STATEMENT PREPARED BY CARL A. SAUER, PRESIDENT, THE AMERICAN INSTITUTE FOR FOREIGN TRADE

The American Institute for Foreign Trade, founded in 1946 by the late Lt. Gen. Barton Kyle Yount, is a graduate-level training school devoted exclusively to the preparation of young Americans for careers overseas with American free enterprise and the United States Government. Its existing curriculum embraces the study of foreign languages, world areas, and the business administration of foreign trade.

We have read with interest the presentation of the United States Office of Education which calls for the institution of stepped up foreign language training programs, not only for students but for language teachers themselves. We approve of the proposals and applaud them.

Certainly, our experiences in World War II, Korea, and the subsequent cold war have taught us that it is not enough to be strong militarily and in the field of science. We must have a reservoir of trained personnel able to communicate orally, as well as in writing, with the peoples of the world. From our war-born experiences have come techniques that have taught us how to break down language barriers with the speed and skill that we can break through enemy lines. Just as we can train pilots, navigators, riflemen, and bombardiers, we can train young Americans to participate in the battle for men's minds. This can only be accomplished by giving them the skills necessary to exchange ideas on a global basis-not only with our allies, but with those in danger. It is urgent that we speak to these peoples in their own languages.

We do feel strongly that, wherever possible, existing facilities, personnel, and know-how should be used in the proposed language-training program, and that, in the taxpayer's interest, the creation of new facilities and agencies should be kept to a minimum.

The American Institute for Foreign Trade stands ready to provide comprehensive language-learning programs on the basis of both intensive and semiintensive training schedules, the former being presented in a 6-week period and the latter encompassing 2 academic semesters. Each program is based on an exclusive oral-aural approach and provides students with an immediate conversational ability-immediate in the sense that he can comprehend and speak a foreign language from the very earliest stages of his training. The pattern of training is, roughly, the same as the pattern by which he learned his native tongue. He hears the language spoken and learns to reproduce the sounds he hears. As with a child, his vocabulary is at first circumscribed, but gradually expands to include the basic vocabulary of oral communication. No other educational institution so strongly bases its presentation on the development of the oral-aural skills.

Emphasis at the America Institute for Foreign Trade has always been on correct pronunciation and intonation. This is achieved by limiting conversation classes to eight students, who work under the direct supervision of a native speaker of the language. Because a student learns to speak a foreign language correctly, he learns to speak it with confidence and at a normal conversational pace.

Individual instruction in small classes is supplemented by laboratory work carried on in one of the first effectively functioning language laboratories in the United States. This laboratory, set up in 1948, is equipped with 52 earphones for listening and practice from microphone, disk playback and tape playback.

The third phase of the language training work involves the study of the grammatical fundamentals of foreign languages in classes conducted by American specialists trained in languages and linguistics.

At the present time, the American Institute for Foreign Trade provides both intensive and semi-intensive training in French, Portuguese, and Spanish, but has conducted experimental work in the analysis of and in the beginning learning of Hindustani, Iraqi, Arabic, Korean, Malayan, and Turkish.

Additionally, and perhaps of greatest importance to the administration's language training work, is the teacher-training program set up during the summers of 1951 and 1952. This provides teachers with a thorough understanding and knowledge of the working of oral-aural techniques of language instruction, certainly proven the most successful method of providing students with conversational fluency in foreign languages.

Members of the language faculty of the American Institute for Foreign Trade have participated in teacher training programs in Mexico, Costa Rica, Venezuela, and the Philippines, in addition to contributing to programs in other educational institutions in the United States.

Graduates of the institute have likewise participated in such programs on both an international and national basis by joining the faculties of American cultural centers in Latin American countries and of American educatioal institutions.

Physical facilities for expanded language training work already exist at Thunderbird. In addition to the well-equipped laboratory already mentioned, there is a recording room for preparation and duplication of original taped materials. Sixteen listening and practice booths have been set up for individual study, and the language department maintains an extensive record and tape library of materials prepared commercially and by the staff and faculty of the American Institute for Foreign Trade.

Located 16 miles northwest of Phoenix, Ariz., the institute provides an isolated study area with the distractions of an urban community eliminated. The campus offers more than adequate recreational facilities. Adequate housing can be provided for 275 trainees in air-conditioned rooms so that teacher training can be carried on in the summer months. Cafeteria service is available,

as the school is operated on a campus residence basis.

The American Institute for Foreign Trade is conveniently located to serve teachers throughout the West and Rocky Mountain area.

Teachers given the opportunity to study language training methods at the American Institute for Foreign Trade, either under individual scholarships or through special teacher-training class programs, would profit by the opportunity to see the program in its successful operation with young graduates of American colleges and universities preparing themselves for service with United States business or Government abroad. They would also be given the opportunity to learn a new language in addition to perfecting the language in which they now specialize.

Coupled with the language training work at the institute are equally intensive courses in area work covering the fields of Latin America, the Far East, Western Europe, and Africa.

We stand ready to cooperate in the administration's proposed expansion of language training work and offer with confidence our know-how and our facilities.

Again, we urge the consideration of the Congress for the use of existing language-training facilities and know that you recognize the immediate availability of a trained staff at the American Institute for Foreign Trade.

STATEMENT OF THE AMERICAN NURSES' ASSOCIATION ON S. 3187

The American Nurses' Association is the national organization of registered professional nurses with over 181,000 members in 54 constituent State and Territorial associations.

This association has long urged congressional action to insure Federal participation in the financing of nursing education. In this regard, the American Nurses' Association would support, in principle, the provisions of S. 3187 as a step toward meeting certain critical needs in the field of education. Nursing education would be strengthened by any action taken to strengthen primary and secondary education in this country. Nursing education in institutions of higher learning would share in the benefits of any action taken to strengthen higher education in this country.

In general, S. 3187 represents to the American Nurses' Association an effort toward a partial solution of the Nation's serious problems in education. To the extent that it would assist education in general, it would assist nursing education. Beyond that, the measure would make little impact upon the serious problems we now face in the field of nursing education. However, this association does not recommend that specific reference to nursing education be included in this bill. Rather, we would recommend that in this measure the emphasis be placed on expanding the responsibility of the Federal Government for support of higher education in general.

We believe that the critical problems in support of nursing education can best be met through separate legislation dealing with areas of need in terms of established priorities.

The nursing profession, along with other professions, has a great stake in the standards of education in this country. Federal legislation which is designed primarily to provide financial aid to education should sustain a high quality of

education. It is essential that legislation of this nature be so constructed as to preclude the use of tax funds in other than universities and colleges which are accredited by recognized authorities. Therefore, we urge that "institution of higher education" be so defined as to prevent the granting of Federal funds for use in other than duly accredited programs leading to a baccalaureate degree, or in duly accredited programs of not less than 2 years which are acceptable for full credit toward a baccalaureate degree.

We note that in a statement presented to the committee by an interested citizen early this month it was suggested that specific reference to diploma programs in nursing conducted by hospitals be included in the provisions of title IV, WorkStudy Program, of S. 3187. This proposal seems inconsistent with the purpose of the title, which is to provide financial assistance to exceptional students in the form of compensation for work performed for the institution, such work to be related to their field of study. It should be noted that the clinical experience provided for nursing students is a part of their course of study. Nursing students are not employees of the hospital while they receive this educational experience. The American Nurses' Association is heartened by the current congressional interest in higher education. We urge the enactment in this session of Congress of legislation to provide for Federal participation in meeting the urgent problems in higher education in general.

Our views on Federal aid in support of nursing education can best be presented in relation to legislation designed to meet the needs in our particular field. This association wishes to be of all possible help to the committee at any time it is considering matters relating to nursing. Our members have a continuing interest in legislation which affects the profession in its service to the public.

AMERICAN SOCIETY OF CIVIL ENGINEERS-STATEMENT OF POLICY CONCERNING FEDERAL AID TO EDUCATION

The American Society of Civil Engineers recognizes the pressing need for a program to strengthen the educational system in the United States. Having in mind current considerations of expanded Federal participation in this program the society affirms its belief that

(1) It is essential, in any legislation which may provide for increased Federal participation in education at any level, to guarantee that the autonomy of local agencies and individual institutions to determine educational philosophy, policy, and procedures be retained.

(2) Any expanded Federal participation in education should be accomplished by the utilization of existing agencies rather than by the creation of new organizations.

(3) Any additional Federal funds which may be provided for education should be used for the encouragement of graduate study and for the improvement of teaching at both the collegiate and the secondary level, and that the funds provided for the physical, mathematical, biological, and engineering sciences should continue to be administered by the National Science Foundation.

(4) Such legislation should increase the funds available to the National Science Foundation for the support of the physical, mathematical, biological, and engineering sciences through research and graduate education.

(5) Grants for graduate study should be available both to full-time students and to teaching fellows engaged in part-time study.

(6) The proportion of National Science Foundation funds allocated to engineering sciences should be established on the basis of a realistic and unbiased analysis of need and the national interest.

(Drafted by committee on engineering education, February 28, 1958. Approved by executive committee of the board of directors, March 20, 1958.)

STATEMENT CONCERNING SCHOLARSHIP LEGISLATION, PREPARED BY CHARLES C. COLE, JR., ASSOCIATE DEAN, COLUMBIA COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, REPRESENTING THE ASSOCIATION FOR HIGHER EDUCATION

Mr. Chairman and members of the committee, I am Charles C. Cole, Jr., associate dean of Columbia College, Columbia University. It is a privilege to have the opportunity to speak in favor of federally supported scholarships on behalf of the Association for Higher Education, a department of the National Education

Association. The Association for Higher Education is an association of individuals engaged in college and university work. It has approximately 17,500 members in 1,599 colleges and universities. Its membership is composed of administrative officers-president, provosts, deans-and of faculty members from every academic and professional field.

As early as 1945 the Association for Higher Education favored the enactment of legislation to institute a federally supported scholarship program. At its 1958 conference on higher education sponsored by the association the following resolution was approved on March 5:

“*** Because of the present inadequacy of institutional and other programs for financial assistance to students, we urge the Congress of the United States to enact legislation providing Federal funds for scholarship purposes to aid highly qualified students to attend recognized institutions of higher education. We urge further that the amounts of such appropriations be sufficient to provide not less than 20,000 new 4-year scholarships for undergraduate students each year until a total of 80,000 are in use at the end of a 4-year period. We favor a larger number of such scholarships if the Congress can provide the necessary supporting funds.

"In addition we urge the Congress to provide Federal funds for the support of a program of fellowships for 5,000 graduate students the first year of its operation. "We also urge that students granted scholarships and fellowships under any new Federal program that may be enacted be left completely free to choose their own subject-matter fields of study and occupational objectives in the recognized institutions they choose to attend, without any limitations imposed by their acceptance of such scholarships or fellowships."

Last year the representative assembly of the National Education Association approved a resolution urging the establishment of a Federal scholarship plan: "The association believes that national welfare and the requirements of our democratic society demand the maximum development of the abilities of every individual. Too few of our talented high-school graduates are undertaking post-high-school education at the collegiate level. The lack of financial resources is one of the principal factors in their failure to continue their formal education. The association, recognizing this, urges the use of Federal funds to establish a general scholarship program for talented youth. This program should be administered by the United States Office of Education working with State departments of education and State and National agencies representative of the general public. Scholarships should be awarded to individuals on the basis of objective criteria of need and ability as determined by the Office of Education and States agencies."

In February 1957, the Association for Higher Education polled its membership on this question. The results indicated that over 83 percent of those responding are in favor of a general Federal scholarship program for undergraduate students. In the same questionnaire over 70 percent indicated support of a Federal student-loan program. Other professional organizations have reported similar results. Persons in higher education today appear to be strongly in favor of a program in this area.

Mr. Chairman, I believe there are four major reasons for favoring a Federal scholarship program at this time in our Nation's history. First, there has been ample evidence that we face a serious shortage of trained, educated persons in many specialized and professional areas. You are aware, I am sure, of the acute shortages since 1950 in many engineering fields. A 1956 study by B. H. Goodrich & Co. indicated that at the present rate of graduation there will be a shortage of approximately 150.000 scientists and engineers a decade from now. As C. W. deKiewiet, president of the University of Rochester, has indicated:

"The whole field of electronic and nuclear engineering is being held back because the Nation needs thousands of trained specialists who do not exist and, what is worse, are not even being trained"

It has been estimated that atomic industry alone will require between 10,000 and 20,000 scientific specialists in the next decade. Trained scientists are heavily in demand in industry, in education, and in Government. A shortage of doctors and nurses has existed for some time. It has been estimated that by 1965 between 125,000 and 150.000 social workers will be needed for public and private agencies throughout the country. There is a rapidly expanding shortage of teachers at the elementary, secondary, and higher levels, and the Fund for the Advancement

of Education has estimated that over the next 15 years more than 3 new teachers must be recruited for every 2 we have today.

Even the most conservative estimates of future manpower needs seem to indicate that our shortages of specially trained personnel will become even more acute in the future. Because of the rapidity of our technological development it seems evident that in the future an increasing percentage of persons in the labor force will be needed in the category of professional, technical, and kindred workers. In a recent publication by the United States Department of Labor entitled "Our Manpower Future, 1955–65," it is estimated that our expanding economy will require over a 35-percent increase in numbers of workers in the professional and technical fields. The booklet declares that

"If we are to maintain our rate of economic growth we must make a conscious effort to assure the further development of our manpower resources and their more effective utilization. * * * Technological developments in the years ahead will demand a labor force possessing a high degree of skill and creativeness."

Current and future shortages of trained personnel present a serious threat to the security of the United States. Our military strength, the continuation of our important research and development programs, the effective teaching of future children, and the wise and informed leadership of an educated democracy in the world of the future, all require a sufficient supply of capable, trained persons in all walks of life. Our intellectual resources are our main line of defense.

In a period of continuing international tension it is especially important that steps be taken to meet our manpower shortages. In 1954, institutions of the Soviet Union graduated approximately 50,000 engineers while only 22,000 were graduated in the United States. More than twice as many students in science graduated in the Soviet Union in 1955 as graduated in the United States. Dr. Edward Teller has declared that at our present rate of comparative development "10 years from now the best scientists in the world will be found in Russia.”

Our shortages, however, are not limited to the scientific and engineering fields. We will need more trained persons in the humanities, in the social sciences, in industry, in all areas if our economy is to expand. Ability has become a precious commodity. A Federal scholarship program is needed in order to help meet these developing shortages.

The second reason, Mr. Chairman, for supporting a Federal program is the current loss of talented students which occurs from high school to college. In 1955 I was privileged to be the director of a study, sponsored by the National Science Foundation and the College Entrance Examination Board, of this loss of talent. As a part of the study, the Educational Testing Service conducted a questionnaire and tests among a 5-percent sample of the Nation's public secondary school seniors. The results of that survey revealed that insufficient financial resources prevented between 60,000 and 100,000 persons of superior ability from enrolling in college each year.

Another group of similar size and ability lack the interest or motivation for college. Despite the increased number going to college, higher education is still losing approximately one-half of the top quarter of the Nation's high-school seniors. As college applicants increase in number in the years to come and as the costs of education rise, it will become increasingly difficult for these who lack the financial means to secure a college education. The failure of some of our best high-school students to go on to college constitutes one of the more serious ways in which the Nation's wastes its intellectual resources. This loss of talent is a waste we can ill afford in view of our current and future shortages.

The third reason for supporting a Federal program lies in the precedents for Federal support in this area. The GI bills were important milestones marking the great values to our Nation in providing financial assistance to veterans desirous of furthering their education. From the studies made for the Education and Labor Committee you are familiar with the various educational programs which have been sponsored by the Federal Government. The Bureau of Wildlife and Fisheries spends money to encourage students to study fishery technology and to inform them of opportunities in the fisheries; the Immigration and Naturalization Service promotes citizenship education; the Civil Aeronauties Administration encourages aviation education; and the United States Navy employs a scholarship attraction to recruit candidates for its NROTC units. The National Science Foundation awards fellowships for graduate scientific study. Why should not the Federal Government allot scholarships in a conservation program aimed at salvaging our young intellectual resources so badly needed in the years to come?

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