I like your sentence: "Parental and public support for educators in demanding of youth a new sense of discipline, a new thirst for adventure in the search for the gold mines of science, mathematics, the social sciences, languages, English, and the humanities, a new eagerness to browse through books and loot the storehouses of knowledge from the ages deposited in our libraries-all these plus a new respect and new prestige for teachers will pay dividends untold for the American people."

It seems to me you said a whole lot there and you have summarized surely a compelling need of the hour. How can we best get this public support? How can we best stimulate and challenge the American people to the very need that you have so beautifully summarized here?

LEADERSHIP BY LOCAL EDUCATORS

Mr. McEvoy. First, I think it must come from the local educators who have to assume a leadership in acquainting the public with the necessities of today.

They have to furnish leadership. But your committee and others like you high in the Federal Government, by supporting, by reenforcing the things that local educators say, and by giving nationwide publicity to that type of thinking will contribute a great deal to the achievement of that result.

The CHAIRMAN. May I say to you, sir, that there are 27 of us who joined in sponsoring Senate bill 3187. Ás much as anything else we had in mind was seeking to stimulate and challenge the parents and the American people the necessity for education to bring about the very things that you have so beautifully summarized here. If we could do what you have summarized here we would be moving forward with that spirit that we must have to do the tasks that lie ahead of us. Is that not true?

Mr. McEvoy. I think that is true. I think you have recognized the basic thing in this whole problm in education. It is a challenge for the American people. They are ready for it if we provide the leadership.

The CHAIRMAN. We very much appreciate your coming all the way from Ohio to be with us this morning. If you had not said anything but given us this beautiful summarization of this challenging need, it would certainly have been more than worth having you here this morning. We appreciate your presence.

Thank you very much.

Now, Mr. Arthur O'Mara.

You are principal of the Lane Technical High School of Chicago. We want to welcome you here and tell you we very much appreciate your being here. We will be happy to have you proceed in your own

way.

STATEMENT OF ARTHUR P. O'MARA, PRINCIPAL, LANE TECHNICAL HIGH SCHOOL, CHICAGO, ILL.

Mr. O'MARA. I am Arthur P. O'Mara, principal of Lane Technical High School, 2501 West Addison Street, Chicago, Ill. The school of which I am the principal is the largest technical high school in the United States. The enrollment is approximately 6,000, all of whom

are boys. The program consists of four specific courses: (1) the general technical course; (2) the architectural course; (3) the commercial art course; (4) the music course. All 4 programs prepare for college, and every graduate must take the required program of not fewer than 4 years of English, 3 years of mathematics, 3 years of science, 2 years of social studies, 2 years of shop, and 2 years of drafting. Each boy has a choice of 1 of 4 languages Latin, German, Spanish, and Polish. Every student during the 50 years of Lane's existence has completed such a course and approximately 70 percent of the graduates have availed themselves of 4 years of mathematics and science.

For many years the purpose of the technical program has been to train young men to take positions in industry as draftsmen, skilled workmen, and shop superintendents; many of Lane's graduates direct some of the largest industries and factories in the Chicago area.

TRAINING FOR FIVE CAREERS

We are at present revising the course of study and have set up higher standards for admission. Each student must have intellectual ability that is above average and must have achieved satisfactory proficiency in mathematics and English. Therefore Lane is now thought of as a school preparing for careers in engineering, mathematics, science, art,

or music.

It may seem strange that art and music should play a role in a technical program. However, engineers and scientists are among the most artistic of our society and should have an opportunity for cultural development. Our programs in art and music are widely known throughout the Middle West for the excellent performances of their graduates. The Chicago Symphony Orchestra has had as many as 28 members from Lane at one time. Lane graduates are members of professional symphony orchestras and bands throughout the United States.

Lane serves on the North Side of Chicago a population of probably 1,500,000. The faculty of 254 teachers is approximately two-thirds male and one-third female.

SELECTION OF STUDENTS

The CHAIRMAN. Excuse me, Mr. O'Mara. How are your students selected for your school?

Mr. O'MARA. We take students from the North Side of Chicago. Every boy who lives on the North Side of Chicago lives in two school districts. He lives either in the Lane district or his own local highschool district. If he chooses to come to our school and his intellectual ability is such that we feel that he will be successful and if he is up to level as far as mathematics and English is concerned so that he can do regular high-school work in those particular areas, he is acceptable.

The CHAIRMAN. But he is selected on his ability, and particularly in mathematics and English?

Mr. O'MARA. That is it.

Lane, like other high schools, has experienced some difficulty in recent years in obtaining qualified teachers in physics, chemistry, drafting, and shopwork. At the present time the most critical area is that

of physics. Also, we are now beginning to note shortages of qualified teachers in modern foreign languages and English. However, Lane is more fortunate than many high schools in having well-qualified teachers in the sciences and mathematics. But, though the requirements for teaching in Chicago have been lowered, a master's degree no longer being required, a shortage of qualified teachers still exists.

COMMENDATION OF S. 3163 AND S. 3187

As a consequence of this dire situation, I must commend the authors of Senate bills 3163 and 3187 for their work in presenting a solution to the problems which have arisen in the schools regarding mathematics, science, engineering, and modern foreign languages.

I agree with the authors that able students should be discovered early in their careers for purposes of guidance. While I recognize that $1.25 per pupil is a start, I realize that in the field of testing, $1.25 per pupil is insufficient for a thorough job of identification and counseling. I should like to suggest the desirability of additional tests to determine the interests of students in the fields selected.

As to counseling and guidance personnel, I certainly feel that these workers should be chosen from candidates having had training in the areas of mathematics, science, and foreign languages.

In regard to section 104 of Senate bill 3163, I believe that the procedure set up for administering the State plan is quite satisfactory, and I sincerely urge that this program be administered as closely as possible by the State or Territory.

The method of selecting candidates for scholarships to institutions of higher learning should be one that makes use of objective tests or scales of intelligence and achievement.

COURSES OFFERED FOR CREDIT IN CERTAIN COLLEGES

It would seem that the requirements for the bachelor's degree should be courses of substantiality, with emphasis on the subject matter of mathematics, science, and language, rather than the weakened courses now being offered. Colleges have too often given credit for courses listed as follows:

Farm and garden equipment; recording experiences of things of interest; contribution to play and recreation; operating an automobile; home life; practical electricity; meeting school needs; devising amateur earning abilities; making a hobby worthwhile; actions of general social value; practical application of everyday science to mechanics; pupil personnel projects.

The above courses have been taken by a graduate with a bachelor's degree, and each course carried 2 semester hours' credit. Another candidate for a teaching position presented 27 semester hours in shoe repairing toward a bachelor's degree. These and many other courses of similar nature and title should indicate the need for more sensible requirements.

SCIENCE FACILITIES IN S. 3163

Under title II the area dealing with the provision for additional science equipment for classrooms is indeed paramount. I strongly recommend financial aid in providing such equipment in those schools where such is not now available.

As to the area of foreign languages, while I recognize the great importance of the topic, I regard my background insufficient to allow me to speak with any authority on this subject.

In regard to the expansion of graduate education I believe we need scholars prepared in all fields in order to get adequately prepared teachers for our high schools.

In conclusion, I deem Senate bill 3163 not only desirable but absolutely necessary for the boys and girls of the United States.

I believe Senate bill 3187 adamant for the purpose of increasing classes in science, engineering, mathematics, and modern foreign languages. However, I suggest that the emphasis be upon scholarships or aid in all fields of learning rather than only by the fields in question.

LOAN FEATURES OF S. 3187 APPROVED

I seriously doubt the advisability of providing so many national defense scholarships but strongly recommend the loans for qualified students under the national defense student loan program. The provisions for repayment of the loan are equitable, feasible, and desirable. Of special interest to me was the feature concerning the repayment of the loan through service an a teacher.

The CHAIRMAN. You think that these loans help us to get teachers that we need?

Mr. O'MARA. I hope so. I think industry could outbid the board of education for talent.

The CHAIRMAN. Certainly you think it is worth trying?

Mr. O'MARA. I certainly do. We need teachers so badly. We can get teachers, but we need qualified teachers.

The CHAIRMAN. Those who have been adequately trained and are adequate to carry on the work of a teacher?

Mr. O'MARA. I believe the program for upgrading our present teachers through summer schools and extension courses is a fine program and should aid the teacher in keeping abreast of modern developments in his field.

The national defense fellowships are sorely needed to prepare teachers for institutions of higher learning that we may meet increased enrollments and provide better teachers in all academic and technical fields. I believe the Senate bill 3187 deserves your consideration. I can see great gains in the areas of teaching science, mathematics, engineering, and languages, including English, if this bill is enacted into

law.

OBJECTION TO CONGRESSIONAL MEDAL

There is one thing I wish to mention that I haven't in this particular paper, and that is in regard to one bill which has some provision for giving a congressional medal for those students who stand in the upper 5 percent of their graduating class. I object to that. I feel that the very ability of our student population from school to school is such that a student could be fooled into thinking he is a scholar when actually he is possibly not over average. Others would be denied a medal who have great ability.

If examinations for selections of scholarships are given I would suggest we limit it to the upper 5 percent of that particular group rather than a selection from school to school.

The CHAIRMAN. You do not like the school selection because there is such a great difference in the scholastic requirements and the ability of the teachers in the different schools?

DIFFERENCES IN I. Q.'s

Mr. O'MARA. It is a difference in the background of the students. I talked to one headmaster in one of the eastern schools who told me he did not have a student in his school with an IQ under 130. That is not a public institution, of course. There of course, I would say probably almost every student he has, would be eligible for such a medal on a national scale.

The CHAIRMAN. What do you suppose the I. Q. would be of the average student in the average high school?

Mr. O'MARA. It should be 100 or approximately such. It should be a little more than 100 over the United States because the average I. Q. for all the students in the United States is 100, but as we move up through the grade it becomes a little higher because of the fact that some of them drop by the wayside.

As we move up through the high-school program toward graduation it should be well above 100.

In conclusion, I wish to thank you for inviting me to appear before you, and I can only promise you that for any assistance you may give to help solve our teacher shortage you will be repaid through a more enlightened, a better educated, and a stronger America.

The CHAIRMAN. Doctor O'Mara, we certainly want to thank you for your presence this morning. I want to say this about your statement: It is most interesting and informative and you brought us information that we have not had from any previous witness, information that I think is valuable and most helpful.

We are certainly most grateful to you for coming and making this splendid statement. Thank you very much.

Tomorrow we will hear from the American Vocational Association, Inc., Mr. M. D. Mobley, executive director and representatives from Kentucky, Connecticut, Louisiana, California, Michigan, Wisconsin and Georgia.

The committee will stand in recess until 10 o'clock in the morning. (Therefore, at 11:55 a. m., the hearing recessed, to reconvene on Tuesday, March 11, 1958, at 10 a. m.)