To implement this program of public education, the school has encouraged the University of Portland, Willamette University, and Linfield College to develop programs of on-the-job training, by making the facilities of the school available as fieldwork placements for students. The school's teaching and professional staff take an active part in teachers' institutes and seminars throughout the State, in an effort to promote better understanding of mutual problems.

Most important of all, however, is MacLaren's responsibility for training youth to live in communities and to compete with other youths in socially acceptable ways. An extensive program of off-campus activities includes not only varsity competition with community schools in baseball, football, basketball, track, and wrestling, but also a varied assembly program for exchange with other schools. In leisure time activities, the Boy Scout troop at MacLaren takes part in campouts and all other scouting programs. A choral group has presented many programs within a 75-mile radius of the school. A drum and bugle corps is being developed. Once each week a selected group of boys leaves the campus to attend local theaters, skating rinks, or for all-day picnics.

Recreation and leisure-time activities, however, are not stressed to the extent that boys lose sight of their responsibility to make significant contributions to community life. Annually, MacLaren boys repair toys for distribution to needy children in local communities. They assist in the harvesting of fruit and vegetable crops for neighboring farmers, and use funds earned in this way to assist needy boys whose parents are unable to supply their personal needs. Recently, many souvenirs were made by boys in craft classes, for distribution by a statewide organization in promotion of the Oregon centennial.

A student council, with representation from all cottages, gives the boys an opportunity to participate in the initiation and revision of institution programs. They develop a sense of responsibility and broader understanding through this outlet which provides for some self-determination.

In efforts to involve local communities more closely in the operation of the school, MacLaren keeps the committing courts and local public officials well informed as to changes in assignment and progress made by boys in the school. Field service workers visit local schools and other agencies in order to keep them advised of the status of local boys. Arrangements are made for MacLaren boys to receive high school diplomas from local schools. Transcripts of credits earned are transmitted for each boy leaving MacLaren, thus insuring continuity when he returns to his local school. Field service workers, as well as the resources of the clinical staff, are available to local educators in a consulting or advisory capacity with respect to problems presented by individual boys on parole.

If parents are to seek help from MacLaren, it is recognized that they must not only be made to feel welcome, but ways must be found to involve them personally in the day-to-day operations of the school. When a new boy is received, his parents are immediately invited, and an appointment made for them, to visit the school and discuss their son's problems with a child guidance counselor. Throughout the boy's stay at the school, they are encouraged to visit him weekly, and to take him off campus for the day or for weekends, when he has earned that privilege. Regular school report cards are furnished the boy, and he is urged to send them to his parents, so they may be informed of his academic progress. Trained professional staff are available for consultation whenever parents visit. They have many opportunities to consult with cottage personnel, since visiting occurs in the cottage in which the boy lives. Parents are encouraged to bring with them other relatives, as well as ministers and teachers, so that their son may have opportunities to develop constructive relationships with interested adults in the community. On special occasions, such as the annual father-son football banquet, parents are involved in specific programs with their sons.

An integral part of the inservice training program for staff is the emphasizing of the notion that MacLaren alone does not have the sole answer to problems confronting boys, or their parents, in local communities. Every effort is made to train both field and clinical staff to recognize problems, and to be aware of the resources available to the family in the community and in the State. Many referrals emanate from our staff to other agencies which are equipped to provide the type of service required. Case conferences are arranged, so that knowledge may be shared with other agencies. Parents are encouraged to seek family counseling, and ministers and church groups are urged to draw families into their activities.

Throughout a boy's stay at MacLaren, an aftercare worker visits the family on a regular basis, to build relationships and to help them understand their own, as well as the boy's, problems. These workers understand that, whether or not the home or the parents have failed in the past, they must be helped to prepare for the return of the boy. In many instances, financial problems have been resolved, specific help given to the alcoholic father, or local resources have been focused on alleviating medical needs of the family.

Counseling and casework services for the boy, whether in the institution or on parole, are directed to helping him achieve personal satisfactions through orderly group living. Not only must he be motivated to achieve in socially acceptable ways, but a variety of means must be found, so that achievement in accord with individual talent is recognized and ego-strengths thus developed. Each boy must understand that, to live in a free society, he must impose personal limitations; and that, should he choose to exceed these personal limitations, he must be prepared to pay the price for excess. The entire program is designed to give the boy a feeling of worth as an individual, and to develop within him an inner sense of security and personal responsibility which will enable him to cope with situations which confront him.

In the interest of furthering the development of a more adequate program of casework with families, which would make possible even greater cooperation between community agencies and the training school, we believe serious consideration should be given to the following areas:

1. A broad program of education and public information at the local level, with the specific end in view of increasing awareness of behavior symptoms at an earlier age. It is hoped that such a program would not only promote better understanding of local programs for prevention and treatment of delinquents, but would also further the understanding of and create local support for training schools, so that youngsters released from these schools would find more ready acceptance in their home communities.

2. That local, State, and Federal resources be brought to bear on increasing our knowledge of the problems confronting parents in our more complex society. Increasing awareness of the needs of parents and the nature of parent-child relationships should suggest specific measures which might be taken to bolster the family as a unit, and decrease the effects of family disorganization on children and youth.

3. The Children's Bureau of the Federal Government should take leadership in urging the States to develop specialized services for children and youth who present symptoms indicating serious behavior disorders. It is a grave error to disperse our energies and mitigate the effect of our present programs by seeking to combine services for delinquent youth with those essentially concerned with relieving the problem of dependency. Funds made available by the Children's Bureau should be shared equally between these two programs, and not used solely by one to the exclusion of the other.

4. As agency programs develop, more foster homes will be needed. Especially acute at present is the need for homes for exceptional children. Public information media and local community organizations should sponsor efforts for finding foster homes on a continuing basis.

5. Attention should be given to the need for intensive programs to train personnel for local and State services for children. In all of the professional disciplines, including social work, religion, psychiatry, education, and psychology, there is a critical need for trained and experienced personnel. At the present time, Oregon is not in a position to attract and hold qualified personnel in these services, because of the higher salaries paid in neighboring States.

6. Clinic teams composed of a psychiatrist, psychologist, and a social worker should be assigned to a regular schedule for travel throughout the State, to provide services for local communities unable to provide this service. This could well be an extension of the services now provided by the State hospital outpatient clinics.

7. Legislative changes need to be made, which would provide more immediate services for seriously disturbed, psychotic and mentally defective children. State facilities should be provided to accommodate these children, and educational facilities should be provided for children admitted to State hospitals. 8. Critical examination needs to be made of public school curricula, to insure availability of adequate remedial instruction for those in need. More attention needs to be given to commercial courses and prevocational training programs, to provide expression for the talents and interests of a wider variety of children.

9. It must be recognized that the training school is a much more controlled environmental setting than is the local community. To provide measures for removing children from the general community, who are unable to adjust, and to deny the exercise of such measures within a training school, is manifestly illogical and unreasonable. Superintendents should be given the authority by law, or by administrative authority, to transfer those youngsters who are not amenable to treatment in the training school setting, or whose continued presence would be detrimental to the welfare of others.

10. We ought to be engaged in a continuous program of testing and analysis to determine whether methods presently in use offer the most effective means of treating juvenile offenders and preventing further disorganization in the home and community. This is a project which could well be underwritten by sociology and psychology departments of our colleges and universities.

BARABOO, WI8., March 14, 1959.

Hon. EDITH GREEN,

Congress of the United States,

House of Representatives, Washington, D.C.

DEAR MRS. GREEN: I was very flattered to get your letter and to be asked to testify. As I am a senior in high school and have no great financial fund, a letter will have to do the job. Had I been able to come, I know I would have enjoyed Washington very much. I was in Washington planning for the 1960 White House Conference during the second week of January. I found your city to be very interesting.

Please find an enclosed statement to the Subcommittee on Special Education of the House Committee on Education and Labor about your bill, H.R. 772. It is possible that I may be in Washington about the 9th of May. I would like very much to see you then, if you have the time.

I would consider it a honor to be able to talk with you.

I wish you the very best of luck with your bill. I feel it is a fine one and there is a real need for it.

Sincerely,

KARL SMITH.

MARCH 16, 1959.

To the Subcommittee on Special Education of the House Committee on Education and Labor:

The following remarks are about the bill, H.R. 772.

I am a youth, 17 years of age. I am active in youth work on the city, county, district, State and National levels. I have worked with welfare people in this work so I feel I have the basis for an opinion on a bill like this. I also have a sincere interest in my fellow youth.

Every day I come in contact with youth who get into minor trouble and are not being treated right for it and move on to bigger things. Many of our delinquent youth would straighten out after the first bit of trouble if handled properly.

I feel one of the great needs of our country is to find the proper way of handling the delinquent youth and then train the people who work with youth in this modern way of treatment.

This delinquent problem needs much study, just like any other social change. I feel that the lack of money on a project of understanding the leaders of tomorrow is false economy. I truly and sincerely feel that the majority of the delinquents can be helped back to a normal and useful adult life.

When I say help the youth, I don't mean waiting until they have killed someone, but with the proper funds and trained personnel the first offender could be helped and stopped.

I have found that if a youth is given something constructive to do, to work for, to have faith in, and feel part of, he will lose a lot of bad habits.

I believe that a certain amount of blame should go to the parents for the delinquent youth. I also have firm beliefs this can be overcome with the help of trained personnel, which we now don't have.

For the reasons expressed above I believe bill, H.R. 772, is a bill America needs. Give the youth of America a chance to help themselves. I would also suggest that you consider placing a youth or young adult on the council you are creating. We see things a little different and can be of some help at times.

Sincerely,

KARL SMITH.

Mr. ELLIOTT. Our next witness is Mr. Edward F. Snyder, Friends Committee on National Legislation, Washington, D.C.

I note on your statement here, Mr. Snyder, that you are testifying for Mr. Robert C. Taber who is apparently the director of the Division of Pupil Personnel and Counseling of the Philadelphia School District in Pennsylvania and chairman of the Governor's Committee on Children and Youth of Pennsylvania.

Is that correct?

Mr. SNYDER. That is right. Mr. Taber regrets very much that he is unable to be here. He was in town on last Friday but had a conference in one of the executive departments while this committee was meeting. And today and tomorrow he has meetings in Cleveland which prevent him from being present. He did very much want to make this statement and asked if I would read it for him. So, with your indulgence I will read his statement. I will be unable, I am afraid, to answer some of the technical questions which may be raised in your minds by the statement. But I would be very happy if you desire to refer such questions to him for a written answer if you feel that would be desirable.

Mr. ELLIOTT. You may proceed, Mr. Snyder.

STATEMENT OF ROBERT C. TABER, DIRECTOR OF THE DIVISION OF PUPIL PERSONNEL AND COUNSELING OF THE PHILADELPHIA SCHOOL DISTRICT (READ BY EDWARD F. SNYDER, LEGISLATIVE SECRETARY)

Mr. SNYDER. Speaking for Robert C. Taber, I am pleased to have this opportunity to testify on behalf of the Friends Committee on National Legislation, a committee which attempts to reflect Friends thinking on a variety of issues, but which does not speak for all Friends, since the democratic organization of the Society of Friends does not lend itself to official spokesmen.

Juvenile delinquency is a matter of vital concern to us all and we support the provisions of every bill which will help mobilize energy and resources to deal with these problems.

Despite the overwhelming testimony presented during the last two congressional sessions clearly demonstrating the need for Federal leadership and funds, we have not as yet taken juvenile delinquency seriously. Only when a comprehensive bill with a substantial appropriation is passed will we have fulfilled our responsibility to troubled children.

We have reached the point where a crucial decision confronts us and time is rapidly running out. Should we make a substantial investment now to cope with a national problem by developing and demonstrating fresh approaches and expanding facilities or shall we spend more later because we have permitted a cancerous growth to get out of hand? If we fail to provide preventions and treatment facilities now, colossal expenditures will be required to fight an uphill battle because the child becomes entrenched in delinquency. Like cancer, early identification and treatment are essential if juvenile delinquents are not to become hardened criminals. If we permit the rise of delinquency to continue unabated, innocent persons will increasingly become the victims of assault and battery, mugging, rape, and murder.

Let me be more specific by drawing from my experience in Pennsylvania. Our detention facilities are overcrowded because of the lack of institutions for delinquents and mental defectives. Courtcommitted children are obliged to remain in detention awaiting a vacancy. As a consequence,police must illegally keep juveniles in custody in police stations until in turn there are vacancies in a detention home.

A recent study of probation services for juveniles in the State of Pennsylvania revealed that all too often probation is a token gesture because caseloads in some instances were 8 times higher than the accepted workload of 50. Not even a semblance of rehabilitation service could be offered, thereby shortchanging the child in need of close supervision and guidance. Troubled children have a right to expect more than empty gesture. In one county, probation is a mail order affair-an exchange of communications without any face-toface contact whatsoever.

Recreation, gang control, child guidance, and other preventive services are woefully inadequate.

It is essential that we receive Federal funds for three purposes: (1) Demonstration projects in local communities such as adequately staffing a juvenile probation department with professionally trained workers to demonstrate what can be achieved with an acceptable caseload; such as gang control and sufficient staff in training schools to work with families before the child is discharged to their care.

(2) Training of personnel is urgently needed. Every institution that I know of has authorized positions and is confronted by a shortage of training personnel and cannot fill them. Five additional institutions have been proposed for Pennsylvania but we shall be at a loss to staff them unless we step up our training programs comparable to what the National Defense Education Act provides for the training of school counselors.

3. Grants to States for the development of more comprehensive programs at the State level where coordination generally is not adequate. Such grants, if given on a matching basis, would prompt the States to provide more generously.

It would be my earnest hope that all three phases could be encompassed in a compromise bill. Its passage would have far-reaching effects. Not only would it spur us on to the development of further understanding of delinquency and of new techniques, but would have a favorable effect on all children. If we are to hold them accountable for their behavior, as we should to encourage inner discipline, as they reach adulthood, then we cannot make idle threats. Those who get away with flouting the law and violation of probation develop attitudes of defiance toward all authority. These attitudes are contagious to all children and therefore affect their morals adversely. When corrective facilities break down at any level, a chain reaction sets in because we can no longer carry through what we indicate as the consequences of flagrant disregard of law and order.

Five million dollars is not sufficient. I would suggest that the level of an effective program might begin at $25 million the first year and rise to a level of $100 million over the next 4 years to support the 3pronged approach of demonstration, training, and grants-in-aid outlined above. New York City spends approximately that amount for its youth service program alone. The Philadelphia public schools