for these new types of employment.

Adaptability will be a most important requirement of future employees. For many people and many jobs, a high school education will not provide an adequate basis for rapid, effective retraining.

As my colleagues know, the need to provide publicly supported institutions of higher learning has long been recognized as necessary for the provision of adequate and equal educational opportunity. Every State in the United States has established a system of higher education which provides at nominal cost higher education to its residents. This principle is fundamental to the American heritage and dates back to the establishment of land grants to colleges in our States. The citizens of the District of Columbia are the sole exceptions; they do not have access to this national pattern of public junior colleges or 4-year colleges, other than the limited teacher training opportunities offered by the District of Columbia Teachers College, which because of obsolete physical facilities is woefully inadequate to meet the need. The following figures illustrate this inadequacy quite well.

In 1961-62 there were 863 applications received from freshmen students: 288 were accepted for admission; and 233 of these applicants actually registered at the school. For the years 1962-63, there were 778 applications received from freshmen : 260 of those were accepted; and 227 of the applicants actually registered. In the school year 1963-64, 560 freshmen submitted applications: 176 of the applications were accepted, and 157 of the applicants actually registered. At the present time, the District of Columbia finds itself primarily dependent for higher educational opportunities upon the area colleges and universities— most of which are private institutions-and thus imposing a burden of educational expenses upon the District of Columbia residents which for the average family is impossible. Further, institutions of these States are increasingly reluctant to provide opportunities for the citizens of other States and those who are accepted as nonresident students pay more than resident students. The private colleges and universities within the District of Columbia are not primarily responsible for the people of this city and they have objectives, I believe, that are quite different from those of the publicly supported college.

As a matter of principle, the District of Columbia should not have to depend upon others to provide for its educational needs and responsibilities. As a practical matter the growing resistance of States to receive out-of-State students and the increasing tuition of the private colleges and universities clearly indicate that this city must provide for its own educational needs.

Mr. President, in my judgment, two types of educational institutions are required in the District of Columbia. These institutions are a community junior college and a 4-year college of liberal arts and sciences. These should be complementary institutions, each providing different but equally essential educational opportunities. The bill which I have just introduced will provide for both types of educational institutions.

The proposed community junior college should, in my judgment, be a multipurpose institution which will provide (a) comprehensive college transfer pro

grams; (b) 2-year terminal liberal arts and technical semiprofessional programs; and (c) part-time adult educational programs.

The college transfer program should, I think, provide a high quality program fully equivalent to the first 2 years of education received in the colleges and universities.

The basic objective of a junior college transfer program is to provide students with the first 2 years of a 4-year college course. The success of the transfer program will be measured by the ability of these students to gain admission and to compete successfully with junior students in established, high quality 4-year colleges and universities. To meet this requirement, the transfer program must enroll students who have the capacity to benefit from 4 or more years of college training.

The 2-year terminal programs should provide both liberal arts and more specialized technical level programs.

Experience teaches us that a large number of students will not wish to continue their educations beyond junior college for a number of reasons. These people should be permitted to enroll in 2-year programs of instruction.

One of the most urgent national needs today is for persons to possess 1 to 3 years of education beyond high school in the technical, semiprofessional fields. The need is urgent today and is increasing each year. In my opinion, the flexibility of the junior college permits it to meet this need in admirable fashion.

The bill which I introduced today establishing a 4-year college of liberal arts and sciences should offer a strong core of liberal arts subjects and should absorb and strengthen the District of Columbia teacher training institution.

The proposed 4-year college should develop a strong liberal arts program providing a balanced offering of sciences, social studies, the humanities, and the arts. In addition, the new institution should absorb the functions of the District of Columbia Teachers College and develop and expand in cooperation with its liberal arts faculty, a strong school of education.

It seems clear to me that the establishment of a 2-year community college and a 4-year liberal arts college would provide a major improvement in the equalization of educational opportunities in the District of Columbia for the residents of the city.

Mr. President, I am advised that during the next two decades it will be necessary to virtually double the size of each existing institution of higher education in this Nation. In addition to this, it will be necessary to provide at least 1,000 new institutions with an average enrollment of over 2,500 students each. When one considers the magnitude of the undertaking of supplying the additional educational facilities to which I just referred, it seems imperative to me that the District of Columbia could and must support a broad program of college level instruction under public auspices.

In my judgment, Mr. President, there is a demonstrated need for college level instruction under public auspices in the District of Columbia. When we consider the educational needs which we must meet in the next two decades it becomes apparent that existing educational institutions in the District of Columbia will be inadequate.

I plead with individuals and groups interested in education within the District of Columbia to give serious consideration and discussion of the bill I introduced today in the next few months so that when Congress reconvenes next January, it will be possible to hold early and thorough hearings on this much needed bill. In summary, I don't think we can overlook the overwhelming practical needs for the institutions of higher learning recommended by the President's Committee for the District of Columbia, but in addition to these obvious practical facts which were previously cited, the District of Columbia has an obligation to insure that its residents have a full and equal opportunity to attain the highest level of education that their willingness to work and their natural endowment will allow. Indeed, as far as my position is concerned on this matter, the provision of higher educational opportunities is as much an obligation of our school system as is the provision of opportunities to obtain elementary and secondary educations.

Traditionally State governments and some of our larger cities have developed colleges, universities, and junior colleges to provide higher education opportunities for all citizens. The District of Columbia must not continue to fall short in this function for we have the dual obligations of a State and of a large city and we must fulfill our educational obligations to our citizens in the American tradition of equal opportunity for all no matter what those citizens' economic station in life may be.

The ACTING PRESIDENT pro tempore. The bill will be received and appropriately referred.

The bill (S. 3081) to authorize the establishment of a public community college and a public college of arts and sciences in the District of Columbia, introduced by Mr. Morse, was received, read twice by its title, and referred to the Committee on the District of Columbia.

Senator MORSE. As Chairman of the Education Subcommittee of the Senate Labor and Public Welfare Committee, I am well aware of the great educational needs facing this Republic. In the past few years we have had some_real breakthroughs at the national level in the field of education. I am very proud of those accomplishments. As an "alderman" for the District of Columbia, I am very much aware of the real and continuing educational crisis which exists in the District of Columbia.

Our District of Columbia public school system has not kept pace with the educational needs of our children and community. Though we have made some progress in the District of Columbia in the past 3 or 4 years, it is only the beginning of what must be done to provide first class educational opportunities for District students. The neglect of our school system here in the Nation's Capital can largely be attributed to Congress.

We are dealing with many children in this city who experience great poverty in their homes and who do not have many of the cultural opportunities experienced by children in the suburbs of Washington. Much money is expended for education nationally and locally, but as educators, we all know that it is the greatest and most farsighted investment this Nation has ever undertaken.

During the first decades of the 20th century, an eighth-grade education was considered ample for most people. As late as 1940, less than 40 percent of the Nation's employees had attended high school, and only 10 percent had attended college. However, over half of the jobs available to people in 1940 were in unskilled or semiskilled occupations, and only 14 percent were professional or managerial.

By 1940, the percent of unskilled or semiskilled jobs had declined to less than 40 percent, while the number of professional and managerial positions had increased to 22 percent. This trend will surely continue in the future.

In addition, there is a rapidly expanding need for highly skilled, technically qualified personnel. By 1978, when the present class of first-grade students graduate from high school, it is predicted that over 60 percent of all employment opportunities will be in the professional, managerial, or skilled-technical occupations.

It is absolutely imperative, in my judgment, that our young people be given ample opportunity to prepare for these conditions of employment. Such preparation will require greatly improved instruction and facilities at the kindergarten, elementary, and secondary level and a full opportunity for education beyond the high school level.

As a result of the demand for more highly qualified personnel in business and government, many of our people are returning to the classrooms during the day, evening, and weekends to improve their competence. Nationally, adult education and industrial education. programs have been expanding at a very rapid rate. These trends emphasize the need for educational opportunities beyond high school.

Employment opportunities are changing rapidly because of inventions and progress made in automating industrial, clerical, and managerial processes. As a result of this, many persons can expect to change their occupations several times during their lifetime.

In my judgment, adaptability will be one of the most important requirements of future employees. For many people and many jobs, a high school education no longer provides an adequate basis for rapid, effective retraining.

Every State in the United States has established a system of higher education which provides at nominal cost higher education to its residents. This principle is fundamental to the American heritage and dates back to the establishment of land grants to colleges in our States. The citizens of the District of Columbia are the single exceptions; they do not have access to this national pattern of public 4-year colleges or junior colleges other than the limited teacher training opportunities offered by the District of Columbia Teachers College which, because of obsolete physical facilities, is inadequate to meet its needs. At the present time, the District of Columbia finds itself primarily dependent for higher educational opportunities upon the area colleges and universities-most of which are private institutions and thus imposing a burden of educational expenses upon the District of Columbia residents which for a vast majority is impossible. Further, educational institutions of these States are increasingly reluctant to provide opportunities for the citizens of other States and those who are accepted as nonresident students pay more than resident students. The private colleges and universities within the District of Columbia are not primarily responsible for the people of this city, and they have objectives, I believe, that are different from those of the publicly supported college.

The Nation's Capital should not have to depend upon adjacent States to provide for its educational needs and responsibilities. As a practical matter, the growing resistance of States to receive out-ofState students and the increasing tuition of the private colleges and universities clearly indicate that this city must provide for its own educational needs.

I do not know of any valid reason why the Nation's Capital cannot or should not establish and operate first-rate schools of higher learning for the benefit of the residents of this city. This city provides unique resources and great repositories of information which can be found nowhere else in the country.

As I mentioned earlier, traditionally State governments and some of our larger cities have developed colleges, universities, and junior colleges to provide higher education opportunities for all citizens. The District of Columbia must not continue to fall short in this function for we have the dual obligations of a State and of a large city. We must fulfill our educational obligations to our citizens in the tradition of equal opportunity for all, no matter what those citizens' economic station in life may be.

As chairman of the Education Subcommittee of the Senate Labor and Public Welfare Committee and chairman of this Subcommittee on Public Health, Education, Welfare, and Safety of the Senate Committee on the District of Columbia, I pledge to the citizens of this great community my continued wholehearted support to alleviating the edu