In the case of biology they estimate those costs at about $6,700. The physics laboratory equipment is estimated to be $9,600. Chemistry is estimated at about $12,600.

It is reasonable to assume that in many of our high schools at least one laboratory in each of these areas would constitute a minimum program.

However, in addition to the initial investment and equipment, we find the need for certain laboratory apparatus and instruments that are related to effective instruction.

In the case of general science, which is one of the most commonly required courses in the science field, these equipment items range from $1,200 to $4,300.

In the case of biology that apparatus runs from $3,200 to $8,200, depending upon the desire of the schools in setting up these programs. Physics courses estimates run from $3,400 to something approaching $9,000. Chemistry estimates run from $2,400 to $7,200.

These figures on apparatus and equipment would need to be added to the furniture items that I mentioned earlier.

MARKET FOR APPARATUS MANUFACTURERS

Our analysis of this problem reveals an even more distressing situation on laboratory equipment. That is the fact that certain of our manufacturers have been reluctant to modernize and develop the kind of apparatus that we need for modern courses simply because the market has not justified the cost of this kind of development.

I talked with one of the representatives of a large scientific apparatus concern just the other day, and he indicated that they have in many instances ceased to look upon the public schools as a market for this kind of equipment and have devoted their efforts to industry and Government markets, where such laboratories were being developed. Mr. DERTHICK. To me, Mr. Chairman, what he has just said is indeed shocking that we have let our laboratory equipment and science instruction fall so low.

The CHAIRMAN. There have not been enough sales or business in the past to justify our private-enterprise system to keep up to date to meet these needs.

Mr. DERTHICK. That is what it means.

The CHAIRMAN. Let me ask you this question, too, Doctor: You give us these figures on the cost of financing a laboratory. How many pupils could use that laboratory in that particular course?

Mr. LUDINGTON. Those are figured on the basis of 30 students per class, but they would be used by an average of 5 or 6 classes daily. The CHAIRMAN. That would be 150 pupils.

Mr. LUDINGTON. Usually the teacher load averages between 125 and 150 students.

The CHAIRMAN. I realize that varies very much.

HIGH-SCHOOL ENROLLMENTS

Are there any figures as to the average number in a senior class in high school today?

Mr. LUDINGTON. Yes. We have the figures on that, and also the percentage of students taking these advanced courses in mathematics. We would be glad to submit those figures. (See chart above.)

The CHAIRMAN. If you would supply those for the record, it might be very helpful.

(Information referred to follows:)

Changes in enrollments in science and mathematics in public high schools, and

Enrollments in public high schools in certain science and mathematics courses expressed as the percentage of pupils in grade where course is usually offered, fall 1956

Source: Offerings and Enrollments in Science and Mathematics in Public High Schools (OE Pamphlet No. 120).

Changes in enrollments in mathematics and science in public secondary schools (grades 9-12) and related data, 1948–49 and 1956–57

Source: Offerings and Enrollments in Science and Mathematics in Public High Schools (OE Pamphlet No. 120).

Number and percentage of pupils enrolled in science and mathematics courses in the last 4 years of public secondary day schools, 1889-90, 1948-49, 1956–57

NOTE.-Enrollments are total enrollments in the subject grades 9 through 12.

Percents indicate the percentage of pupils in the last 4 years of high school who are enrolled in the subject. Table should be read as follows: In 1956-57, 1,518,000 pupils were enrolled in general science courses. This number is 21.8 percent of the total number of pupils enrolled in grades 9 through 12.

Total number of (bachelor's degree) graduates prepared for secondary-school teaching, by field of preparation in 1948, 1950, 1954, and 19571

1 The year 1948 is the 1st year for which these data are available; 1950 is the year in which the highest number of graduates were prepared for secondary-school teaching; 1954 is the low; 1957 the most recent. Source: National Education Association Research Bulletin, vol. XXXV, No. 3, October 1957, p. 113. Percent of graduates with qualifications for standard teaching certificates who entered teaching in September following graduation, 1953 through 1956

1 Includes graduates with major in the comprehensive field of science, or in biology, or chemistry, or physics. Source: National Education Association, Research Bull., vol. XXV, No. 3, October 1957, p. 114.

STATE SUPERVISION IN MATHEMATICS AND SCIENCE

FULL-TIME MATHEMATICS

Texas: Ida Mae Bernhard, consultant in secondary education (spends full-time in mathematics), Texas Education Agency, Austin.

New York: Frank Hawthorne, supervisor of mathematics, New York State Education Department, Albany.

Connecticut: (is recruiting for a consultant in mathematics).

FULL-TIME SCIENCE

Texas: Oren Whitehead, consultant in science, Texas Education Agency, Austin. Connecticut: Ralph Keirstead, consultant, science education, State department of education, Hartford,

New York: Hugh Templeton, supervisor of science, New York State Education Department, Albany.

Virginia: F. D. Kizer, assistant supervisor of secondary education (spends full time in science), Virginia State Board of Education, Richmond.