clinics, for reading skill is basic to most learning. Some of these students, despite IQ's ranging from 90 to 125, show only third grade reading skill. Reading clinics have five or fewer students to a class.

(c) They may be removed, or any combination of uses evolved such as becoming part of a larger secondary school or school park.

The final report of Odell-MacConnell Associates will be made to a joint meeting of the District School Board and this Vocational Education Advisory Committee sometime in October. Dr. Hansen has asked me to make a presentation of my findings at the same time. Following these presentations, there will be a general discussion for purpose of giving the board, the staff, and the Advisory Committee an opportunity to react to the recommendations of the consultant firm. Assuming that Congress will have a voice in the appropriation of funds for the proposed Vocational-Technical-Occupational Institute, I should be present. I will be in contact with Congressman Nelson just prior to that date.

I am genuinely enthusiastic about the proposed VTO Institute; it would provide the much needed space for the vocational education program of the District schools and it would remove the stigma of "second-class citizenship" now attached to vocational education because of the hand-me-down facilities now in use.

Sincerely,

Dr. LUND. With that introduction, I will turn on the machine. We will ask that the lights be put out, and we will proceed to show you some of the highlights, shall we say, of the school which I represent. (Slide.) This is the basic machine shop. In Minnesota, we have adopted a plan, because of our scattered population, wherein each vocational school specializes in a few trades. We don't spread ourselves too thin. Our first specialty which I will show you is machine shop, showing machine operators, tool and die makers, industrial draftsmen, tool and die designers, plastic technicians, et cetera. The whole spectrum of vocational training in the machine shop field is included.

(Slide.) This is the second shot. These machines are on loan to us from the Defense Department under the NIER program: national industrial equipment reserve.

(Slide.) This is a radial drill. This is an example of how business and industry have also helped our school. This was given to our school by a local ordnance company in appreciation for the many students whom we have trained for them. Business, industry, and labor have given our school, in the past 2 years, over $300,000 in contributions and equipment. So it isn't just taxpayers' money, so to speak; it isn't just Federal funds or State aids. Business, industry, and labor are also making an important contribution. (Slide.) This is a jig borer, in the machine shop.

(Slide.) Horizontal drilling machine. (Slide.) And this is a vertical mill.

(Slide.) This is a horizontal mill. They are cutting a key slot in that particular operation.

(Slide.) This, of course, is a lathe.

(Slide.) This is a punch press, using a student-made die. It is a mass-production type of machine.

(Slide.) This is a tool and cutter grinder.

(Slide.) This is a marble layout table that is exactly flat, exactly horizontal, for making precise measurements.

(Slide.) This is a jig borer, internal grinder.

(Slide.) This is a surface grinder, using a magnetic chuck. (Slide.) This is a vertical mill, squaring off a piece of steel.

(Slide.) This is a large jig borer. These machines, of course, are normally very expensive. I think it is a marvelous program that is available now to the vocational schools whereby these machines are lent to the schools to train men.

(Slide.) This student is working on a lathe.

(Slide.) Congressman Nelsen may recognize this student. It happens to be his son working on a horizontal mill.

(Slide.) This is laying out work in a horizontal drill machine. He does not have safety goggles on, he is merely setting up his work.

(Slide.) This is a plastic injection molding machine. The skill is not in operating this machine. They tell me even I could be trained to operate this machine in very few hours. This turns out the plastic item. The skill that this boy has learned is in making the dies and the molds that fit into the machine.

(Slide.) This is a view of another plastic injection molding machine. (Slide.) Working on a vertical mill.

Now, these next several slides are some projects the students have made. These happen to be reamers made by a student. All are

prize-winning projects. Ford had an industrial arts contest running for several years which now has been discontinued. In this contest, in the last 5 years of the contest, of the 35 top awards, our school received 28 of them. This was a first-prize award.

(Slide.) This is another prizewinner, beveled gears. (Slide.) This is a sinedex, another prizewinner.

(Slide.) Jeweler's lathe. Every part except the motor is made by a student.

(Slide.) These are cutters used on a milling machine.

(Slide.) This is a compound sine plate. This is of some interest in that the boy who developed this project is now teaching for us. He finished our program, went on to college, and he spent 5 years in the trade, returned to us now as one of our very best teachers.

(Slide.) This is a die for a Chinese plastic puzzle. Imagine the skill required for that student to cut out that die to fit into the machine and turn out the plastic parts for that puzzle.

(Slide.) This device here was on display over at the Leipzig Trade Fair this last year. It is another example of what the students can do. Imagine how valuable this student would be to industry if he is able to do this quality of work as a student.

(Slide.) Another view of that compound sine plate.

(Slide.) This is a mold for a cup, top of a thermos bottle. Again, it takes great skill to make that mold.

(Slide.) This is a gear separator, plastic gears. This mold won a student a trip to the World's Fair, and his teacher. It won the State contest and also an award in the World's Fair in New York. (Slide.) These are the tools used by students in industrial drafting. (Slide.) Another example of some of the tools used in that course. Mr. HORTON. Where do you get that equipment?

Dr. LUND. This we purchase with funds from State and Federal aids and some local taxpayers' money. In our State the way it works is the school buys the equipment, then our district pays for the same percentage of the equipment as is represented by the percent. of local students. Then the State and Federal funds pay for students who come from outside our district.

Mr. HORTON. What Federal program does that involve?

Dr. LUND. This would be Smith-Hughes and George-Barden. (Slide.) This is a tool-and-die-design class. Congressman Nelsen was talking about the good money these people make in trades these days. This particular boy has now been out in the industrial world 2 years, and his high school principal helped him to compute his income tax a few months ago. This boy paid income tax on $13,400 which he earned in his second year out of our school. They don't all do that well, of course. There is a lot of overtime, and I suspect he didn't need help on that tax but wanted to show the principal how well he was doing. They start at from $2 an hour to $4 an hour, depending on the skill they have.

(Slide.) Again at the drawing board, tool-and-die-design shop. (Slide.) This is called Leroy lettering.

(Slide.) This is the tool-and-die-design room.

(Slide.) These boys have all had machine shop background, tooland-die background, and now are in the design work. They are students in terms of pay when they go out.

(Slide.) We teach related courses in all of our programs. This, of course, is mathematics being taught along with machine shop. These boys are at the higher levels of difficulty, such as tool-and-die design and tool-and-die work. They have to have a pretty fair background in math as you can see.

(Slide.) Again some math being taught.

Mr. HORTON. Could I ask you a couple of questions?

Dr. LUND. Right.

Mr. HORTON. Is this a part of the regular public school program and do you have one school for this or is this scattered throughout the various schools in the district?

Dr. LUND. This is one school in our district, a part of the public school program, on the post-high-school level. We do have some high school students in these programs also, but most of ours are posthigh school but it is a separate building apart from the high school.

Mr. HORTON. You have just the one building; that is, you have one school building for this program.

Dr. LUND. Well, actually it happens we do not. We have one main building and then we have some separate shop buildings because of the nature of the course work. That is, we have heavy equipment in our school and we had to have a separate shop building for this. There are several separate buildings. Our separate buildings we call the Butler type building. They are a metal building, a shop building. Mr. HORTON. Well, was this building or this group of buildings set aside especially for this type of program?

Dr. LUND. And designed for the program; yes.

Mr. HORTON. Do you have any funds from the Manpower Development Training Act?

Dr. LUND. We certainly do, and we are grateful for that program. May I say a word on that as long as it has been brought up. As you all know, this manpower program is designed to work with people who have a history of unemployment. We have worked with the program since the very beginning and we have kept followup records of these men and our first-year graduates-this would be 4 years ago. now, I believe. Three-fourths of these men are still working in the trade for which they were trained, and they are paying taxes instead of being on the relief rolls.

Our experience in the manpower program has been excellent. It has done a great job for us and for these people.

Mr. HORTON. Do you have a large tool and die trade in your area? Dr. LUND. No, sir. This is an important question. None. The labor is mobile and these boys go all over the country to work. Not one of these is placed in our community.

Mr. HORTON. Do you have outside assistance from tool and die associations across the country?

Dr. LUND. We certainly do.

Mr. HORTON. In your program?

Dr. LUND. Advisory committees which include both labor and management.

Mr. HORTON. Are there any other special funds that you receive from the Federal Government other than the manpower development training?

Dr. LUND. Yes; vocational education 1963 funds, called Perkins money. These funds have been very helpful in acquiring the equip

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ment. They pay one-half of the big cost of the equipment. The rest comes from our regular program.

Mr. HORTON. And is there anything like this in the Washington area?

Dr. LUND. Oh, yes. Yes, indeed. There are Perkins funds being used here. In fact, the thing that was really striking here is that you saw some very excellent equipment in some extremely old and antiquated classrooms. They have spent the money wisely and have excellent equipment now. I saw the finest equipment for a barber's school I have ever seen, but it was sitting in a room that was built before the turn of the century and the contrast was almost humorous, but the equipment is excellent and they are getting more and more all the time in the program.

I think the equipment has been coming along very well. The problem here is space much more than equipment.

Mr. HORTON. In other words, your major criticism of the Washington situation is not so much program or equipment. It is space?

Dr. LUND. That is right. The program is excellent. The equipment is fine. And they are replacing the old equipment rapidly, thanks to Federal funds. The problem is space.

Mr. HORTON. Thank you.

Mr. HARSHA. Could I ask you, what is your enrollment in this program?

Dr. LUND. This particular class or the whole program?

Mr. HARSHA. The whole program.

Dr. LUND. About 500 post-high-school students.

Mr. HARSHA. And do you have more applicants than you are able to handle?

Dr. LUND. Yes, we do. But we are trying to remedy this situation in this way. Most of those who applied, who are turned down, are the boys who are on the lower levels of ability. And so now we are expanding our program.

In the area of machine shop, for example, we now have a machine operator's course. This is for boys who can't quite become machinists, but the thing they can do best is machine shop work and what they want to do most is machine shop work. These boys, then, are trained on 3 basic, fairly simple machines. Industry now tells us that these are among the most valuable of employees, because they don't get bored operating a drill press 40 hours a week all year long all of their life.

Mr. HARSHA. Can you relate this to the problem of the District of Columbia? For example, you have an enrollment of 550 in your school in Staples. What is the population that you draw from? Is it comparable to the population of the District?

Dr. LUND. We draw from the entire State, you see. The high school of Staples serves a population of 8,400 in our area, but we draw from the entire State; 87 percent of our students come from outside of our school district this year.

Mr. HARSHA. Can you tell me what the enrollment in a similar program here in the District is?

Dr. LUND. Yes. In my letter to Congressman McMillan, dated September 30, 1965, it gives the breakdown in terms of the various courses at the various schools and the totals on the right-hand column in table 1, with the grand total shown of 2,681. (See Exhibit C, p. 7, 10).