providing the enterprising with a start in business. Whether we are at war or not, the need is as great and the benefits as full to communities throughout the nation.

AN INCENTIVE TO END THE DRAFT

The philosophy of S. 714 is that so long as military service is required of civilians, the Nation will provide its young servicemen with assistance in reestablishing themselves in civilian life.

As the Department of Defense testimony indicates, one basic problem of the Military Establishment is the lack of career personnel who are skilled. The answer to this is not to make civilian life less attractive to civilian draftees. I believe that the answer was suggested by Adlai Stevenson in 1956-the encouragement and establishment of a professional military unit geared to the highly technical weapons which are the mainstay of our defenses will relieve the pressure for civilian draftees. Indeed, the turnover of technically trained personnel testified to by the Department of Defense witnesses indicates that we are spending more money than we should for retraining because of the lack of an adequate professional career corps.

These costs and those of the GI bill may serve as an inducement for remedying the current situation.

But we should bear in mind that the dividends of the GI bill are far greater than the dollar investment.

ADMINISTRATION CUTS-BUT ONLY HUMAN BENEFITS

This administration claims to be liberal in human affairs and conservative in economic affairs. There is never any doubt that in case of conflict, the dollar will be the victor over the human being.

In this case, the administration opposes revival of the GI bill and its proven benefits to tens of thousands of human beings and their communities. Yet it has money for weapons, talking (but not human) stamp-vending machines, Mideast dictators, hydrogen-bomb tests, quick tax writeoffs for utilities and railroads. I suggest to the mothers and fathers of America that instead of adding "Jr." to their youngster's names they will prosper far more if they add, "Inc."

"BRAINS" TO LIVE AT PEACE

Senator MORSE. I wish to close by emphasizing that better facilities and teachers in the sciences at all levels of education are vital to our military defense. But meeting the needs of war is not enough; we must prepare our citizens to attack as well the problems that lead to war. To do that we must develop our brainpower in the social sciences and the humanities, in addition to developing our brainpower in nuclear physics and aerodynamics. It may well be that in today's world it will take more "brains" for us to live in peace than it would take to go to war.

In my judgment, the American people are far ahead of the administration and even ahead of Congress in their willingness to put forth effort and even money to improve our education system. We need to show them that we in Congress will also do our part, and we must do it

now.

I would like, Mr. Chairman, to also quote from that great educator and politician of Pennsylvania, Thaddeus Stevens, who once pointed out that we should "learn to dread ignorance more than taxation."

I also would like to emphasize, in closing, that great tenet of Thomas Jefferson, "The strength of a democracy can be no greater than the enlightenment of its people."

Who among us can deny the fact that if we fail to give the support to the American school system that we should, we are selling short future generations of American boys and girls.

Lastly, I will close the record with a couple of rhetorical questions.

PRICE TAGS ON GREATNESS

As I have said in debate in the Senate: "Give me that price tag, will you, on a nuclear physicist. What is he worth? What is a great biochemist worth? Price him for me."

But let us move out of the natural sciences into the social sciences. What is the value of a great theologian? What is a great historian worth? What is a great linguist worth? Or to summarize it, What is any trained mind worth?

The CHAIRMAN. Let me interrupt you. What is a great teacher worth?

Senator MORSE. Yes. What is a great teacher worth? What is any trained mind worth? You cannot price trained minds because in fact they are priceless.

To the American people I say from this witness chair this morning, as a people we are guilty of a great waste of a great natural resource in America, the greatest natural resource we have, the brainpower of millions of our boys and girls. They are God's gift to America.

I want to plead that the politicians in the Congress, in this year 1958, do a little rethinking about this whole matter of training brainpower, because the real source of fear of Russia, the real cause of fear from Russia, in my judgment, is the fear that she may outstrip us in brainpower. I urge the passage of a broader Federal-aid-to-education bill.

The CHAIRMAN. Senator, let me thank you on behalf of the committee for this most powerful and eloquent statement. I am sure these gentlemen who heard this statement this morning now understand why presented you as "this brilliant Senator."

We are coming to the close of these hearings, and it is certainly very fine that we could have this magnificient statement of yours here in the record at this point, sir.

Senator MORSE. I appreciate your kindness to me.

The CHAIRMAN. There is a deep appreciation for your testimony. Senator MORSE. I appreciate your comments Mr. Chairman, and I am glad at the end of the testimony I still have with me my biased friend, the distinguished chairman of this committee and Senator from Alabama, Mr. Hill. Thanks very much.

The CHAIRMAN. Dr. Mobley, we expressed our appreciation for you and all the gentlemen who have been here this morning. You have been very fine and most helpful. You have made a great contribution to the work and consideration of this committee. We are grateful to

you.

Mr. MOBLEY. We are grateful to you and the committee for allowing us to take so much time.

The CHAIRMAN. The committee will now stand in recess until 10 o'clock tomorrow morning.

Our meeting tomorrow will be in the Agriculture Committee Room of the Senate Office Building, Room 324.

(Whereupon, at 1: 15 p. m., the committee recessed, to reconvene at 10 a. m. Wednesday, March 12, 1958, in room 324, Senate Office Building.)

SCIENCE AND EDUCATION FOR NATIONAL DEFENSE

WEDNESDAY, MARCH 12, 1958

UNITED STATES SENATE,

COMMITTEE ON LABOR AND PUBLIC WELFARE,

Washington, D. C.

The committee met at 10:10 a. m., pursuant to recess, in room 324 Senate Office Building, Senator Lister Hill (chairman) presiding. Present: Senators Hill (presiding), Morse, Yarborough, Smith,

and Allott.

Present also: Senators Flanders, Monroney, Clark, and Javits. Committee staff members present: Stewart E. McClure, chief clerk; Roy E. James, assistant chief clerk, and John S. Forsythe, general counsel.

The CHAIRMAN. The committee will kindly come to order.

We are very happy to have this morning with us our good friend and distinguished colleague, Senator Flanders, of Vermont. Senator, we would be delighted to have you now proceed in your own way and make any statement and give us any information you can.

Senator FLANDERS. I have a statement and it will take about 25 minutes to read it. I am willing to be interrupted at any time. The CHAIRMAN. Thank you, Senator.

STATEMENT OF HON. RALPH E. FLANDERS, UNITED STATES SENATOR FROM THE STATE OF VERMONT

Senator FLANDERS. Mr. Chairman, with your permission, I will proceed.

The CHAIRMAN. All right, sir.

Senator FLANDERS. Mr. Chairman and members of the committee, I appear before you in support of certain bills offered in substitution for S. 3187, and in modification of the administration bill, S. 3163.

There is a false impression that the United States is lacking in scientists and engineers, and has been falling woefully behind the Soviet Union in these respects. In support of this false assumption, attention is called to the enormous numbers of students in these two subjects now studying in Soviet schools and graduating from them yearly.

INCREASING DIFFICULTIES FOR ENGINEERING SCHOOLS

The comparison is true so far as numbers are concerned. However, we do not need to feel too much disturbed as to quality of our engineers Mr. Chairman, this is the significant sentence in this paragraph-but rather as to the increasing difficulty faced by the engineering schools in producing this quality.

The launching of Sputnik I did raise questions as to the quality of our scientific and engineering personnel. Fears with regard to this are quite groundless. Had we wished to do so, had we had the wisdom and the foresight to have done so, we could have had a satellite in the air months before Sputnik I was launched. That we could have done this was proved by the fact that the Army's Jupiter-C launched a satellite with apparatus which had been designed and engineered months before. We were all ready to go, but the command to go was withheld.

Let me say furthermore that extended visits to the various centers of missile development and production in this country on both coasts and in the South made it clear to me that we have an immense reservoir of talented young scientists and engineers devoting their trained and experienced intelligence to our missile program.

It is inconceivable to me that any country on earth is better provided with men of this type. Our satellite failures so far have been largely those of administration.

PIPELINE FULL OF STUDENTS AND GRADUATES

Next, considering the matter of quantity of these students and graduates, evidence is accumulating that the pipeline is full, and that the flow is sufficient or more than sufficient to meet the demands. As I said in the Senate on January 23 when introducing S. 3157, particularly with reference to scientists and engineers:

I have surveyed the opinion of those having particular responsibilities for education in those fields. Last November we had a conference in our office with a large number of the representatives of science having headquarters here in Washington. This conference very definitely revealed deficiencies in the training of students coming to our colleges. These deficiencies extended to the whole range of their preparatory courses, but for my purpose special attention was paid to mathematics and science.

Similarly, I have made inquiry of those concerned with engineering education, who have come to much the same conclusion. The organizations particularly interested in personnel, such as the engineers and scientists of America and the National Society of Professional Engineers, offer evidence that there is no longer the limitless demand for young men to enter these fields that appeared earlier. Information from the placement officers of various engineering schools is to the same effect.

This opinion is reenforced by the engineering manpower commission of the Engineers Joint Council joining with the scientific manpower commission. This brings together the best experience and opinion on this subject from the professional societies both of science and engineering.

Their survey of the 1957 situation indicates the highest engineering enrollment in history and likewise the second highest freshman enrollment.

EDUCATIONAL QUALITY AND ADEQUATE FACILITIES

The number of bachelor degrees granted is the greatest ever, as is the number of master degrees. However, in the upper ranges of scholarship the number of doctorates declined.

This committee reports:

The major problem is no longer one of student recruitment, but of educational quality all along the line and the provision of adequate facilities and faculties for higher education in engineering and science. We see no compelling reason for altering that basic emphasis.

I am, therefore, convinced that quantity of such students and graduates is not our problem. Much though I hate to say it, I cannot help feeling that S. 3187 is a most dangerous piece of legislation. It will stimulate many thousands of young people to prepare themselves for positions which may not be in existence when they graduate. To provide for 40,000 new scholarships every year for 6 years is a responsibility too serious for the Congress of the United States to assume. I strongly hope that the bill in its present form will not be reported out of this committee, or, if it is reported, it will be modified on the floor by better considered legislation.

PREFERENCE FOR S. 3163 OVER S. 3187

In comparison, S. 3163 much more nearly meets the requirements of the present time. Those policies, however, do need to be reoriented toward quality of our secondary education rather than toward quantity. I call attention to the words of Dr. Maynard Boring, Chairman of the Advisory Board on Education of the National Academy of Sciences, as summarized by the editor of the U. S. News & World Report:

United States schools need overhauling, all the way back to the first grade. Schools should stress quality, not quanity, in awarding scholarships.

SENATOR FLANDERS' LONG CONCERN

The serious deficiencies of our educational system in the matter of quality of education have long concerned me. As evidence of that concern, I had reprinted in the appendix of the Congressional Record, on page 8326, June 17, 1957, an address which I delivered before the alumni of Haverford College.

Again, on page 2316 of the Record for February 25, 1958, I printed a copy of a speech delivered before a group of students, teachers, and engineers in Richmond, Va., on February 21, 1958. Anyone who is curious as to the reasons for my deep concern about our educational system can find the explanation in the Congressional Record of those two dates.

Mr. Chairman, it has just come to my recollection that I had reprinted also in the Record an address that I gave before the Vermont State Legislature about 3 years ago on the same subject, so that this is not a new idea with me, suddenly thought up. It began with the experiences of my own children in school. It has been intensified by the experiences of my grandchildren, and has been superintensified by what I see and hear from other parents and grandparents.

VIEWS OF DEAN MARTIN MASON, GEORGE WASHINGTON UNIVERSITY

Dr. Boring and I are not alone in feeling that concern. As recent evidence I would call your attention to a paper read by Dean Martin Mason, of the George Washington University Engineering School, at

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