Dr. GOODSON. You can upset our budget if you will give us more money.

Mr. DUNCAN. I, also, would like to comment on a statement Dr. Adkins made. I made a presentation to the Senate committee on precisely this point.

Thank you.

Mr. FOGARTY. Mr. Farnum.

Mr. FARNUM. Just one question in the area of mathematics. Can you give us a little more than you have in your statement about the real progress that has been made in teaching mathematics?

Dr. GOODSON. I am not particularly competent to answer your question. We have projects going on in mathematics and in science. I would say the science program that has been supported in the past by the National Science Foundation has had very good results. Much more work needs to be done. I do not think we have the biology we need. I think much more work needs to be done in the physical sciences. I would say, by and large, the earlier programs were not sufficiently evaluated, and this is what we are trying to hold the line on. We do not want the television program in mathematics to go in the national arena until we know more about it. We will not determine who uses it, but when a superintendent is considering it, we hope he will have some empirical information. We have a new staff member coming from Stanford to work with us in the development of this program.

Let me emphasize our program is a limited one and it will take about 5 years to develop. It is based on some very interesting concepts about learning in mathematics. For example, we are finding out that people in the second grade can take a pencil and paper and add and subtract, but give them a practical situation involving candy and they do not understand the addition that is involved. Through television we can step up the practical experience that children have. Mr. FARNUM. Thank you.

Dr. GOODSON. Thank you very much.

Mr. FOGARTY. We will insert your statement at this point in the

record.

(The statement follows:)

IMPROVING SCHOOLS THROUGH INVESTMENT IN RESEARCH

The Cooperative Educational Research Act of 1954 made available resources for strengthening the foundations of education through the creation of new knowledge. The Elementary and Secondary School Act of 1965 is a landmark in our national effort to improve education. Title IV of this legislation has added to the effectiveness of the cooperative research program. I wish to speak regarding its provisions for organizing resources for educational research as a way of improving still further our foundations upon which the educational enterprise rests. To illustrate the research potential, I will review particularly some activities I have selected from the research and development center for learning and reeducatiton at the University of Wisconsin during its first 18 months of its existence.

The University of Wisconsin Research and Development Center of which Prof. Herbert J. Klausmeier and I are codirectors, is one of eight centers supported by the U.S. Office of Education, Bureau of Research. Each has its own uniquely defined mission and organization for its accomplishment. We conceive the Wisconsin mission as that of securing efficient learning of children, youth, and adults with particular attention given to learning of concepts and problem-solving skills while optimum personality development of the learner is being encouraged. Behavioral scientists and subject matter specialists, as

well as expert practitioners, are investigating seven groups of variables related to school learning. Receiving predominant attention are the conditions and process of learning, subject matter content and sequence in mathematics, science, language arts and social studies, instructional media and materials, characteristics of instruction groups and the organization of the school for instruction. The intent is to organize available knowledge regarding these variables and also to discover new knowledge through research.

Knowledge is focused and expanded in terms of the development of three categories of products: (1) Exemplary instructional systems; (2) learning theories and instructional technology; and (3) invention and refinement of models for school experimentation and field testing, as well as installing and maintaining educational improvements in school.

Research and Development Center projects are being conducted in the laboratory and in schools themselves. New knowledge is being generated through laboratory experimentation as well as through research that is done in schools. Large-scale field testing is engaged in for the purpose of testing, revising, and installing materials and procedures in a number of schools. Close working relationships with school districts and the State department of education make it possible to carry out such diffusion activities readily.

The staff of the center presently includes 22 professors, 7 research associates, 42 assistants and supporting secretarial staff. Principal investigators represent 13 departments of the University of Wisconsin, including 4 departments of the School of Education. There are now eight major projects that are related to the development of exemplarly instructional systems and seven major projects that are producing learning theory and instructional technology. Two major projects may be described as the invention and refinement of models. In addition to those already mentioned or to be mentioned are projects in speech, spelling, political concepts, computer simulation, concept learning in adults, processes and variables in concept learning, peer group pressures, multichannel media, and mobile video experimental systems.

Four projects are described below in some detail to indicate their substance and relevance to the improvement of education. The development of a mathematics instructional program under the direction of Prof. Henry Van Engen, is being carried on by several professors and teachers, and TV experts concurrent with a study of mathematic concepts learning. The instructional system that is being produced is designed to be helpful to teachers in extending their subject matter knowledge as well as to provide an exemplary program for the children. Twentytwo video tapes of 15 minutes each for grade 1, and 42 tapes for grade 3, have been prepared and are now being field tested on a small scale. Pupil exercises and notes to the teacher have been prepared to accompany the telecast. Next year, tapes will be prepared for grades 2 and 4, with the earlier tapes widely field tested with children in schools in two different States. It is then expected that the tapes can be released for national use with information provided regarding the children's learning of concepts.

Another area of investigation that illustrates the emerging network of many institutions for educational research and development is illustrated by a joint project between the Wisconsin center and the Carnegie creativity study at the University of California, Berkley. The materials prepared in the California enterprise have been incorporated into a large-scale experiment on creativity and problem solving that is now underway in 44 classrooms in a city of Wisconsin. With the development of regional laboratories that are expected to blanket the Nation so every child can be eventually influenced, it will be possible and a regular occurrence for exemplary instructional systems, new theories and technology, and innovative models developed in one part of the country to be transferred to another educational center and further developed, while being used to enrich the learning experiences of children in the receiving school. This joint project between California and Wisconsin illustrates the potential of laboratories which, in cooperation with research and development centers, can greatly and constructively influence the improvement of education in the next few years.

A project that relates to the development of learning theory, as well as to instructional technology, may be described as project motivated learning that is being directed by Prof. Arthur W. Staats. It is a study of concept learning among culturally deprived preschool children. It extends the science of an integrated functional learning theory. Retarded readers in the junior high schools have recently become involved in the project which uses a training procedure in which a person untrained in teaching is able to administer the

reading material. The project is, therefore, developing procedures and exploring the possibilities that a subprofessional can be used in the future in connection with certain teaching procedures. With the employment of subprofessionals, education could be improved greatly without placing a greatly enlarged demand upon the corps of professionals.

Project model involves a close working relationship between the research and development center and the schools. It represents the invention of a new organizational unit called the research and instruction unit and the invention o fa new roll called the learning specialist. The unit provides for instruction and research and development activities in the natural locale of the school. Nineteen research and instruction units have recently been installed in school systems, with additional ones planned in the immediate future. An 8-week institute for learning specialists is being planned for the summer at the University of Wisconsin. Case studies regarding the installation of this novel organization and procedures are being prepared, so that the project will contribute to our knowledge about the modification of school organization that is needed for improving instruction and for making the school of the future a more selfrenewing institution.

The research and development center maintains a close relationship with 16 public and private school systems. Their representatives work with the staff of the center as the school's planning committee. Over 100 individual schools throughout the State of Wisconsin have participated in research conducted by the center. All schools in Wisconsin and many in other States are informed of the center's activities by its newsletter. Four technical reports have been distributed widely to researchers and other persons concerned with learning. Four more technical reports are in progress.

Actually, only in the last year and half has education enjoyed an organized assault upon its many problems through research and development centers. It is too soon to appraise accurately the contributions of these centers. They have more than 3 years to operate before their initial contracts will be reviewed. But with confidence I can report that the research and development center at Wisconsin is receiving the support of the university officials. Creative and careful investigators determine its program. It enjoys a close cooperation with schools that must provide the resources for meaningful research and development. It is a new and young institution in both the university and the wider educational world. It is vigorous, different, and enjoys the prospect of achieving in its unique, but modest way, some constructive changes in American education.

We can look forward to the establishment of several laboratories, as I have mentioned above. These organizations, not to be related to any one university. will be managed from a broad cooperative base with a board of directors selected from several different types of institutions. They will give attention to research but will address themselves primarily to missions that have to do with the improvement of schools through the diffusion and installation of exemplary systems of instruction, new theories and technologies, and new organizational models. As I indicated above, the laboratories and centers will form a network and will also be involved with supplementary centers that are being established in connection with title III of the 1965 educational act. Presently, we do not have enough research and development centers to do the necessary work required by all school districts. A system of regional laboratories linked to centers in almost every State is a more realistic approach.

The Cooperative Research Act for several years now has produced results by supporting individual researchers. Not all of these are attached to centers of laboratories; nor are they likely to be in the future. The contributions which they have made and will continue to make are vital to the effectiveness of larger scope organizations for educational improvements through research. We can ill afford to be "pennywise" and not provide adequate support for project research. An extension of resources for funding more centers will give a greater assurance that education can be further improved and radically changed where necessary to meet the demands of our times. I hope that my brief discussion of the research and development center at the University of Wisconson has suggested to the committee some possibilities for the future and has projected a vision for an improved education through an enlarged investment in research.

Henry Thoreau wrote, "If you have built castles in the air. your work need not be lost; that is where they should be. Now put the foundations under them.” Thoreau's statement has application to today's education in the United States. Its sights still may not be set high enough for the modern world that captures

man's imagination and furnishes his dream castles. Its too few resources may now be too quickly exhausted by the demands of contemporary civilization. Stronger foundations still need to be placed under the educational establishment. By its very nature, education is the preparation for both the individual and the society. Its mission is to offer opportunities to young people for preparing themselves intellectually and by disposition to participate in the life of the society in which they are going to live-to participate critically, intellectually, and creatively. Decisions made about education today become the assurance that our society will be ready for the 1970's when those times come. Likewise, failure in educational planning today undermines confidence in tomorrow's world.

The founders of our Government knew that the well-being of the people and education are related. Today the elementary and high schools stand as critical resources to the people of the Nation. The school's influence is seminal. Its quality is reflected for better or for worse in the preparation of people for life in the home, business and industry, the church and government. The democratic process, economic progress, and the general welfare rest ultimately upon the quality of the education provided the child.

Dr. TOTARO. Mr. Chairman, on behalf of all the members who have made a presentation and others in the field who will be sending you papers and who have appreciated the tremendous interest this committee has given to education through educational research, I want to give you thanks. I think it is evident that what you began with your vision some years ago is bearing fruit. Many of us are tremendously interested in continuing this job and we trust the necessary resources will be available.

I would like to make one comment relative to the small research and development centers alluded to by Dr. Adkins. We would like you to consider something like $5 million, or whatever the amount is that goes into one research and development center, and distribute this nationally to selected enterprise.

I was going to say something about the training program but you will be receiving a paper on this so I will not add anything further. Mr. FOGARTY. Thank you, Doctor.

TELEGRAM FROM HERBERT J. KLAUSMEIER

Mr. LAIRD. Mr. Chairman, I would like to place in the record a telegram I have received from Herbert J. Klausmeier.

(The telegram follows :)

Hon. MELVIN R. LAIRD,

MADISON, WIS., March 21, 1966.

House Appropriations Committee, Subcommittee on Education, House of Rep resentatives, Washington D.C.:

The many processors and school people affiliated with the Research and Development Center at the University of Wisconsin, Madison, urge your support of the budget of the Bureau of Research of the U.S. Office of Education at least at the level of $125 million. We are making rapid progress in improving educational opportunities for culturally disadvantaged children and also other children and youth through research and development at our center. We are developing instructional systems based on research. As one example, a new mathematics program will undergo large-scale field testing in Wisconsin and Alabama next year. By the fall of 1967 it will be available for national adoption. Our center is funded at about $800,000 annually. In comparison with space exploration this is a small amount indeed. However, it is significantly contributing to improved education for many children.

WEDNESDAY, MARCH 23, 1966.

COLLEGE LLBRARY ASSISTANCE AND LIBRARY TRAINING AND RESEARCH

WITNESS

GERMAINE KRETTEK, ASSOCIATE EXECUTIVE DIRECTOR, AMERICAN LIBRARY ASSOCIATION, WASHINGTON, D.C.

Mr. FOGARTY. We will now hear from you, Miss Krettek, on behalf of the American Library Association.

Mr. KRETTEK. Thank you, Mr. Chairman.

For the record, my name is Germaine Krettek. I am associate executive director of the American Library Association.

The American Library Association appreciates the opportunity to present testimony in support of funds for the Higher Education Act of 1965 (Public Law 89-329), for the fiscal year ending June 30, 1967. We favor adequate funding of all titles of this act but are today concentrating on title II, College Library Assistance and Library Training and Research.

We are of the firm opinion that the library training and research part of the act is a very important part of the legislation, and is essential to the proper functioning of the whole. It provides grants to institutions of higher education for (1) acquiring library resources; (2) training all kinds of librarians; (3) carrying on research and demonstration projects related to the improvement of libraries or the improvement of training of librarians; and, in addition (4) it provides for the Commissioner of Education to transfer funds to the Library of Congress to acquire books of a scholarly character throughout the world and to provide catalog information about these materials to research libraries.

Title II, part A, College Library Resources: The American Library Association urges that the authorized $50 million be appropriated for the fiscal year ending June 30, 1967, so that grants may be made to institutions of higher education in order to acquire for library purposes, books, periodicals, documents, and other library materials.

Among the justifications for this recommendation is the fact that the method of modern college instruction depends heavily upon an adequate supply of library materials readily available to students and faculty. Yet, according to minimum national standards prepared by the American Library Association with the cooperation of other educational authorities, 76 percent of the 4-year institutions of higher education at the present time fail to meet the minimum requirements; and 91 percent of the 2-year institutions are below standard.

Moreover, the increase of the student population is estimated at from 5.9 million at the present time to 7.3 million in 1970. In addition, it is calculated that during the next 5 years approximately 150,000 new faculty members will be required to instruct this vastly increased student population.

Compounding further this bad situation is the difficulty caused by the greater amount of different books published. This adds to the problems of maintaining a supply of books suited to and needed by the students and faculty. In 1958, some 13,400 different titles were published; in 1965, slightly over 28,500. If the whole globe is considered,