The difficulty of recruiting new teachers in science and mathematics is almost insurmountable. Buffalo is fortunate in having a large number of veteran teachers in these categories who have served in the Buffalo public schools for many years. These people are rapidly coming to the close of their careers. It will be almost impossible to replace them, as it will be in any school system in the United States. The chief reason for this is that during the last 10 years very few young people have prepared themselves to become teachers of science and mathematics, and a considerable percentage of those who have such preparation never entered teaching. Until the salaries of teachers are very substantially increased, there will be no relief from this situation. For the next few years, at least, there will be no source of properly trained persons from which to draw new teachers for mathematics and science.

ANSWERS TO QUESTIONS CONCERNING THE TEACHING OF SCIENCE IN PUBLIC SCHOOLS, DISTRICT OF COLUMBIA

1. What courses are offered in science?

A. Elementary schools: A complete program of science from kindergarten through the sixth grade is offered on a 75 minute per week schedule. This program covers biology, physics, aviation, geology, astronomy, meteorology, and some atomic energy. It is divided into 3 grade levels; kindergarten, grades 1 and 2; grades 3 and 4; and grades 5 and 6.

B. Junior high schools: General science 5 periods per week, 45-minute period, is offered each year of the junior high school levels. It is composed of the same subjects as those offered in the elementary levels with the addition of chemistry at the seventh and ninth grade levels. Electronics as a separate subject of emphasis is introduced at the ninth grade level. Aviation is also a part of ninth grade science.

C. Senior high schools: Science 5 periods per week, 45-minute period, is offered at the 10th grade, chemistry and/or physics can be taken at the 11th and/or the 12th grade levels. For those who do not intend to go to college, physical science is offered. For the track 4 students a course in science fundamentals is offered. Aviation is an elective open to any student who wishes to elect it in three of our schools.

It is possible for a student in our schools to have a course in science each year from the kindergarten through the 12th grade. Each course could be of 1-year duration with the exception of the eighth grade, where only 1 semester of science is possible under our present organization.

II. What are the minimum science requirements for graduation from junior and senior high schools?

A. From junior high school. Three semesters are required of all students: Two semesters of science at grade 7, 1 semester at grade 8.

B. From senior high school: 1. For track 1 students, honors curriculum, 2 years of science; (2) for all other students, 1 year of science.

III. Give a brief description of the laboratories, etc., of school system for science A. Demonstration facilities for science :

1. Elementary level: There is a very serious shortage of facilities and supplies for the elementary level. Most schools have material but there is a shortage of storage space and not enough funds to keep up with the growing demand for increased science instruction at this level. The department has asked for $3,000 annually specifically earmarked for elementary science supplies. We do not have it.

The offices of the elementary science corps, work space for inservice workshops with teachers is inadequately equipped with furniture and work facilities. Shortage of funds for this purpose has held up our work in this field.

The department considers the deficiencies at the elementary level as described above the most serious deficiencies in its work in science instruction. 2. Junior and senior high school levels: The board of education has initated and is now pursuing a program of modernizing all the science labs in the junior and senior high schools. This program will take over 5 years at the present rate of appropriated funds. Additional funds will be immediately needed to carry on an augmented science program.

B. Supply funds for science teaching:

1. If a generally expanded science program is placed in action a considered increase in funds will be needed for equipment, supplies, personnel and capital improvement.

IV. What about availability of science teachers? Are they scarce?

A. The science department on the secondary level is at present operating with 57 temporary teachers out of a total of 157 science teachers. The outlook for securing the teachers qualified for permanent appointment who should fill the temporary posit. ns and additional teachers to meet increased pupil enrollment and expanded program is not very promising. The shortage is especially acute in physics and chemistry. (NOTE.-Our temporary teachers in science do not meet the requirements for permanent or probationary appointment.)

B. The extent of science instruction in the senior high schools is shown by the following table showing the number of pupils in all science classes for the first semester of the school year 1957-58.

Number of pupils in science subjects—Senior high schools, 1st semester, 1957-58

Source: Statistical office, Jan. 9, 1957.

(Full statement by Senator Javits follows:)

It is generally recognized that a vastly expanded program of Federal aid to education is needed to meet the challenge to our national security posed by the Russian gains in science and technology.`

The administration program advanced by the Department of Health, Education, and Welfare is an excellent beginning on a program to provide for Federal assistance to enable our country to realize its maximum potential in education. It is my opinion, however, that certain steps can and should be taken to supplement this program.

Now pending before this committee is a bill, S. 1727, which I introduced on behalf of myself and Senators Beall, Cooper, Ives, and Payne and which would establish a $1 billion Federal guaranteed loan program for college students.

This program is based primarily on guaranteed loans and establishes also a fund for direct loans by Government-on the analogy of the FHA and VA housing programs. Being primarily a loan program it would have a relatively slight impact on the budget while at the same time supplementing the program of the President. The administration's program of scholarships and other encouragements for engineering and science teaching does not fully cover the needs sought to be met by our bill.

The best figures I have seen put the able high school graduates whom we now lose from higher education for economic reasons at not less than 100,000 to 200,000 a year.

It must be assumed, I believe, that budget limitations dictated that the Administration's program call for 10,000 scholarships a year for a total of 40,000. To get the best opportunity for the number of meritorious students without unduly taxing the budget, we should supplement the scholarship program by the loan bill which will cover at least 50,000 students, would aid the part-time as well as the full-time student and could be adaptable for undergraduate and postgraduate students.

There is real similarity in the basic purposes and objectives of the two major bills before the committee, S. 3163 by Senator Smith of New Jersey, the administration program of which I am a cosponsor, and S. 3187 by Senator Hill. One basic difference, of course, if that S. 3187 contains provision for a student loan program. Having offered this proposal a year ago, I am now more firmly convinced than ever that it is an integral part of the overall program and should most definitely be included in the final aid to education bill enacted by the Congress.

Following the introduction of my bill, I conducted a survey among leading educational institutions throughout the country to arrive at a sampling of opinion on the suggested operation of a student loan program. I received 23 comments in support of a loan program, while 6 opposed it.

I believe that all substantial objection among educators to a student loan program would be overcome by the establishment also of a scholarship program as contemplated by the principal pending bills so that one backstops the other and together they would meet the financial assistance needs of students seeking higher education.

In another vital area, it is incumbent upon us to provide incentives that will attract competent people into the teaching field, especially in science and mathematics.

In preparation for my appearance before this committee, I inquired into the teacher needs of two large areas in my own State of New York, New York City, and Buffalo, and the District of Columbia.

In the analysis received from the New York City Board of Education it was stated that:

"The crucial problem facing science education today is the lack of a sufficient number of well-qualified teachers in science and mathematics.

"Solving this problem requires the expenditure of money and the start of a campaign to raise the status of all teachers. Only then will we be able to attract young men and women into the teaching profession.

"I believe that these measures would prove more productive than pouring unlimited moneys into scholarships."

To support the statement, the New York school authorities presented data showing that junior high schools in the city have positions for 478 science teachers and 632 mathematics teachers. In these positions, 171 science teachers and 310 mathematics teachers are now teaching out of license, in other words do not have certificates to teach those subjects.

The New York City academic high schools have 877 science teachers and 659 mathematics teachers. Approximately 10 percent of the science teachers and 25 percent of the mathematics teachers are teaching out of license.

The vocational high schools have 170 science teachers and 86 mathematics teachers. Between 40 and 50 percent of the science and mathematics teachers there are teaching out of license.

In Buffalo, N. Y., the Board of Education reports that:

"The difficulty of recruiting new teachers in science and mathematics is almost insurmountable. Until the salares of teachers are very substantially increased, there will be no relief from this situation.

"For the next few years, at least, there will be no source of properly trained persons from which to draw new teachers for mathematics and science." The District of Columbia reported that there are serious deficiences in science instruction in District elementary grades and that there is a shortage of qualified science teachers for secondary schools.

In addition, more than a third of the junior and senior high-school science teachers do not meet qualifications for permanent jobs; it will take more than 5 years at the present rate to modernize junior and senior high-school science laboratories; there is a very serious shortage of facilities and supplies in elementary schools, and only 8 percent of the high-school students are enrolled in physics classes and 14 percent in chemistry classes.

I call to attention that the schools of the District of Columbia are the responsibility of the Congress and their standards are a direct gage on the effectiveness of what we do for the schools of the States.

I ask that the New York City, Buffalo, and District of Columbia reports be entered into the committee record immediately following my testimony.

I would urge upon the committee inclusion of teachers in any student-loan program so as to encourage their continued education in their areas of specialization and to better enable them to keep au courant with scientific developments. The current teacher-training program of the National Science Foundation, further funds for which were provided in the second supplemental appropriation bill, recognizes the importance of this continued education of the educators. As was pointed out by the New York Board of Education report, "You cannot teach science without science teachers."

The HEW program calls for grants of $100 million to $150 million a year for 4 years to be matched by the States 50-50. Funds would be used for teachers' salaries in the fields of science and mathematics.

So important do I believe the problem at issue here that it is my deep convietion that the committee should give serious consideration to the proposal by the National Education Association to increase this figure to $1 billion a year both to supplement salaries and also to be used for construction of new school buildings. I have introduced a $2,400 million school construction bill following the pattern of the compromise bill worked out by the House committee at the last session of Congress. The bill would provide a formula for allocation of construction funds based upon both a per pupil and a needs basis.

In principal part the bill calls for the allocation of $600 million per year for 4 years for aiding needed school construction but specifically provides that no funds shall be paid to State, school, or local authorities which are in current violation of a Federal decree respecting school desegregation.

It is my hope that hearings on this bill can be scheduled in the near future on this measure.

As Dr. Milton Eisenhower pointed out, as reported in the February 21, 1958, issue of U. S. News, "about 200,000 of the most talented each year do not enter any college and many who enter college are ill prepared. One cogent reason why the 200,000 are not going to college and why we're not getting the best results from those who do go, is this: They haven't had the right elementary and secondary preparation for college and university work." Our primary and secondary schools must be the best.

In talking of meeting the emergency in science and technical education a word of caution is in order that we do not go overboard with a crash program geared to science to the detriment of the arts and the other professions. Cultural education and training and general education can play an important role, too, in helping win the cold war and we should give whatever program is finally adopted a proper balance to insure due consideration of them.

In this connection, the HEW program makes excellent progress with its provision to establish foreign-language institutes. In these ways when we are drawing nearer to our free world allies and when we need the maximum of mutual interchange and understanding, the breakdown of language barriers looms almost as important as science education and we should consider foreignlanguage study with the same sense of urgency as we approach the technical side of education.

I believe we also need to emphasize the importance of providing additional college facilities-classrooms and housing. The President's Committee on Edocation Beyond the High School reported that between now and 1970 when college and university enrollment will be at least doubled, it will cost more than $18 billion to meet the backlog and expansion of college buildings.

To meet that need, I believe Congress must appropriate an additional $200 million to the Housing and Home Finance Agency for our existing college construction loan program dealing with dormitories and similar structures and we must give equally serious consideration to the need for a Federal grant program to colleges specifically for classroom construction to be administered by the Office of Education.

In these days of tremendous demands on the Federal budget, we have the responsibility of meeting the Nation's needs at the minimum expense. Bringing the private sector of the economy into the education aid program more extensively offers a great potential for gradually reducing the public expenditures necessary to carry on an adequate well-rounded program.

I think this is worthy of especial attention by the Congress, by American business and by the educational associations of the country. The subject is well worthy of a comprehensive study to determine the most feasible method of implementation.

As a starting point, we should plan an increase in corporate giving to higher education from the present level of $100 million to $400 million and study the adequacy of the present 5 percent Federal income tax exemption to corporations and of the exemption to individuals for that purpose.

In that connection, there is great opportunity for the trade unions to join the corporations in increased grants to education.

It is my conviction that in education, as in defense, the people will do what is required in terms of the burden of spending. Our job is to provide the best possible program on a scale effective enough to accomplish what we have set out to do. There is risk of too little and too late and we must avoid timidity as we tackle a problem that is really basic to our national security.

The CHAIRMAN. Mr. John R. Miles, United States Chamber of Commerce, we are glad to have you here. You may proceed in your own way, Mr. Miles.

Senator MORSE. Would you permit me to apologize to this witness? I was very anxious to hear the statement and I will read the statement, but we are under a unanimous consent time-limit on the floor on pending legislation and I am on the list at the desk and I am going to have to go to make my speech.

I do want to apologize to this witness for not being able to stay, but I will give you my assurance that I will study his testimony with great care.

The CHAIRMAN. Of course we understand the compulsion of your situation.

Do you want to introduce the gentleman with you, Mr. Miles? Mr. MILES. Mr. John E. Harmon is my associate and my assistant manager and is sitting here in case I need assistance.

The CHAIRMAN. We are very happy to have you here, too, sir. We are delighted to have both of you.

STATEMENT OF JOHN R. MILES, MANAGER, EDUCATION DEPARTMENT, CHAMBER OF COMMERCE OF THE UNITED STATES, ACCOMPANIED BY JOHN E. HARMON, ASSISTANT MANAGER, EDUCATION DEPARTMENT, CHAMBER OF COMMERCE OF THE UNITED STATES

Mr. MILES. I am John R. Miles, manager of the education department of the Chamber of Commerce of the United States and secretary of the chamber's education committee.

Since I am presenting the views of the national chamber I believe the committee would like to know that I once taught physics and mathematics in high school, that I did my graduate work at Miami University, Wittenberg College, the University of Wisconsin and Ohio State University, and was for 5 years a member of the bureau of educational research at Ohio State. I hold both M. A. and Ph. D. degrees.

RESPONSIBILITY FOR EDUCATION

The Chamber of Commerce of the United States, representing 3,300 local and State chambers of commerce and trade and professional associations, wishes to record its continuing support for increased quality and adequate quantity of education in this country. We believe that the States and their subdivisions, along with private agencies, are responsible for maintaining good schools and can continue to do so.

While the National Government has been and should be interested in manpower development through education, we do not believe that the grant-in-aid or scholarship proposals now before the Congress are either necessary or desirable. We will propose later in this statement a series of Congressional actions which would, we believe, be effective and appropriate.

The national chamber has, through publications, projects and fieldwork, encouraged businessman in local and State chamber organizations, for many years, to cooperate with school and civic leaders in