I want to think you for this opportunity to appear before you on behalf of our committee. The CHAIRMAN. Any questions, Senator Allott? The CHAIRMAN. Any questions, Senator Murray? Senator MURRAY. No. The CHAIRMAN. Mr. Marshall, we want to thank you for your appearance. Please give our regards to Mr. Hecht and tell him he was ably represented here today. (Supplemental statement on scholarship bills submitted by American Parents Committee, Inc. follows:) SUPPLEMENTARY STATEMENT ON SCHOLARSHIP BILLS BY AMERICAN PARENTS COMMITTEE, INC. A broad, well-balanced program of Federal scholarships for gifted students who do not have the financial resources for education beyond the high school is one way to help meet our educational crisis. Its main value would be to stop some of the present waste of human resources. We strongly urge the enactment of scholarship legislation at this session of Congress. We think there is a great need for more scholarships. We think a Federal investment in this enterprise will be repaid many times over, and a balanced scholarship program (by that we mean one which will help students in all academic fields) will help to develop the economic, moral, and cultural aspects of our national life necessary to cope with scientific advances. We should like to briefly elaborate on these three points: 1. GREAT NEED FOR MORE SCHOLARSHIPS Mr. Hecht, chairman of the American Parents Committee, was able to visit the Soviet Union in 1956. He saw first hand the situation which was revealed so dramatically this fall when the satellites were launched. Russia is far ahead of us in many kinds of education. They are graduating twice as many scientists as the United States. They are apparently turning out more doctors, they are graduating higher and higher numbers of their young people each year. Russia is doing this because she has made education the most respected field of endeavor. She is doing it because she is willing to spend money on education. Mr. Hecht reported that in Russia teachers are much respected, that writers and professors are the ones who are driving the big black cars. When he visited the University of Moscow he was told that 98 percent of the students there were on scholarships awarded through competitive examination. Since then Marshal Bulganin has announced that all tuition fees have been abolished in higher education.* We would not for one moment suggest that we imitate Russia's dictatorial method of tailoring the output of brainpower to meet each specific need. It would be tragic if this country did anything to prevent or discourage its boys and girls from developing freely their natural aptitudes and talents. We might well imitate Russia, however, in the percentage of our national income we are willing to invest in education. Surely we can't be very proud of the fact that we spend almost as much on alcohol as we do on all public education, and spend considerably more on recreation. We might well emulate Russia in the respect, status, and financial rewards we bestow upon those who follow intellectual pursuits. No doubt you have been told by other witnesses that when school opened last fall we were short 135,000 teachers. The newspapers are full of facts about our shortage of scientists and engineers. The National Institutes of Health have said time and time again that the bottleneck in their progress in medical research is the shortage of trained personnel. We are short of nurses, home economists, dentists, and other trained workers. Why, we ask you, in the face of all this need for brainpower, do we sit idly by and watch the supply being washed away like topsoil from a hill? 1 Education in the U. S. S. R., published by U. S. Office of Education. 2 Bulganin's speech to 20th Communist Party Congress, February 1956. a U. S. Office of Education. * Hearings before subcommittee on appropriations, U. S. Senate, 1956 and 1957. 22201-5855 Only about half of the upper two-fifths of each high-school graduating class go on to college, according to the study made by Dael Wolfe for the Commission on Human Resources and Advanced Training." He cites evidence to indicate that half the remainder do not continue their education because they do not have the money to pay the higher and higher costs. show The costs of attending college as released by the Office of Education that $1,000 a year was the minimum and that was for students living at home. For those away from home it averaged $1,500 for students in public institutions and $2,000 for those in private colleges and universities. Multiply the cost of 4 years of education at those rates by 2, or 3, or 4 children in 1 family, and it is easy to see why half of our most talented graduates go to work in gas stations or as clerks in department stores or some other job which needs no special education or training. If we remember that over 44 percent of the families in this country have an income of less than $3,000 a year it is easy to understand why only 18 percent of our college students come from those families. Yet we maintain that the brains and talents of a child are not determined by the amount of money his father earns. If that were true we would have had no Lincoln, no Mozart, and no Michael Angelo. 7 We have prided ourselves for many generations that we provide equal opportunity for rich and poor alike, but current facts on higher education contradict that belief. There are many who will say, "If a boy or girl wants to go to college, let them work their way through just like I did." Our answer to that remark is that they are doing it--but college costs have risen so much that that is no longer the solution. Students in 1953 were financing one-fourth of their total college budgets. Two-thirds of the men and one-half the women were working. In the University of Connecticut, I am told, 91 percent of them are working and at Stanford University 50 percent. That does not eliminate the need for scholarships. There are not enough jobs to go around. Besides, if a competent student spends too much of his time at so much an hour to buy his meals, he has less time to acquire the knowledge his country needs from him. Even though scholarships are increasing they total only $65 million a year.1o According to the President's Commission on Higher Education this sum includes loans, gifts, benefits, and campus employment." Even then it is only enough to meet 13.2 percent of the budgets of college students." Incidentally, another set of figures released by the Office of Education show that almost half the large cash scholarships are going to students from families in the higher income brackets. The amount of today's scholarships is only about one-tenth of that required to provide a $750 average scholarship for 4 years to some 200,000 of the ablest, neediest high-school graduates who do not now go on to college." In the light of all the facts we have just discussed, we fail to see how anyone can refuse to admit that there is a need for a Federal scholarship program. It is the future of the entire United States which is at stake: it is the welfare of the whole Nation that concerns us. The Federal Government collects threefourths of the country's taxes, it should help educate the country's children. A FEDERAL SCHOLARSHIP PROGRAM IS A VITAL INVESTMENT FOR THE FUTURE A man with a college degree is estimated to receive a lifetime income of approximately $100,000 more than the man with only a high-school diploma. Money invested in scholarships should therefore pay financial dividends into our Treasury in the form of added wealth and higher income-tax payments. The big dividends would, however, be the intangible ones that cannot be estimated in dollars and cents. As the President's Commission put it, "world peace and the survival of mankind may well depend on the way in which we educate the citizens and leaders of tomorrow." 11 We need our talented young people to push our boundaries of knowledge forward, to guide our Nation in world leadership, to think creatively, and to take over the reins of government, industry, and labor. If we do not prepare them for these tasks we are inviting calamity. 5 America's Resources of Specialized Talent, Harper Bros., 1954. • Costs of Attending College, Bulletin No. 9, U. S. Office of Education, 1957. U. S. Census. Family Income, 1953 (latest figures available). Speech by William Benton, National Women's Democratic Club, October 7, 1957. 10 Release, U. S. Office of Education, September 27, 1957. 11 Second Report, President's Commission on Higher Education. A BALANCED SCHOLARSHIP PROGRAM IS NEEDED The final recommendation we would like to make is that scholarships be awarded to the most highly qualified students on the basis of merit only and that the recipient be free to choose his own program of study. We are not advocating a means test. There is a group already operating known as the College Scholarship Service, sponsored by the College Entrance Examination Board, which collects and makes available to colleges the financial status of families where students are seeking scholarships. The service of this group could be used it seems to us to determine the relative financial need of a student, or another group set up to do the job. We would oppose the limiting of scholarships to students who will study science or engineering. Our civilization has developed through the arts, the humanities, and the social sciences as well as the physical sciences. In this cold war between communism and freedom we must enrich all the components of freedom through the growth and dissemination of knowledge in all fields. Rear Adm. H. G. Rickover, builder of the nuclear Navy and the country's first commercial-scale atomic powerplant, has pointed out that it takes workers in a lot of fields to carry on a technologically expanding society. No less an authority than Dr. J. R. Killian, Jr., the President's new appointee in charge of defense missiles has said: 12 "While more financial aid is necessary to encourage needy but gifted students specifically to study mathematics, science, or engineering, first priority should be to help all of our top talent, regardless of the careers they choose. If no talent is wasted in our land, no skills will be lacking." We strongly urge this committee to push a good scholarship bill. We think one is needed; we think it will pay dividends; and we think it will provide a much needed transfusion of energy and vision this country badly needs. The CHAIRMAN. The honorable Charles S. Dewey. We are happy to have you here. You are a former Member of the House of Representatives, and we are glad to have you with us today. Mr. DEWEY. Thank you, Senator. STATEMENT OF CHARLES S. DEWEY, PRESIDENT, WASHINGTON HOSPITAL CENTER, WASHINGTON, D. C.; ACCOMPANIED BY KATHERINE KNAUFF, DIRECTOR OF NURSING SERVICE AND SCHOOL OF NURSING, WASHINGTON HOSPITAL CENTER, WASHINGTON, D. C. Mr. DEWEY. My name is Charles S. Dewey. I am at the present time president of the Board of the Washington Hospital Center and Nursing School which is now opened on the grounds of the Old Soldiers' Home. It is an 800-bed hospital, with a school for 300 nursing students. This was all made possible, if you will recall, Senator, by the so-called Tydings Act passed in 1946. The CHAIRMAN. Do you prefer to stand or would you like to sit down? Mr. DEWEY. Sir, it is always a pleasure for me to stand before a distinguished Senate committee. I am here to try and have nursing schools considered as schools of higher education, under the so-called Hill bill, Senate 3187. Students coming to fully accredited nursing schools have to pass examinations in mathematics and science, and have a high-school education, after which they have a 3 years' course in schools of nursing which are affiliated with hospitals. 12 Article, New York Times, April 7, 1957. I believe that it is necessary that the group of nurses throughout the country be increased. At the present time, according to the estimates of the National Nursing Accrediting Survey, there is a shortage of 50,000 trained nurses throughout the United States from whom also teachers of nursing are chosen. It is also thought that by 1970 there will be a shortage of about 170,000 nurses. HEAVY COST OF NURSES' TRAINING The cost of training a nurse at the present time is extremely heavy. It costs $1,080 a year to train a nurse. As a result, many of the nursing schools affiliated with hospitals have been closed in the past. Here in Washington the school that was connected with the old Emergency Hospital was closed several years ago. The Garfield Hospital, which has now been taken over by the Washington Hospital Center, has been kept alive. It was formed in 1889, and is one of the highly accredited nursing schools. The total number of hospitals having accredited nursing schools, that is, schools that are fully accredited by the National Nursing Accrediting Society, is 274 throughout the entire country, with an enrollment of 44,600 students. We wish to have the accredited nursing schools affiliated with hospitals covered in S. 3187, as institutions of higher education. I believe that it is possible to cover them under the rules that the Commissioner sets up under that bill under title IV, of the work-study program. The work-study program provides the matching of funds on a 50-percent basis where students, under this title, attend an institution of higher education. ACCREDITED NURSING SCHOOLS I maintain that a nursing school, an accredited nursing school, affiliated with a hospital is a school of higher education. To be eligible for a grant under this title, an institution of higher education must apply therefor and must institute and carry out a work-study program under which (1) undergraduate students at the institution are provided employment by or in connection with the operation of the institution * * * All student nurses during their 3-year courses not only have academic instruction, supplemented by work in colleges with which we have connections for special academic work, they also gain practical experience among the sick until they finally achieve their degrees as registered nurses. The section further says: (2) the nature of the employment is related, to the maximum extent practicable, to the field of study of the student * * * In lieu of pay, student nurses receive free of cash, lodging, food, uniforms, laundry service, and affiliation with colleges from which they receive credits. I have just stated that they work with the sick. (3) special consideration is given to those students whose academic background indicates a superior capacity and preparation in science, mathematics, engineering, or modern foreign language. All students have to pass examinations in preparation to enter a fully accredited nursing school, 2 years in science and mathematics, with emphasis on algebra and geometry. So I believe that nursing schools are eligible to be considered, and all fully accredited nursing schools affiliated with hospitals and approved by the nursing society are eligible for consideration as schools of higher education and therefore might be considered to come under the 50-50 grant provision of title IV, S. 3187. SUGGESTED AMENDMENTS I offer as a suggestion, since there is no mention in the bill of nursing schools, as an amendment to section 402 (1) the following words be added after "institution", line No. 2: Undergraduate students at the institution are provided employment by or in connection with the operation of the institution such as students in fully accredited nursing school affiliated with a hospital ** * That, sir, is my statement. In your judgment, and in the judgment of your committee, you will decide whether hospital nursing schools are schools of higher education. I am very sure that you all appreciate the great shortage of nurses. To have sufficient nurses during a period of difficulty and as a part of national defense is a most important thing. May I say, sir, in closing, that an investigation made by our nursing school last year found that-and it is not quite true throughout the country, but here in the District of Columbia-16.6 percent of all the nurses we train go into Government service. In other words, the sick people in the hospital pay for their training as part of their hospital fees. We train them and the Government takes them. The CHAIRMAN. Thank you. Mr. DEWEY. I would like to offer, if you please, for the record a letter which I wrote to Secretary Marion Folsom, Department of Health, Education, and Welfare, on January 6. The CHAIRMAN. We would be very happy to have that for the record. (The letter follows:) Mr. MARION B. FOLSOM, WASHINGTON HOSPITAL CENTER, Secretary, Health, Education, and Welfare, Washington, D. C. DEAR MR. SECRETARY: Two of your associates in the Department of Health, Education, and Welfare, the Under Secretary, Dr. John A. Perkins, and the Assistant Secretary, Mr. Edward Foss Wilson, have recently afforded me the privilege of acting as their tour guide of the plant and facilities of the new Washington Hospital Center now nearing completion. This fine addition to the facilities for the health, education, and welfare of the community of the Nation's Capital is as modern as our present knowledge in the sciences and arts can make it and is composed of two principal units-the hospital proper and the educational unit. The educational unit, which was occupied on September last, houses the residence for the nurses and students together with classrooms and teaching equipment for the education of some 300 young women in the arts and sciences prerequisite for registration as graduate nurses. The facilities provide for the enlargement and continuation of the services of one of the oldest nursing schools, namely the Garfield Memorial Hospital School of Nursing which has functioned |