costs. Such centers serve a number of towns. Mandatory legislation requires towns to pay transportation of full-time students, with 50 percent reimbursement from the State up to a stated limit.

Results of the operation of the center at Middletown during the last year and a half have exceeded expectations. The center, in addition to serving its purpose for vocational-agriculture instruction has become a center for farm meetings, demonstrations, etc., in cooperation with the Agricultural Extension Service. Those responsible for this development are convinced that such a development of area vocational-agriculture centers is more efficient, more effective, and less costly by providing such services for citizens over a larger area, rather than having smaller, inefficient, and inadequate programs and facilities provided by one local community.

Importance of Federal funds in support of vocational education: It will be seen from the foregoing statement that Connecticut people are vitally interested in providing good facilities for the education of its people, and have supported vocational education because of its vital contribution to the welfare of its citizens.

However, I would like to state my strong convictions, as a professional person, that Federal funds, even though small in proportion to total expenditure. have been and will continue to be of importance to vocational education in Connecticut. They are even more important to the Nation as a whole.

I am convinced that many of the important developments in vocational education in Connecticut would not have occurred except for Federal funds. (Please note that I am stating "would not have occurred," not "would not have been possible.") Federal funds by making possible the maintenance of minimum standards nationwide have contributed to the quality of vocational programs. They have provided through and with the machinery of the Vocational Division of the United States Office of Education a means and a catalyst for cooperation between the States and the dissemination of good practices and the development of ideas. They have made possible in the States the maintenance of State staffs whose primary purpose is to assist local schools and local communities in specialized programs in the preparation of individuals for economic independence because of the possession of salable skill and knowledge. In doing this the individual, the State, and the Nation are strengthened.

In times such as the present, when the safety of this Nation depends on the productive capacity and strength of our people, when we have a defense budget of $40 billion, it is extremely difficult to understand how anyone who has any knowledge of the importance of education for productive skills can suggest the reduction of funds in support of such activities, rather than strengthening them and doing everything possible to improve them.

It is my conviction as a citizen of these United States that the Congress in its consideration of legislation which will best serve the interests of our people should keep well in mind that designs, ideas, and developments which are produced by engineers, scientists, and others must be produced, serviced, and distributed, by millions of our people possessing the necessary skill and knowledge. Such are the people who receive this knowledge and skill through our national vocational education programs. They, too, are vital to our national defense and to our national economy.

The CHAIRMAN. Any questions?

CREDIT FOR APPRENTICESHIP

Senator ALLOTT. I have one very short question.

I am interested in what situation develops when students graduate. The young man or boy who trains at the bench in the factory with the other workers in an apprenticeship comes out as a full-fledged junior member with his card. How do these graduates of yours obtain their cards, and do you have any difficulty in that respect?

Mr. O'BRIEN. No. Let me say first, that we have the finest relationships with organized labor. I think they are outstanding. A great many of the unions give partial credit. Some of the industries give partial credit. They do not give full credit because half of our

program is general education. But we have no difficulty on that

score.

I want to say this, and I say this because of the questions asked in the House hearings yesterday. We graduate from our vocationaltechnical schools just about the same number that receive certificates from the apprenticeship programs every year. So I think we are an important factor.

There are several roads to becoming a journeyman. One is through apprenticeship, one is learning the trade through years of experience, and one is through building on the foundation that our schools provide.

A great many of the unions give partial credit to our youngsters who go on from our schools into industry.

Senator ALLOTT. Would you say this is definitely not any problem?

LITTLE DIFFICULTY WITH UNIONS

Mr. O'BRIEN. I would say that it varies with the union and with the locality, because very often you will have an autonomous authority within a local union, and you do not know whether they will do it or whether they will not.

Senator ALLOTT. It is not lack of respect that I am implying. I am just wondering if you do have any difficulty with your graduates in getting them admitted to unions on the full basis of the training that they have had.

Mr. O'BRIEN. It varies, but by and large it is not a very important problem.

I might say, too, that I did not include this in all the folders, but in our State we run a continuing graduate survey every year.

Senator ALLOTT. May I ask this question also? In a State like my own, Colorado, who is the contact of your organization there, the State vocational director?

Mr. O'BRIEN. Yes.

Senator ALLOTT. Thank you.

The CHAIRMAN. Any other questions?

Senator PURTELL. Mr. Chairman, when you were told about the mule, I thought you were going to tell about the mule that I heard about in connection with the money that the Federal Government uses to stimulate interest in programs. This happened, as a matter of fact, over in Satan Kingdom. You know where that is. This is where some of these people from Mississippi usually settle. They were selling mules over there and they told about this fellow who had this mule for sale.

A farmer boy was plowing a little over toward Winchester. He was told about the mule that would respond to kindness. This farmer bought him, brought him home, tied him up to the picket fence and tried to get the mule to move. He petted him. The mule would not move. So he went back to the fellow who sold it to him and said, "You sold me a mule that you said would respond to kindness. I have tried everything in the world to get the mule to move."

So the man went back with him. He took one of the pickets off the fence and slapped the mule over the nose and then patted the mule a little bit and the mule started going.

The farmer said, "Didn't you tell me that mule would respond to kindness?" "That is right, he will. But you have to get his attention first."

FEDERAL FUNDS TO ATTRACT STATES' ATTENTION

I think what we started to do in the use of Federal funds was to get the attention of the States. I am not objecting at all to the continuaion of the use of Federal funds, but I think sometimes we confuse what the initial purpose was. The initial purpose was to stimulate the States to do much of this for themselves, and they are doing it, even in our State, as you have indicated by your report.

I think that we have got to be sure, however, that we never lose sight of the fact that the initial purpose of the Federal Government getting in, was to lead the way, set the rules of the game, and not always to play all the game.

Mr. O'BRIEN. I might just make a comment on that, that I think we make a very studied attempt in reimbursing the local programs to ask the local school district to provide some evidence that these funds paid to the town have contributed to something in the way of the further development and improvement of the vocational program. The CHAIRMAN. Any other questions?

Senator PURTELL. I want to tell you how proud I am of you and the work you are doing and the accomplishments that have been ours in our State.

Mr. O'BRIEN. Thank you, and I have had some help from you. The CHAIRMAN. Mr. Rex H. Smelser. You are director of the Sowela Vocational-Technical School, Lake Charles, La.?

Mr. SMELSER. Yes, sir.

The CHAIRMAN. We are delighted to have you here. You may proceed in your own way.

Mr. SMELSER. Thank you, Mr. Chairman.

STATEMENT OF REX H. SMELSER, DIRECTOR, SOWELA VOCATIONALTECHNICAL SCHOOL, LAKE CHARLES, LA.

Mr. SMELSER. I would like to ask the gentlemen of the committee to do a little mental gymnastics. You will have to come off the top rung of the ladder from these State directors. I am the little man on the totem pole. In fact, that is why I have my remarks written. It was not because I am afraid anyone would object to my quoting them. I do not believe anyone would even notice if I misquoted them. I am not that well known. In fact, I was 24 hours late arriving in Washington. I made quite a detour by air getting here, and no one even noticed that.

I have my statement written for only two reasons one is to limit myself. We Cajuns have a habit of talking a long time when we get started. The other reason is so that I will not lapse into the Cajun dialect. I am afraid most of you would not understand that.

A SMALL AREA VOCATIONAL-TECHNICAL SCHOOL

In the paper which has already been handed you, I have attempted to describe a small area vocational-technical school in as short a time. as possible.

The history of our school began in 1940, and the total enrollment for that entire year was 199 students. During the 1956-57 school year, the enrollment had grown to more than 3,200. For more than 4 years during World War II, the school operated on a 24-hour basis at the request of the National Government.

During that period of time more than 6,000 war workers were trained. Immediately after the war, the school was practically forgotten by those in authority who control the finances. We felt very much like the bride who was very much wanted until the groom found out she needed a new wardrobe.

Community effort brought this to the attention of the public. Better finances were made available, and the school has since enjoyed a gradual growth. But recently the appropriation has leveled off, with a resulting leveling off of service and enrollment.

This area vocational-technical school offers an educational program ranging from business education and distribution to the highly technical occupations in the field of electronics. Classes are conducted for the training of skilled workers in a variety of mechanical crafts, and 10 separate technical courses are offered. Practical nursing is the major course offered in the field of health education.

GREATEST FLEXIBILITY IN PROGRAM

This type of school offers the greatest flexibility in its program. Courses are instituted on a basis of need and discontinued when such need no longer exists. The course of study is based on the needs of workers in business and industry and is determined by consultation with an advisory committee. Students are taught on an individual basis and may progress according to their own abilities. Courses are organized and conducted to meet the needs of new industry and expanding industry. New industries have established in Louisiana because of our area vocational-technical school program.

Students from the school are in such great demand by business and industry that one seldom graduates. They are placed in employment when the school officials feel that they are employable.

The CHAIRMAN. You mean they are taken before they graduate? Mr. SMELSER. Yes, sir. They are placed in employment when the school officials and those doing the hiring feel that they are employable and can do the work.

The school is not able to accommodate all applicants, and some have been on the waiting list since October of last year.

The success of this school came about because the people in the area it serves consider it a part of their overall educational program. It is accepted by the community as an educational institution where young people and adults may obtain the type of education they desire. In brief, the school has prestige.

NEED FIVE TECHNICIANS PER SCIENTIST OR ENGINEER

Schools such as this one, properly financed and given the necessary prestige by leaders such as you, can train highly competent technicians who will be able to take their places beside the scientist and engineer in reaching the goal for which this Nation strives.

Since we must have at least five technicians for each scientist and engineer, it is imperative that the necessary impetus be given to a

program of training that will meet this need. The action of this committee could be a good starting point for such a program.

The CHAIRMAN. We will have your statement appear in full in the record, sir, because I know that for the sake of brevity you did not read us many of your other remarks.

Your statement is of interest and has challenged me very much. Among other things, I noticed that your school has won quite a number of honors and has received nationwide recognition.

Mr. SMELSER. Thank you, Mr. Chairman.

(Full text of statement by Mr. Rex Smelser follows:)

Our school is operated by the State of Louisiana under the supervision of the State board of education. I am appearing before you as a representative of the Louisiana Vocational Association, the National Council of Local Administrators of Vocational Education and Practical Arts, and the American Vocational Association, Inc. All of these are professional organizations with a combined membership of more than 39,000 teachers, supervisors, administrators, officials, and others interested in the future development and improvement of vocational and technical education in the United States and its Territories. Other witnesses will point out, if they haven't already done so, the history and background of vocational technical education, as well as the importance of this phase of education to our American economy and our national well-being. I am sure that they will present you with many facts and statistics which will leave no doubt that vocational-technical education is not only important but essential to the well-being of our country in peacetime as well as in times of emergency.

Since my experience for more than 20 years has been in the field of administering a local program for the education of skilled workers and technicians, I shall limit my remarks to the description of a successful program of this type. This could be the area vocational-technical school in your district, since such schools are already in operation in most of the States at the present time. If this report sounds boastful, please remember the speaker is attempting to describe the school in your area, and I am sure you are just as proud of your school as I am of mine.

Sowela Vocational-Technical School opened its doors to students and inaugurated its first classes on September 25, 1940. During the first year 199 day students pursued courses in machine shop, electricity, auto mechanics, drafting, and commerce. This figure increased over the years until the enrollment for the year 1956-57 showed that 933 day students pursued studies in some twentyodd courses, and 2,356 adults attended evening classes in more than 30 different types of studies. You may be interested to know that we enrolled more than 100 students in January who were dropouts from college at midterm. This would seem to indicate that the bill under discussion should provide a program of guidance for college dropouts. It is a universally accepted fact that approximately 50 percent of those entering college drop out the first year. Many of these would be excellent technicians if they had the proper guidance and training.

We now operate our main school in Lake Charles and seven single-unit branch schools in other communities of our area. We will open another branch school in Cameron Parish next September. The offerings in our day program now include a wide variety of studies ranging from business education and distribution to the highly technical occupations in the field of electronics. We conduct classes for the training of skilled workers in auto mechanics, machine shop. welding, carpentry, cabinetmaking, diesel-engine mechanics, stationary-engine mechanics, and radio repair and service. You will also find courses of a highly technical nature such as drafting, chemical technology, advanced blueprint reading, marine technology, industrial engines, petroleum technology, basic elec tronics, radio-TV broadcasting operation, petroleum-exploration electronics, and industrial instrumentation. Our courses in distributive education, practical nursing, and business education are well received by the community.

We have always stressed what we refer to as technical mathematics and science. The only difference in our mathematics and science and that taught in other schools is possibly in the method of teaching. We teach these subjects by practical application so that the student realizes a need for the subject. We