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.

These

Experience teaches us that a large number of students will not wish to continue their educations beyond junior college for a number of reasons. 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, 1 pledge to the citizens of this great community my continued wholehearted support to alleviating the edu

cation crisis in the District of Columbia which exists from kindergarten through college level education.

I wish to proceed with dispatch. In some instances it will be necessary to limit the time of some witnesses but I want to have a full and comprehensive record.

There will be included at this point in the hearing record correspondence from the District of Columbia Commissioners on S. 293 and S. 1612. There will also be included in the record a report signed by Mr. Wesley S. Williams, President of the District of Columbia Board of Education, endorsing S. 293.

In addition there will be printed in the hearing record a booklet entitled, "A Report to the President," which is the final report of the President's Committee on Public Higher Education in the District of Columbia, published in June of 1964.

Senator Gale McGee, who cosponsored my bill, S. 293, desired very much to be here this morning to testify in support of S. 293. However, his busy schedule does not permit him to be here.

Therefore, he asked me to have his statement made a part of the hearing record on this legislation and I insert that statement at this point.

(The documents referred to follows:)

GOVERNMENT OF THE DISTRICT OF COLUMBIA,

EXECUTIVE OFFICE,

Washington, D.C., May 18, 1965.

Hon. ALAN BIBLE,

Chairman, Committee on the District of Columbia,
U.S. Senate,

Washington, D.C.

DEAR SENATOR BIBLE: The Commissioners of the District of Columbia have for report S. 293, a bill to authorize the establishment of a public community college and a public college of arts and sciences in the District of Columbia.

The first section of the bill gives it the title "District of Columbia Public Higher Education Act."

Section 2 contains definitions, "public college of arts and sciences," "public community college," "Board of Higher Education," and "Board of Education."

Section 3(a) provides for control of the colleges by a Board of Higher Education, consisting of nine members, not less than five being District residents for at least 5 years before appointment. The members are appointed by the judges of the U.S. District Court for the District of Columbia for 6-year terms, without compensation, and may be removed in the same manner as are members of the Board of Education, i.e., for cause.

Section 3 (b) provides for a Board of Higher Education Nominating Committee of seven members, four of whom shall have been 5-year District residents at time of appointment. This Committee is also appointed by the judges. The members would serve 6-year terms, without compensation, and may be removed in the same manner as members of the Board of Education. The Committee is required to submit to the judges 27 initial nominees for the Board and thereafter 3 nominees for each vacancy.

Section 3(c) provides that the Commissioners and the Board of Education may furnish the Board of Higher Education available space, records, information, services, personnel, offices, and equipment.

Section 4(a) provides for the merger of the District of Columbia Teachers College into the public college of arts and sciences.

Section 4(b) continues the laboratory schools of the Teachers College under the control of the Board of Education.

Section 5(a) sets out powers of the Board of Higher Education which includes preparing plans for and establishing the colleges, appointing presidents of the colleges and administrative, educational and noneducational employees recommended by the presidents, accrediting junior colleges, awarding degrees from the public colleges and making necessary rules and regulations.

Section 5(b) provides for a 90-day waiting period between the time plans for the colleges are submitted to Congress and the establishment of the colleges.

Section 5(c) provides for transmittal annually by the Board of Higher Education to the Commissioners of an estimate of the money required and the Commissioners are directed to transmit such estimate to Congress, along with their recommendations thereon.

Section 6 provides that obligations and disbursements under this legislation shall be made, incurred, and accounted for in the same manner as other obligations and disbursements for the District of Columbia.

Section 7 amends the act relating to the Board of Education to insert references to the Board of Higher Education, where appropriate.

The Commissioners strongly favor the establishment in the District of Columbia of a public community college and a public college of arts and sciences. However, they believe that such legislation should contain provisions for substantial participation in the establishment and operation of the colleges by the Commissioners, including the selection of the Board of Higher Education, consistent with the responsibilities placed on the Commissioners by the Congress as the executive officers of the government of the District of Columbia. The Commissioners also feel that the budget estimates of the Board of Higher Education should be handled in the manner in which budget estimates of the Board of Education are presently handled; namely, the Commissioners submit their budget estimates to the Bureau of the Budget including items for the public schools but they are not required to forward recommendations of subordinate agencies of the District government. In addition, the Commissioners believe that legislation establishing a public community college and a public college of arts and sciences should authorize acceptance of gifts and voluntary services for the colleges.

A bill proposed by the President (House Doc. 123) and introduced as S. 1612 contains the above-mentioned provisions which the Commissioners believe necessary to a public higher education statute for the District of Columbia. S. 1612 also contains other provisions which the Commissioners believe will facilitate the establishment and operation of the colleges. Therefore, the Commissioners recommend that the bill submitted by the President be enacted, in lieu of S. 293.

The Commissioners have been advised by the Bureau of the Budget that this report is in accord with the program of the President.

Sincerely yours,

WALTER N. TOBRINER,

President, Board of Commissioners, District of Columbia.

GOVERNMENT OF THE DISTRICT OF COLUMBIA,

Hon. ALAN BIBLE,

EXECUTIVE OFFICE, Washington, D.C., February 10, 1966.

Chairman, Committee on the District of Columbia,
U.S. Senate, Washington, D.C.

DEAR SENATOR BIBLE: The Commissioners of the District of Columbia have for report S. 1612, 89th Congress, a bill to establish a Board of Higher Education to plan, establish, organize, and operate a public community college and a public college of arts and sciences in the District of Columbia, and for other purposes.

This bill was proposed by the President (House Doc. 123). As its title indicates, the purpose of the bill is to provide for the establishment in the District of Columbia of a public community college and a public college of arts and sciences. The first section of the bill gives the legislation the title "District of Columbia Public Higher Education Act of 1965" (presumably to be changed to "1966"). Section 2 contains definitions.

Section 3 establishes the Board of Higher Education, provides for appointment of its members by the Commissioners, the members' terms, the Commissioners' removal power and appointment by the Commissioners of a nominating committee. The section also provides that members of the Board shall serve without compensation and that they shall not be personally liable in damages for Board actions.

Section 4 vests the Board of Higher Education with powers and duties, including the developing of plans and the establishment, organization, and operation of the public college of arts and sciences and public community college, the establishing of policy, standards, and requirements governing admissions, programs, graduation, and administration of the colleges, employment of personnel, establishment of tuition and fees, transmittal of estimates of appropria