(The material referred to follows:) Resolution adopted by the American Association of Junior Colleges at its national convention in Salt Lake City, Utah, on March 8, 1957: Whereas Senator Clifford P. Case, of New Jersey, has announced that he plans to introduce a bill that would provide substantial Federal aid for the construction of junior college facilities; and Whereas the rapid increase of youth of college age is creating a serious problem of providing sufficient college facilities: Now, therefore, be it Resolved, That the American Association of Junior Colleges commend Senator Case for his recognition of this national need, encourage him to prepare and submit to Congress a bill to assist in the solution of this problem. DIFFERENTIATION AMONG JUNIOR COLLEGES Senator ALLOTT. I would like to ask the Senator this: Junior colleges, of course, are a comparatively new phenomena in our educational system as such. In a sense, like Topsy, they just grew. Does he not think that, if the lines of effort of junior colleges were more clearly delineated, they could be of much more actual help in our present situation? To be more specific, would it not be advisable to consider that junior colleges encompass two separate and definite fields, one for those who wish to take academic training preparatory for later degree work, whether it be in science, cultural subjects, humanities, whatever they may be, college or university, and, two, that field which is devoted primarily to the vocational field for the purpose of further training of those students who do not intend to go on to additional education in a preparation for fitting themselves into their own means of livelihood? Senator CASE. I fully agree that this is most desirable. The bill, S. 2810, makes those two the specific objectives of the legislation. Senator ALLOTT. The point I want to make here and I am not an authority on junior colleges although I have been in many of them and seen many of them-it seems to me that we still have not yet been able to categorize in a general way and in a constructive way the real things that a junior college does for our educational system. Perhaps part of our defect in this fact: I am sure that, at least speaking for my own State, if this area were opened up and delineated, our junior colleges could relieve the pressure on our other State institutions very greatly by training students vocationally on the one hand or giving them adequate first 2 years of academic preparation on the other hand in line with the purposes which the Senator has mentioned in his statement. JUNIOR COLLEGES AS UNTAPPED RESOURCE Senator CASE. Senator Allott, we agree completely on that proposition. The view that you have expressed is shared, without exception, by all the educators with whom I have talked, and I have talked with a great number of them at all levels. This, I think, is the universal judgment of everyone who has any right to claim authority in the field. Senator ALLOTT. I want to say to the Senator that I do feel even the institutions of junior colleges as we know of them constitute one of the greatest untapped resources of education in the United States. I think the Senator has been of great service to this committee in pointing this out and underscoring and emphasizing it. I want to say again that I am very happy that he has brought this statement to us. It has been a real contribution to all of us. Senator CASE. Thank you very much, Senator. The CHAIRMAN. Are you through, Senator Allott? PRECEDENT FOR SURVEY OF COLLEGE FACILITIES The CHAIRMAN. Senator, you recall, of course, that several years ago we put an amendment on the bill for school construction in federally impacted areas. The amendment provided for survey and planning with respect to elementary- and secondary-school facilities. It would seem the reason that motivated that action, the adoption of that amendment, would apply very much to bring about a survey such as you suggest with reference to college facilities. Do you think so? Senator CASE. I do think so, and I am grateful indeed for the chairman pointing up the parallel. I think it is an exact one. The CHAIRMAN. We certainly want to thank you again for the fine contribution you made here this morning. Senator ALLOTT. I wonder if I might at this time say that through a very fortuitous circumstance a very good friend of mine from Colorado is in Washington. He is the headmaster of Fountain Valley School which is an independent school for boys about 12 miles from Colorado Springs. He is a very outstanding educator. I may say that I have talked with him at great length last evening and his ideas correspond greatly with many of those that the chairman holds and that I hold. I would like to introduce him at this time, Mr. Henry Poor. The CHAIRMAN. We are very happy to have you here, sir. We certainly are delighted to have you here. Senator SMITH. I might add that I was a resident of Colorado Springs for some years. I am very familiar with the Fountain Valley School. Mr. POOR. I may say to you, Senator, it is my privilege to be a native of New Jersey, so we have a double honor this morning. INTRODUCTION OF SENATOR HUMPHREY The CHAIRMAN. Senator Humphrey, we would be delighted to hear from you now, sir. We welcome you here, Senator, and we would be glad to have you proceed in your own way. Senator Pastore was here with us earlier this morning and I deplored the fact that he was no longer a member of this committee. You, sir, were a distinguished member of this committee and you were a chairman of one of the subcommittees that handled the school construction bill for the federally impacted areas. I still regret the fact that you are not a member of this committee, Senator. Senator HUMPHREY. I regret it, too. I can think of no finer opportunity than to serve with the chairman of this committee. Senator SMITH. That suggests that we should explore the reason why these two distinguished Senators have ducked their responsibility on this committee to go to easier work. Senator HUMPHREY. I would not want to agree that it is easier work. Sometimes I am not sure that it is as interesting work that you have. But be assured the work of this committee to my mind is of fundamental importance to this country and I think every citizen is indebted to the committee and its distinguished members for the good work they have done in health, education, social welfare, and labor management. STATEMENT OF HON. HUBERT M. HUMPHREY, A UNITED STATES SENATOR FROM THE STATE OF MINNESOTA Senator HUMPHREY. I am pleased today to appear before the Senate Labor and Public Welfare Committee in behalf of S. 8691 and other related educational legislation: These bills deserve the most dedicated attention from us all as they attempt to resolve some of the educational problems of our Nation's youth. American society is deteriorating in the sector most critical for future progress and well-being. The quality of the future depends on education at all levels and the quality of education depends on its top leadership. Our society is now in a period of rapid change. We are face to face with increasing complexities and hazards, both technical and moral. It is absolutely essential that we bring into education a sufficient share of the highest talent of each generation so that each succeeding generation will be the better prepared to deal with the old and new challenges of its own time. WHOLEHEARTED SUPPORT TO S. 3187 Let me begin by saying that I wholeheartedly support the Hill bill, S. 3187, which is now before this committee. As a cosponsor of S. 3187, I was especially pleased to know that that bill incorporates some of the basic provisions which appear in my own S. 869. Both the Hill bill and S. 869 deal with scholarship aid to deserving students and long-range loans to needy students in higher education. Both bills also seek by a simple and practical device of loan and inducement to help eliminate the present desperate teacher shortage. The committee undoubtedly already knows full well that educational experts estimate that there are at the present time more than 150,000 young men and women in the United States who rank in the upper 12 percent of the population's intellectual range, but who cannot go to college because they lack the necessary means. FEDERAL CONTRIBUTION PROPORTIONATELY SMALLER I think it is startling that today the Federal Government actually makes a smaller proportionate contribution to the aid of education than it did over 60 years ago. In 1895, the Federal Government provided over 5 percent of the funds used nationally for education, while today it supplies only 2.6 percent. The legislative counsel in my office last week was doing some research on this for me. He brought this figure out and I was shocked as anybody could be. I gathered that we were doing much more. We are doing much more in dollars but not in percentage. It is a great waste of one of the most valuable resouces of our Nation to let our young people with outstanding mental ability be deprived of a college education because of financial difficulties or other reasons. Apart from the increase in individual satisfactions and development resulting from such an expansion of educational opportunities, it is obvious that the future well-being of our entire Nation would be greatly enhanced by this overall enlargement of our national capabilities. YOUTH OPPORTUNITY PROGRAM Before I discuss in some detail S. 869, a program of scholarship aid and loans to students plus a program of assistance to institutions of higher education, I would like to point out that this bill is a part of my overall youth opportunity program. This program consists of five separate bills plus an omnibus bill, S. 872, which incorporates the whole program. It is my hope that this committee will hold hearings on S. 867 and other bills dealing with rehabilitation and prevention in the area of juvenile delinquency; on S. 870 and other bills for school construction; on S. 871 and other bills dealing with a youth conservation program. The purpose of this entire youth opportunity program is to supplement existing facilities, both private and public, in the job of furnishing the Nation with a body of citizens prepared to master the problems that they and their children are bound to inherit. In the deepest imaginable sense, it is a national defense program on the educational, preventative, and rehabilitative levels to provide for the survival of a free society. HIGHER EDUCATION FOR EVERY QUALIFIED AMERICAN We should propose to open the door to higher education in America for every American with the intellectual qualification-the uniquely gifted and the competent alike-whose financial limitations now render this impossible. I have been disturbed-I would even say tormented-by the urgency of these matters, as I know most of my colleagues have been. During recent months I have tried to consider the possibility of a broadly based legislative approach which would attempt, in however inadequate a way, to meet most of the varied aspects of the problem involved in this critical area. My suggested youth opportunity program is by no means perfect. In fact, I solicit criticism and amendment and offer my proposals only in an effort to help break what seems to me to be an intolerable logjam—a logjam which must be broken in the interests both of the immediate and of the long-term needs of our country. STUDENT AID ACT, S. 869 Let me now turn to a discussion of the Student Aid Act of 1957, S. 869, which among other things would establish a Federal scholarship program and authorize annual appropriations for it. (The text of the bill, S. 869, follows:) [S. 869, 85th Cong., 1st sess.] A BILL To establish a program of scholarship aid and long-term loans to students in higher education and to provide facilities assistance to institutions of higher education Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, TITLE I-GENERAL PROVISIONS SHORT TITLE SEC. 101. This Act may be cited as the "Student Aid Act of 1957". FEDERAL CONTROL OF EDUCATION PROHIBITED SEC. 102. Nothing contained in this Act shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum or program of instruction of any educational institution or, except as provided in section 207, 305, and 306 (d), over its administration or personnel. ADMINISTRATION SEC. 103. (a) This Act shall be administered by the Commissioner of Education, under the supervision and direction of the Secretary of Health, Education, and Welfare. The Commissioner shall, with the approval of the Secretary, make all regulations specifically authorized to be made under this Act and such other regulations, not inconsistent with this Act, as may be necessary to carry out its purposes. The Commissioner is authorized to delegate to any officer or employee of the Office of Education any of his powers and duties under this Act, except the making of regulations. (b) In administering the provisions of this Act, the Commissioner is authorized to utilize the services and facilities of any agency of the Federal Government and, without regard to section 3709 of the Revised Statutes, of any other public or nonprofit agency or institution, in accordance with agreements between the Secretary and the head thereof. Payment for such services and facilities shall be made in advance or by way of reimbursement, as may be agreed upon by the Secretary and the head of the agency or institution. (c) The Commissioner shall, with the advice and assistance of the National Council, make or cause to have made studies, investigations, and reports of the effectiveness of the student aid program established by this Act, and prescribe objective tests and other measures of ability for the selection of individuals to be awarded certificates of scholarship. (d) At the beginning of each regular session of the Congress, the Commissioner shall make through the Secretary a full report to Congress of the administration of this Act, including his recommendations for needed revisions. (e) The Secretary shall advise and consult with the heads of executive departments or independent establishments of the Federal Government responsible for the administration of scholarship, fellowship, student-loan, or facilities assistance programs, with a view to the full coordination of all specialized scholarship, fellowship, student-loan, and facilities assistance programs administered by or under all departments and establishments of the Federal Government with the general programs established by this Act. (f) When deemed necessary by the Commissioner for the effective administration of this Act, experts or consultants may be employed as provided in section 15 of the Administrative Expenses Act of 1946 (5 U. S. C., sec. 55a). NATIONAL COUNCIL ON STUDENT AID SEC. 104. (a) There is hereby established a National Council on Student Aid, consisting of the Commissioner, as chairman, and twelve members appointed without regard to the civil-service laws by the Commissioner with the approval of the Secretary. The twelve appointed members shall be so selected that the Council will be broadly representative of the individual, organizational, and professional interests in education, and of the public. Each appointed member of the Council shall hold office for a term of four years, except that any member appointed to fill a vacancy occurring prior to the expiration of the term for which his predecessor was appointed shall be appointed only for the remainder of such |