utilization of television, radio, motion pictures, and related mediums for educational purposes. I wish to report for the record that the committee voted unanimously to approve and endorse title X of S. 3187 as sound, forward looking, and well designed to meet a major educational need in the United States. We regret that this action of necessity was delayed until after the conclusion of the hearings on education before your committee. This letter, therefore, is sent for your information and for such use as your committee may consider to be appropriate. Sincerely, ARTHUR S. ADAMS. STATEMENT OF THE AMERICAN COUNCIL ON HUMAN RIGHTS ON PROPOSED LEGISLATION TO AID EDUCATION The country today is giving appropriate study to its educational system, both to the program of general education and to special areas like science, language, and mathematics. The American Council on Human Rights, whose constituent organizations number more than 50,000 men and women, commends this interest in strengthening the educational system. Likewise we commend the committee for its careful study of the proposed legislation. This council has also given thought and study to the educational needs of the country, the kinds of programs authorized in the legislation, and the language of the bills. We conclude that the legislation, while strong in many respects, is nevertheless wholly deficient in one area. This council does not believe that today the country can extend any further financial aid to States and school districts which have completely and deliberately defied the decision of the Supreme Court. The Court has decreed that no child shall be denied admission to a school on account of his race. Yet some States have openly declared that they will not abide by the decision and have organized a massive resistance campaign in opposition to the Court and the doctrine. The American Council on Human Rights, organized in 1948 to extend human rights, improve group relations, and end racial discrimination, including racial segregation. We have observed throughout our brief history that racial segregation has meant an inherent inequality. We have noted during this time a progressive reduction in racial segregation. We have noted on many occasions the statements of lawmakers who oppose the use of Federal funds to support or extend racial segregation. We have noted that this is the view also of the President of the United States. Finally, we have observed that the chief offenders in the use of Federal funds in support of segregated program are the States, particularly States along the South Atlantic and the Gulf of Mexico. We cannot approve therefore any legislation that does not specifically prohibit the use of Federal funds for segregated education, hospitals or airport construction-for some examples. In this instance of legislation before the Senate Committee on Labor and Public Welfare, ACHR strongly opposes legislation that will afford Federal grants to States which officially take a position in opposition to nonsegregated education. We specifically oppose any legislation that permits the States-"in the discretion of the States"-to make use of the Federal moneys. We have no confidence in States that have never afforded equal education on a separate basis. We have no confidence in these States that they will now act to locate potentially able students without regard for race. We have no confidence that the guidance and counseling services will work to locate potentially capable Negro youth or that scholarships will be equally available to Negro youth. We cannot believe with confidence that in the strengthening of mathematics and science teaching the Negro teacher will have the same opportunity. In general, our conclusion is that of the Supreme Court-segregated education is inherently unequal and should not be given any support by Federal grant or other aid. The American Council on Human Rights offers no objection to legislation to strengthen the National Science Foundation and the Office of Education. In fact, we strongly support programs to strengthen our system of education and have set for this year as one of our major areas of activity-a better education for all people. But we cannot believe that such a program of better education will come with Federal aid for segregation. The American Council on Human Rights therefore calls on the committee to amend any and all legislation to prohibit the provision of funds to States and/or school districts which deny a child admission on account of race and oppose the system on nonsegregated schools. CHIEF CLERK, PAUL COOKE, Consultant to the Council. AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, Committee on Labor and Public Welfare, The Senate, Washington, D. C. DEAR SIR: On behalf of the American Educational Research Association I am writing you to support the Hill bill, S. 3187, the National Defense Education Act of 1958. Would you be good enough to transmit this letter to the members of the committee considering the bill. It is a letter which speaks for the children and the teachers of the United States, most of whom cannot speak to Congress for themselves. The American Educational Research Association, an organization of research people in school systems, colleges, and universities, since 1915 has been dedicated to the belief that the long-term improvement of education in this country is best based on careful, scientific research into educational problems. The 1,400 members of the organization from all parts of the United States are people who concentrate, not on public debate about educational problems, but on careful study of methods and materials by which children and adolescents learn best in schools. Accordingly, the association wishes especially to commend provisions of the Hill bill which gives as one of its purposes "to assist teachers to increase their knowledge and improve their effectiveness." The members of the association commend the provisions of the bill dealing with improved student guidance, scholarships, and loan funds, and steps to improve the teaching of mathematics, science, and foreign languages, but it wishes especially to support the proposal that funds be provided for research on the development and use of newer methods and materials of instruction. The association hereby endorses and commends the provisions of the Hill bill which state that the Commissioner of Education is authorized to conduct, assist, and foster research on the development and use of television, radio, motion pictures, and related mediums of communication which may prove of value in education. The association believes that the money provided in the bill for this purpose should be authorized in addition to certain funds for educational research now administered by the Commissioner of Education. At its annual meeting in February 1957, our association passed a resolution favoring the formation of an Institute for Research in Education for stimulation and conduct of research in many educational fields. The members of the association believe that other funds should be made available for research on learning and instruction in areas which extend beyond the use of the mass communications mediums in schoolwork. On behalf of the members of this association who believe in the research approach to educational problems, may I thank you and the members of the committee for your consideration of this letter. Faithfully yours, DAVID H. RUSSELL, President, American Educational Research Association. AMERICAN FARM BUREAU FEDERATION, Hon. LISTER HILL, Chairman, Senate Committee on Labor and Public Welfare, United States Senate, Washington, D. C. DEAR SENATOR HILL: This is to express to you, very briefly, the American Farm Bureau Federation policy on Federal aid to general education. We are aware of the great pressure on the committee for time, and are thus asking that this letter be filed as a part of the record before your committee. The 1958 policy of the American Farm Bureau Federation dealing with this matter is as follows: "We are aware of the need to improve our system of public education, and believe that this can be most effectively and adequately met through the utilization of State and local funds and resources. "We need to develop a greater individual appreciation of the problems of education, including the responsibility of parents for student guidance and selectivity of courses, and greater emphasis on high scholastic attainment. "An imperative need of our public schools is the establishment of curriculums which help students to acquire a true concept of the basic principles and philosophy of the American system of self-government and the competitive-enterprise system. We should continue to reappraise the curriculums of our public educational system at all levels to see that they meet our present and future educational needs. "We urge State and county farm bureaus to establish committees to study educational problems. "We maintain that the control, administration, and financing of our publicschool system must remain identified with the smallest unit of government capable of satisfactory performance. "We oppose expanded Federal aid to education. Adequate Federal assistance for school districts experiencing severe financial burdens resulting from Federal projects should be on a grant-in-aid basis. "Federal appropriations for resident instruction in the land-grant colleges should be maintained at the present level." There are, currently, many proposals before the Congress which put the Federal Government into the operation of our local schools. We are opposed to Federal aid to general education, except in federally impacted areas. Certainly, we recognize the need for continually improving our educational system. Through the more than 2,600 county farm bureaus in 48 States, we are giving constant study to the educational programs of our local schools. Our members are dedicated to the job of studying the needs and making recommendations through local, county, and State officials for improving the curriculums and facilities of our public schools in order that every American youngster may have an opportunity to get a good, well-balanced education. With the advent of the sputnik age, advocates of Federal intervention in our educational system took advantage of this situation in making a new approach to Federal aid for education through grants, aids, and scholarships. We recognize that we must, perhaps, give renewed emphasis to some of the more fundamental subjects in our public schools, such as the basic science courses; however, we believe that the community, county, and State are well able to direct and finance an educational program designed to meet the challenge of the rocket age. The American Farm Bureau supports Federal assistance to areas "experiencing severe financial burdens resulting from Federal projects." For purposes of the record, we would like to make clear that, in our opinion, this type of aid is far different in principle than any nationwide Federal assistance proposals currently under consideration. Arguments in support of aid to these overburdened areas do not question the ability of the area to make adequate provisions for their own school needs. Neither do they deal with the rights and prerogatives of their doing so. The aid so provided is designed to cover only the added costs which Federal activity has actually imposed upon the area. As the representatives of the parents of hundreds of thousands of rural schoolchildren, we in Farm Bureau promise to continue to work with State and local governments toward the necessary improvements in our school systems. The American Farm Bureau Federation views with considerable concern the picture of Federal intervention in an increasing number of fields which were formerly the responsibilities of State and local governments. With the Federal debt at an alltime high, with the Federal budget for fiscal 1959 at an alltime high for a nonwar year, we think that citizens throughout the Nation are becoming more and more conscious of the fact that they don't get something for nothing from Washington. Counties and communities throughout the Nation are spending unprecedented sums for new schoolroom construction, and efforts are being made to increase teachers' salaries and to improve the overall conditions of our schools. Local people understand this challenge, and will meet it through local taxation, without Federal assistance and without Federal controls. With kindest personal regards. Sincerely yours, JOHN C. LYNN, 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 |