10) having regularly to teach 2 and often 3 subjects. Much of their work therefore lies in the field of their college "minor." For example, a principal or a school board in a small town, having to hire a teacher for 2 classes of English, 2 of social sciences, and 2 of French, frequently finds it easiest to get a woman who majored in English, minored in some sort of social science, and had 2 years of French in high school and 1 in college. With the present shortage of teachers, the State board cannot insist upon anything better and the candidate is hired— with predictable results. Knowing she is poorly prepared in French and distracted by time-consuming extracurricular demands, she keeps up appearances for 2 or 3 years, the French enrollment drops below the economical minimum of 20 (the Army tried to hold language classes to a maximum of 8), the classes are abandoned, and the problem is solved.

The liberal arts colleges have contributed to this deplorable situation. No standard training syllabus for the foreign language teacher exists; on the contrary, there exists an extraordinary diversity of heterogeneous courses (usually with a literary emphasis) accepted for a language major or minor, but with little value as preparation for high school teaching. Ironically, teachers colleges with some exceptions (e. g., Columbia, Illinois, and Ohio State) are generally small institutions concerned with giving "professional education" courses, and are rarely staffed to give anything beyond elementary work in foreign languages when they teach languages at all.

For these reasons, the usual low statement of so many semester hours required for certification is practically meaningless. The 15 hours required by many States will seem better justified if the applicant is a graduate of, say, Cornell or Middlebury than if she offers 36 hours from some other institutions that might be named. But only 1 or 2 States (e. g., New York) and the District of Columbia as yet supplement the quantitative requirement with a qualifying oral and written examination.

Who is to blame for this state of affairs? Chiefly, it must be said, the American public. We have mistakenly blamed teaching methods, instead of coming to the heart of the matter, the teacher, and reviewing our own responsibility to education.

Today the average annual salary of a public schoolteacher is $3,816, with large numbers getting $2,050 (Mississippi) or less. A recent survey of teachers in St. Louis, found that only 8 percent of the male teachers supported themselves and their families by teaching alone. The Educational Testing Service recently reported that the men who are today preparing to be teachers are, as a group, the very poorest students of all those attending colleges and universities. Why? And what about the estimated shortage of half a million teachers by 1960? The problem of the low-standard foreign language teacher must be considered in this larger context.

Today, clearly, foreign-language study in America is in a transitional stage. If it is to receive more stress in our schools, the problems ahead are staggering. Precise figures are lacking, but there are probably about 11,000 modern foreignlanguage teachers in our colleges and universities, about 15,000 in our private and public secondary schools (approximately the same number as there were back in 1925, when total public school enrollments were considerably smaller.) Of these 26,000 teachers, many are inadequately trained, many overworked and underpaid. Only one-third of them, at the most, belong to any national organization that can give them a sense of being part of an active, unified profession, through an attendance at meetings, reading of pedagogical journals, work on committees, and other means of encountering new ideas.

Most of them feel depressed and frustrated a great deal of the time, for they are expected to do what they know will usually prove impossible and they are painfully aware of (and sometimes exaggerate) the hostility or indifference of administrative officers, other teachers, and part of the public. Few of them speak correctly and fluently the language they teach, for the simple reason that they were never taught to do so and they have lacked the means to visit the country they are supposed to know all about. They teach only what they feel competent to teach-and stop there. They know few of the historical or current facts that you are now reading.

Statisticians tell us that between now and 1970 we shall need, in American colleges and universities alone, approximately 8,500 additional (i. e., not including normal replacement) foreign-language teachers (between now and 1960, 1,900). These estimates derive from analysis of birth statistics for the 1930's and 1940's, and assume no change in the current appeal of language study. No one yet knows how these additional teachers are going to be recruited and

trained. If the American public insists upon and gets some emphasis upon foreign-language study in our colleges, the figures just given will, of course, have to be revised upward accordingly. We may hope, however, that many more young people will be attracted into foreign-language teaching if its academic position is improved and its importance publicly recognized.

Source: The National Interest and Foreign Languages, revised edition, January 1957.

Basic and minimum requirements in semester hours for authorization to teach foreign languages

18 semester hours for 1st foreign language; 12 semester hours for each additional language.

Delaware...

18 semester hours in each field if qualified for 2 foreign languages. District of Columbia..

Florida....

A 2d language may be taught with 15 semester hours in that field. Kentucky..

24

42

42

18

18 semester hours in leading language; 12 semester hours in each of 2 other languages.

Louisiana

24

24 semester hours in 1st language; 18 semester hours in 2d language. Maine..

24

May be 1 language or a combination of 2. A composite of 3 must show 40 semester hours.

NOTE.-A few States allow some credit toward certificate requirement for language studied in high school.

LANGUAGE TEACHER SHORTAGE

Shortage: In September 1956 the national supply of new high-school teachers of foreign languages was 25.4 percent short of the demand. In 32 States surveyed, colleges had turned out in the spring of 1956 a total of 639 graduates with qualifications for foreign language teaching in high schools. But only 397 (62 percent) actually went into teaching; the others went on to graduate work (10.5 percent), to homemaking (6.6 percent), to other gainful employment (5.9 percent), to military service (3.1 percent), etc. School principals were looking for 532 recruits qualified to teach as a major assignment a foreign language (i. e., some modern foreign language or Latin). But 135 principles ended their quest in disappointment. In September 1957 the supply of potential foreign language teachers was expected to be a scant 7 percent greater than in 1956, but 30.5 percent less than in 1950. We learned these facts after close study of the 1957 Teacher Supply and Demand Report, by Ray C. Maul (Journal of Teacher Education, March 1957). The report does not draw the conclusion that there was a 25.4 percent shortage of foreign language teachers, but the raw statistics are there and putting them together was a simple matter of arithmetic. A letter from Dr. Maul verifies this interpretation: "You are correct in every respect." A few more facts about the nature of the demand will prove useful. Of the 532 positions for teachers with major preparation in a foreign language, 320 were for full-time teaching of 1 foreign language or for teaching a second foreign language as a minor assignment; 128 required a minor teaching assignment in English; 50, in social studies; and the next most frequent minor was in home economics, 9. On the other hand, there was also considerable demand for new teachers whose chief assignments would be in other subjects but who would need minor teaching assignments in foreign languages. Among the popular combinations were: English, 262, with foreign languages as minor assignments; social studies, 35; home economics, 19; commerce, 11; and mathematics, 10. Source: PMLA, Foreign Language Program Notes, September 1957.

Shortage: In 1955, 56.4 percent of the Nation's public high schools did not offer a modern foreign language, and 46 percent offered neither a modern foreign language nor Latin. Are these schools unwilling to teach foreign languages? Here's what Dr. Minnie M. Miller (Kansas State Teachers College, Emporia) discovered last winter when she sent a questionnaire to every Kansas high school without foreign language offerings. Principals at 32 schools replied that they would add Spanish if they could get a qualified teacher; 18 would add Latin or Spanish; 16, Latin; 3, French; 1, German; and 17 would add any language for which they could get a teacher.

Writes Dr. Miller: "Kansas appears then to be short 87 qualified teachers of foreign languages, mostly those who would also teach English. These schools are, for the most part, small; but the difficulty the larger schools are having now finding qualified people to replace teachers who resign makes the situation even more critical."

Source: PMLA, Foreign Language Program Notes, September 1957.

Shortage: Here's what the supply-and-demand picture was like at the College of Education of Ohio State University (as reported in the January 1956 Educational Research Bulletin). In 1956 the college graduated 16 foreign language majors: 7 in Spanish, 7 in French, 2 in German, none in Latin. This group had plenty of positions from which to choose. The division of appointments at Ohio State had received 213 calls (about half from outside the State) for persons with teaching majors in a foreign language-100 more requests than in 1955. The breakdown was: Latin, 78 calls (20 as a single subject, 58 combined with some minor subject); Spanish, 74 calls (8 as a single subject, 66 combined with a minor); French, 47 calls (4 as a single subject, 43 combined with a minor); and German, 14 calls (all combined with a minor). English was the most frequent minor requested in combination with each foreign language. Source: PMLA, Foreign Language Program Notes, September 1957.

Mr. DERTHICK. I think I might call on any of my colleagues to make comment on this program, but I sense that this program is very well understood as to the nature of the proposals and as to the need. I wonder if any of my colleagues have a comment they would like to make at this point.

The CHAIRMAN. Do you gentlemen have any comments? If not, of course, your testimony in full is in the record.

Mr. DERTHICK. Yes, sir.

GRADUATE EDUCATION

I think we might move into our proposals on graduate education. Title IV of the bill contains the recommended provisions for expansion of graduate programs to increase the available numbers of highly trained individuals, from which we must draw our supply of fully qualified college teachers.

Attention has been called repeatedly to the critical shortage of firstrate teachers in this country today. The need is great at all levels of education, and it is becoming increasingly pressing in the institutions of higher education.

The colleges and universities will soon be flooded wth students far beyond their present numbers, and they will, therefore, require greatly increased numbers of teachers.

To correct the shortage we must look to the source of supply. The main source of college and university teachers is our graduate schools. If we are to produce more and better college teachers, the graduate schools must do it. The graduate school, of course, is a major division of a university (occasionally of a college or an institute of technology) which provides courses of study leading to such degrees as the master of arts, the master of science, the doctor of philosophy, the doctor of science, and the doctor of education.

It accepts as students only those who have been graduated from a college of arts and sciences or a professional school. Its purpose is to train teachers, research workers, and specialists.

NEED FOR ADDITIONAL COLLEGE TEACHERS

According to the President's Committee on Education Beyond the High School

more than 225,000 full-time and part-time instructional staff members serve in 1,900 colleges and universities, of which over 1,300 grant at least 1 kind of degree.

A number of variables, including the speed with which enrollments rise, student-teacher ratios, and the rate of faculty turnover, will affect the total needs for college teachers in the next several years. Taking conservative estimates with respect to these variables, somewhere between 180,000 and 270,000 new college teachers must be recruited in a dozen years-between 15,000 and 22,500 annually. Less conservative assumptions would indicate a considerably higher need (p. 28, Second Report to the President, July 1957).

It will take more of an effort to find and train these teachers than is generally realized because today the graduate schools of our universities award annually somewhat less than 9,000 doctoral degrees. This degree represents the desired and standard preparation for teaching in college.

It is to be hoped that in the years ahead more students will receive it, but present trends are not reassuring. The output has been almost at a standstill for a number of years.

COLLEGE TEACHING POSITIONS UNFILLED

Among 829 colleges and universities questioned in a recent study (November 1957), it was found that 1,196 teaching positions remained unfilled. Thus we see that the higher institutions are already falling behind in their attempts to staff their classrooms.

Here I want to say a word about the qualifications of new full-time college teachers. Recent studies indicate a deterioration in these qualifications.

For example, in 1953-54, 40 percent of all college teachers held doctoral degrees, but in this same year only 31 percent of the new college teachers had such degrees. Three years later the latter figure had dropped to 23 percent, which represents a serious loss indeed.

DETERIORATION IN COLLEGE TEACHERS' QUALITY

The quality of new full-time college teachers is uneven as between the different subject-matter fields.

The deterioration is felt more severely in fields with which the Nation is now much concerned-science, mathematics, and engineering. In these the percentage of new full-time college teachers with the doctorate declined in 3 years by 40 percent and 30 percent, respectively.

A further indication of the deterioration in the numbers of fully trained college teachers entering the profession is to be seen in the changing sources of these teachers.

When there is a deficit of well-prepared college teachers, such as now exists, the colleges tend to draw many of their new faculty members from the ranks of high-school teachers, from college graduates with little or no graduate training, from other educational personnel, and even from noneducational sources.

While many such individuals render devoted and efficient services, their presence on college faculties in large numbers can only mean a deterioration in the general level of educational and professional leadership.

REASONS FOR DECLINE IN QUALITY

The CHAIRMAN. To what do you ascribe that?

Mr. DERTHICK. Let me ask Dr. Blauch, our Assistant Commissioner for Higher Education, to make a comment there.

Mr. BLAUCH. This simply means that the people who are coming into college teaching are not as well prepared as formerly, that the same percentage do not have doctor's degrees, which represent adequate preparation for teaching.

This is particularly reflected now in the new people who are coming into college teaching for the percentage of new teachers having those degrees is decreasing year by year.

The CHAIRMAN. To what do you ascribe the decrease?

Mr. BLAUCH. This is due to the fact that the number of persons who are graduating with doctor's degrees are going into other work rather than into teaching.

The CHAIRMAN. I see.