areas of disagreement but for every objection, have tried to offer a constructive substitute proposal. I hope that these comments will be helpful to you in formulating legislation of maximum value to the Nation. If you so desire, I am willing to discuss details with you or the committee staff at any time. A STATEMENT OF POLICY BY THE AMERICAN CHEMICAL SOCIETY ON MATTERS RELATING TO EDUCATION The Board of Directors of the American Chemical Society, on recommendation of the Committee on Education and Students, has approved the following statement of policy by the ACS on matters relating to education: The United States can be proud of its educational heritage. In accordance with democratic principles, it has placed educational opportunities before all its citizens, a situation that exists in few other countries of the world. Paradoxically, this sound basic philosophy and the general availability of facilities are not meeting the educational requirements of our Nation. Our great country was founded by people who believed in freedom. Many others who shared those beliefs have been drawn to our shores. Freedom of thought and the development of mental skills to their limits were traits of our forefathers. Yet, as the privilege of formal education has been extended to an increasing number of people, appreciation of the value of and need for a disciplined and rigorous education has decreased. Many who now crowd our school rooms are capable of absorbing better training. They do not do so because of lack of motivation or lack of opportunities. Parents and teachers alike are at fault if they do not vigorously and enthusiastically urge every pupil to develop his mental growth to the utmost. Roadblocks to educational opportunities must be eliminated. In the past several years, there has been a sharp decline in the number of scientists and engineers graduating from our colleges and universities. The decline has been more rapid than the drop off in the size of college graduating classes. Also, it has come at a time when demand for persons so educated to meet the needs of national defense and an expanding civilian economy greatly exceeds past requirements and promises to rise still higher. The situation imperils the prosperity and security of the United States because both depend on unceasing advances in science and technology. Although many factors have combined to cause the drop in science and engineering enrollments in colleges and universities, it is generally agreed that one of considerable importance is the current status of science instruction in the secondary schools. Recent surveys have revealed the following disturbing facts: 1. There is a nationwide shortage of qualified high-school science teachers. 2. The proportion of new teachers of science has been declining more rapidly than in other fields of specialization. 3. Only about 1 student in 11 enrolled in high school elects chemistry, approximately 1 in 16 elects physics, and the proportion who elect various mathematics courses has been on a decline for nearly half a century. About 1 student in 3 who graduate, has taken a course in chemistry. When high-school science, including mathematics, receives so little attention, relatively speaking, it is scarcely surprising that the number of students who major in science and engineering has fallen off. If continued, this trend could have serious consequences to our Nation. Entirely apart from the shortages of specialists whose skills are needed, the situation is unfortunate for high-school students in general. All are destined to live in a world dominated, in peace or war, by the impact of scientific and technological progress. If they are to enjoy useful and satisfying lives in such a world, they must have some understanding of the goals, methods, and importance of chemistry and other basic sciences. If they wish to help mold their own futures, they must have an appreciation of these disciplines. Indeed, such an acquaintance with science is an essential mark of culture in our times. From a national viewpoint it is eminently desirable that the voters of tomorrow possess some understanding of science. In a democracy the ultimate power rests with the people and they can use it wisely only to the extent that they comprehend the great issues confronting them. Many of these issues inevitably will be created by the march of science and technology. Assuring chemistry and her sister sciences of proper recognition is but one of many problems facing our high schools. The shortage of qualified teachers afflicts many disciplines. Construction programs have not kept up with soaring school populations. The school-tax rate in many districts is imposing a burden on its citizens. Any attempt to improve the position of science and math emathics in the high school is likly to fail unless it be a part of a broad effort to strengthen education as a whole. Therefore, in the interest of the immediate- and long-range needs of our Nation, it is the opinion of the board of directors of the American Chemical Society that every step feasible should be taken. 1. To provide increased educational opportunities for all, particularly those known to have unusual ability. 2. To encourage precollege training which will provide a sound educational foundation for higher education in all fields. 3. To assure maximum and uninterrupted growth of scientific developments by promoting a strong educational system at all levels which will provide an adequate flow of qualified, specialized personnel. The Board is of the opinion that these broad objectives are not being met with the vigor they deserve. Therefore, it recommends that (a) The American Chemical Society strive for the improvement of our educational system as a whole through the efforts of its— (1) Members who should assume personal responsibility for keeping informed of the current status of problems relating to education and as citizens and professional people they should do all they can to improve situations in their own communities; (2) Local sections which should continue effective and useful projects and expand thier programs to include such activities as vocational counseling, teacher and student aids, awards, continuation courses, lecture series, improved science instruction and other projects especially appropriate for local sponsorship; (3) Divisions which should continue, and wherever possible expand, those projects which are now being carried out such as improvement of instruction and the sponsorship of publications, tests, awards, conferences, institutes, and meetings related to education; and (4) Staff which should accelerate its activities such as coordinating the programs of various society units, encouraging the cooperation of other interested organizations, publicizing educational matters, and studying problems of special importance to the profession. (b) Elementary schools increase their efforts to provide the important initial training in science and mathematics needed as a foundation for secondary school education and for understanding of the technological age in which we live. (c) Secondary schools increase their efforts to provide sound college preparation and that those advising students capable of higher education vigorously urge them to pursue the college entrance curriculum. (d) Secondary schools increase their efforts to provide sound science and mathematics courses for those who are not preparing for a higher education. (e) Colleges and universities increase their efforts to provide an adequate flow of qualified graduates in science and engineering to supply the needs for uninterrupted growth of technological development. The Board realizes that the responsibility for carrying out these recommendations is as broad as the Nation and that the American Chemical Society is only one of many organizations interested in the educational problems of our country. It is confident that it has the support of its entire membership in pledging the cooperation with the Federal Government, State, and local governments, school systems, individuals and organizations whose aims are consistent with those of the American Chemical Society. It hopes that all with an interest in solving these critical problems will take active steps toward rectifying current shortcomings and meeting future needs. ACS AND EDUCATION-BOARD POLICY STATEMENT CRYSTALLIZES ACS When scientists are handed a problem, they analyze it, study its various ramifications, consider possible solutions, and, after careful thought, propose what they consider to be the best solution. In problems relating to the chemical profession as a whole, the American Chemical Society has used this approach. Through its board of directors, which speaks officially for the 75,000 active members, the ACS has studied many knotty problems, and, after due deliberation, presented a statement of policy. To most professional, technical, and engineering societies and the public at large, the ACS is considered to be the spokesman for our profession. This recognition presents serious responsibilities which are well understood by the society's leadership. The ACS, for example, after prolonged consideration, issued a statement of policy with regard to military responsibility of specialized personnel (Chemical & Engineering News, Feb. 17, 1955, p. 538). This policy was endorsed by the Scientific Manpower Commission, the Engineering Manpower Commission of the Engineer's Joint Council, and the Armed Forces Chemical Association. A problem of ever-growing complexity and seriousness is that of the education of future scientific and technical personnel. Again, after much thought and discussion, the ACS has come forward with a statement of policy on matters relating to education (Chemical & Engineering News, Jan. 16, 263-264). The problem, briefly stated, is that there is a decreasing percentage of scientists and engineers in college graduating classes in a period where demand for this type of personnel is increasing. In a technological age, even those who do not become scientists or engineers need some understanding of these disciplines. The reasons: a shortage of high-school science teachers; a decline in the percentage of new teachers compared to other fields of specialization; a decline in the number fo students electing to study science and mathematics. The solution proposed by the ACS includes providing increased educational opportunity for all; encouraging precollege training which will serve as a foundation for higher education; and promoting an educational system which will provide an adequate flow of qualified, specialized personnel. The ACS, for its part, proposes that its staff and its members, as individuals and as members of local sections and divisions, work individually and collectively as citizens and professional people to improve the educational system. As in the matter of military responsibilities of scientific personnel, the new policy statement on education considers the problem of education not only with respect to technical personnel, but also with respect to education as a whole. The policy statement is significant, not in the sense that it points up a new problem or proposes any simple solution, but in the sense that it crystallizes the views of a representative group of scientists and engineers. We believe that the statement will receive the support of others interested in the problem. What the outcome will be, nobody can say with certainty. We do feel, however, that a recognition of the problem, a clear statement of its seriousness, and a proposed reasonable and logical solution will go a long way toward an eventual answer. We have the statement, which represents a lot of individual and collective thinking. Unless all of us are ready to serve in areas where we can work best, the conditions now confronting us will continue and become even more acute in the years ahead. EMPLOYMENT OF WOMEN IN SCIENCE The CHAIRMAN. Let me ask you this question, Doctor: We see many reports about the Soviet Union making great use of women in scientific fields. Has your society given any particular thought to that question? Mr. EMERY. There are a great many women practicing in the field of science today, and a lesser number in the field of engineering. We often are asked how many of our 81,000 members of the American Chemical Society are women, and we do not know. We do not make any differentiation. The CHAIRMAN. You make no differentiation at all? Mr. EMERY. None whatsoever. The CHAIRMAN. In other words, you welcome the women as well as the men? Mr. EMERY. We welcome brainpower. I might say that there are some women who are better chemists than some men. But this is more a difference in their intellectual level and not one of sex. The CHAIRMAN. Do you think the women ought to be encouraged to go into scientific fields? Mr. EMERY. I think women should be encouraged to study science and mathematics and other subjects in the elementary schools to find whether or not one has an attraction to them. This is a day in which some knowledge of science is beneficial to every citizen. We are living in a scientific age. We cannot understand it without some knowledge of science. Science has become just as much a part of the liberal-arts education or elementary-school education today as the study of the English language. This will give a woman certainly some insight as to whether or ont she wishes to go on in this field. ENCOURAGEMENT OF BRAIN POWER The tragedy of any profession, it is not confined to ours, are misfits. If more people can know in advance about what is required in the profession, what the profession offers to them, whether or not they will like it, the more likely they are to fit and make a success of it. The CHAIRMAN. Your thought would be that we ought to stimulate and encourage the brainpower for the job that we need to do, irrespective of whether that brainpower happens to be with the men or with the women; is that right? Mr. EMERY. Correct. So far as we are concerned we feel that there are needs for that brainpower in many lines other than science. We will get our share. The CHAIRMAN. Senator Yarborough. Senator YARBOROUGH. I have no questions. The CHAIRMAN. Doctor, we certainly want to thank you. We appreciate your very fine offer to render any other additional assistWe are most grateful to you, sir. ance. Thank you. Mr. Andrew J. Biemiller. Mr. Biemiller, you are legislative director of the AFL-CIO. We are always glad to have you here with this committee. We welcome you back. Do you want us to put your statement in the record in full and summarize and emphasize parts for us? Mr. BIEMILLER. That is precisely what I was going to propose, Mr. Chairman. The CHAIRMAN. I would be happy to do that, and your statement will appear in the record. Mr. BIEMILLER. Will the record also show that I am accompanied by Mr. John Cosgrove, assistant director of the department of education of the AFL-CIO. The CHAIRMAN. Mr. Cosgrove, we are very happy to have you here with us. Mr. BIEMILLER. If the chairman will permit I would also like to observe that I am very happy to have this opportunity to appear for the first time when the junior Senator from Texas is sitting with the committee. Our organization has a high regard and a warm affection for the Senator from Texas and we are very pleased that he is a member of this committee working under your illustrious leadership, Mr. Chairman. Senator YARBOROUGH. Thank you, Mr. Biemiller, for those kind remarks. I appreciate them, particularly knowing of your legislative experience. You were in the Halls of Congress. Mr. BIEMILLER. Thank you. STATEMENT OF ANDREW J. BIEMILLER, DIRECTOR, DEPARTMENT OF LEGISLATION, AMERICAN FEDERATION OF LABOR AND CONGRESS OF INDUSTRIAL ORGANIZATIONS, ACCOMPANIED BY JOHN COSGROVE, ASSISTANT DIRECTOR OF THE DEPARTMENT OF EDUCATION OF THE AMERICAN FEDERATION OF LABOR AND CONGRESS OF INDUSTRIAL ORGANIZATIONS Mr. BIEMILLER. Mr. Chairman, I think it is not necessary for me to remind this committee of the long and continuing interest of the American trade-union movement in free public education. We have always believed that if we are to have an intelligent democracy we have to have a strong educational system. We are happy that this committee is at work on this problem. In our opinion there are three major areas that deserve attention by this committee, by the Congress, and by the Nation. These are the shortage of classrooms, the inadequate salaries of teachers, and the need for a program of college scholarships and the strengthening of various other aspects of higher education. This committee has had presented to it many, many times the figures on the appalling classroom shortage in this country. I am not going to belabor you with a numbers game. I think all of us recognize that the shortage exists. SUPPORT FOR SCHOOL CONSTRUCTION We regret that the administration has dropped the proposal which it sponsored last year. We are hopeful that somewhere a proposal is going to develop that will be adopted by the Congress during this session. Inote with pleasure in the morning press that three of the minority members of this committee, Senator Smith of New Jersey, Senator Purtell, and Senator Cooper have issued a statement in which they strongly recommend a program of school construction not only in terms of its obvious social value but as a very important item in our attempt to fight the growing recession. This is a view which the AFL-CIO shares very strongly with those gentlemen and with the rest of you who are interested in this ques tion. We are opening here in Washington tomorrow a conference of about a thousand labor leaders on unemployment and how to put America back to work. We are very concerned with the growing unemployment. We think school construction is one area in which we could do two very vital jobs at once: both help our children and at the same time provide the kind of jobs that are needed. REASONS FOR POOR PREPARATION OF STUDENTS Laudable as is the program for assisting higher education, and more on that in just a moment, we feel very strongly that as long as our elementary and secondary school systems are suffering from inadequate classrooms and from a lack of competent teachers, that it may not be of too much value to press very hard on and for higher education. Certainly when we have this deplorable problem of trying to teach children in classes of 35 and 40, or more, on double |