tory limitations-many of them archaic and inappropriate today-and the Federal monopoly of tax resources which leads to a vicious circle of Federal fiscal supremacy increasing and supporting State dependency. The excessive rates of Federal income tax constitute a major obstacle to more adequate Statelocal financing of our public-school system, and to more generous support by individuals of the private higher educational system. As our association's budget study says: "A cardinal point of NAM policy for years has been the proposition that more of the people's resources must be left at home if the job of providing governmental services is to be done there. The President's strong emphasis on the task of education as a State and local responsibility, a viewpoint that is very generally accepted, adds great strength to the case that can be made of many other grounds for a reform of the tax-rate structure." In putting our views on this important subject before the Senate Committee on Labor and Public Welfare, the National Association of Manufacturers urges consideration of the whole complex of problems involved. We firmly believe that whatever needs exist for better students, better courses, and better teachers can and will be better met by Federal tax-rate reform and Federal forbearance from grant programs than by the Federal Government with new forms of dependency allotments to the States. NATIONAL ASSOCIATION OF PHOTOGRAPHIC MANUFACTURERS, INC., Statement in re S. 3187. COMMITTEE ON LABOR AND PUBLIC WELFARE, United States Senate, Washington, D. C. GENTLEMEN: In submitting this statement it is our hope that we may cover some phases of the audiovisual educational subject, and provide some data not presented in previous testimony, which will be of assistance to the committee members in their consideration of S. 3187 as it relates to this phase of educational development. The conception that visual presentation, beyond the blackboard stage, would substantially assist in the educational processes dates back at least to 1876. In that year the superintendent of schools in St. Louis, Mo., pointed out that schoolchildren must be trained to think upon what they see. In 1905, visual education had its formal inception in the St. Louis school system. By 1918 visual education had nationally become a matter important enough to justify the founding of a publication, Reel and Slide magazine, having as its announced purpose "to make the screen a greater power in education and business." Organizations, particularly at advanced educational levels, interested in and dedicated to the promotion of visual instruction were in being and active over 30 years ago. In fact, at the first formal meeting of the National Academy for Visual Instruction, held July 1920, at the University of Wisconsin, the United States Commissioner on Education was a speaker. As early as 1928 authoritative text books dealing with the subject of visual methods of instruction were published. As another indication as to the length of time which visual presentation of subject matter has received attention in the educational field, the case method of instruction utilizing visual aids was used in the Harvard Business School during World War I. As recordings and radio entered the communications scene on a wide scale, audio facilities assumed a natural complementary relationship with visual presentation of subject matter, as well as establishing themselves as means of mass communication. Many States, recognizing that audiovisual instruction is the most efficient method yet devised for the teaching and effective assimilation by students of large areas of the subject matter covered in school programs, have for some years had departments or directors of audiovisual instruction. This is also true of school systems at local levels. Many State and city departments of education have concrete plans for implementing programs of audiovisual instruction. Indicative of statewide plans are those that have been prepared by Connecticut New Jersey New York. Massachusetts, Indiana, and California, to mention just a few. The United States Office of Education has also for quite some time given the matter of audiovisual education considerable attention. The foregoing historical background is presented to point out that much research, experimentation, and planning in the effective utiliaztion in education of most audiovisual media and facilities has already been done. Excellent audi visual instructional materials for use at all levels of education, covering many areas of subject matter including science, mathematics and languages, are now available and in use. However, the relatively limited extent of such use is, we believe, one of the serious factors contributing to the present educational deficiencies. It is not to be presumed, of course, that there is no need for further intensive investigation and study of subject matter and methods of most effective presentation in our educational processes. In fact, that is and has been a continuing matter. It will be noted, however, that rapid expansion of effective audiovisual education in our school systems is entirely possible and feasible under the provisions of S. 3187, or other congressional action of like purpose whereby the important benefits thereof could become immediately available. Further, this could be accomplished without any of the delay that might be occasioned by first undertaking costly and time-consuming research projects. Numerous testimonials to the effectiveness of audiovisual education are provided by many surveys conducted by institutions of higher education. Some such surveys relating to elementary school pupils show that improvement in factual knowledge, vocabulary enhancement and subject matter retention increased substantially as the result of audiovisual instruction in a wide range of subject matter. It has also been shown by several studies that audiovisuals stimulate children to read more books and to understand them better. This demonstrated effectiveness of audiovisual instruction in our schools of fundamental education certainly merits for it wholehearted and unstinting support, for it is in the elementary school that educational habits and interests are formed and nurtured. In fact, the result of school surveys indicate that audiovisual presentation of appropirate subject matter is a potent stimulant to interest in education and that substantially implemented utiliaztion of these modern methods of teaching will be of great assistance in correcting our present crisis in education. Despite all of the evidence of the effectiveness of audiovisual instruction techniques, and all of the planning and research that has been done in this field by educational authorities and administrators, there still remain serious obstacles to the advancement and expansion of this effective educational method. You will understand why we believe the provisions of S. 3187, which seek to overcome these obstacles, especially merit your favorable consideration. Perhaps the two most important obstacles which this bill can overcome in this area are: TEACHER TRAINING The apparent lack of appropriate teacher training is possibly the obstacle of first magnitude to the expansion and effective utilization of audiovisual instruction. In some State and local educational systems there are effective teachertraining programs. It is also true that in some other similar educational systems there is a lack of appreciation of the usefulness and effectiveness of audiovisual instruction methods. It appears that this latter situation is in a large measure due to the lack of adequate teacher training (and thus concomitant interest) in the use of these methods and tools. The provisions of title VI of S. 3187 should provide a tremendous stimulus to teacher training and further education. It could thus materially assist in overcoming this particular roadblock and thereby result in increasing the extent and effectiveness of use of this form of instruction. LACK OF AUDIOVISUAL EDUCATIONAL TOOLS In most educational systems, at both State and local levels, money problems are ever present. Dealing specifically with audiovisual educational programs at these levels, limited research reveals that appropriate funds for even a minimal effective instruction program are rarely available. The provisions of Title V: Science Teaching Facilities of S. 3187, offer some hope that State educational agencies may be able to partially overcome this most prevalent paucity of funds. We believe there is ample evidence of the present availability of excellent science teaching material in audiovisual mediums. It is to be hoped that a more general utilization of such material will be possible through facilities obtainable under title V. Again, specifically with respect to audiovisual tools and teaching material even limited inquiry will reveal that most educational agencies have formulated programs detailing per pupil costs of minimal effective audiovisual instruction. It is a disturbing fact to note that in many cases the addition of maximum per pupil allotments possible under title V would not enable many educational systems to fully implement such minimal programs for audiovisual instruction. As an example of the situation of the availability of funds existing in many of our large school systems, the following (typical in varying degrees) is cited: One of the largest school systems in the United States has a program of audiovisual instruction devised and predicated upon appropriations on the basis of $1 per pupil per year (and this is below figures generally accepted elsewhere) for minimum efficient operation. The current funds available for this specific program amount to only 27 cents per pupil. At this level of operation, extension of the program to "have-not" schools is out of the question; in fact, replacement of broken or worn out equipment is impossible. Many authorities in the field of audiovisual education and communication have developed cost formulas and lists of equipment appropriate to a minimum program for the utilization of these modern and efficient tools and methods of instruction. The following minimum equipment list, representing the recommendations of the Audiovisual Commission on Public Information comprising a leading group of authorities in the audiovisual field, will be informative and may thus be helpful in your considerations of the provisions for acquisition of teaching facilities: Sixteen-millimeter sound projectors: 1 per 300 students or major fraction thereof; at least 1 for each building Filmstrip and 2- by 2-inch projector: 1 per 200 students or major fraction; at least 1 per building Opaque projector: 1 per building Record players (3-speed): 1 per kindergarten or in room where child receives his first school experiences; 1 per 5 other classrooms; at least 2 per building Tape recorders: 1 per 300 students or major fraction; at least 1 per building Radio receivers (AM-FM): 1 per 5 classrooms; at least 2 per building, where appropriate programs are available Television receivers: 1 per building, where appropriate programs are available Overhead projectors (7- by 7-inches or larger): 1 per building Screens (square: 60- by 60-inches or larger): 1 per each 2 classrooms (Either the oqaque projector or the overhead projector should be capable of projecting 34 by 4 inch slides.) On the basis of minimum per building recommendations, without regard to numbers of students or classrooms, it is estimated the equipment cost per building approximates $1,800 to $2,000. As a closing note to this portion of our statement we respectfully submit that surveys show that unavailability of appropriate equipment to trained teaching personnel is a major contributing factor to the low level of audiovisual instructional efficiency in many school systems. VOCATIONAL TRAINING The effectiveness of audiovisual aids in vocational education and training are eloquently attested to in the experience records of our armed services, which found them unequalled as a means of speeding the rapidity and thoroughness of learning and the degeree of retention. While the general provisions of title XII of S. 3187 relate to financial assistance to State vocational educational programs, the language used here refers to "needed vocational education * * * in essential occupations" (essential to national defense). A very narrow meaning has been established for "essential occupations" by the Department of Labor in its administration of the essential occupations list for draft deferment purposes and related considerations. Not only is this list extremely limited, but is subject to two serious objections especially for any use in connection with the present proposal: 1. As many industries can testify, it fails to include many occupations at least as essential as those listed. 2. The occupations listed are only attained after years of practical experience at high levels of skill. The preceding types of work on which the individual developed his skill may vary greatly and not until the later stages of his development is there necessarily any clearcut relationship between his work and the job content of the critical occupation on which he is becoming qualified. We believe that experts in this field from the Department of Labor would also support this contention that to limit vocational training, consisting of less-thancollege-grade courses, to courses clearly identifiable with the established list of essential occupations would severely and undesirably limit the application of this title. Essential occupations have been limited to defense industries or activities. Industries and activities not so classified have nevertheless for the most part been considered defense supporting, either wholly or in some substantial degree. Particularly, in the absence of war, these other industries and activities contribute substantially to the economic well-being of our Nation. It is suggested, therefore, that the language of this title be so modified as to make it applicable to any recognized vocational education programs having to do with any field of training which is considered appropirate. This might include any phase of applied science, any subject matter pertaining to production or other manufacturing operations, or the installation, repair, and maintenance of products, and similar subjects. CONCLUSION In this statement we have noted how, in our opinion, certain phases of the measure before you may be particularly helpful in meeting some of the present urgent needs. We have also undertaken to call attention to certain other phases which we believe need to be modified if they are to have the intended effect with a minimum of delay and expense, and the maximum of desired results. We hope that this information will be helpful to the committee in its deliberations. Respectfully submitted. WILLIAM C. BABBITT, Managing Director. STATEMENT OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS I am Rudolph T. Danstedt, director of the Washington branch office of the National Association of Social Workers. This association is a professional organization of social workers employed in governmental and voluntary sectarian and nonsectarian agencies. A number of our members are also employed in schools as school social workers concerned with the adjustment of children to the school situation. Our association has both a general and specific interest in the field of education. The association has a number of public social policy statements which declare this position with respect to issues important to the welfare of our people. One of these public policy statements is on the field of education. THE ASSOCIATION'S GENERAL POSITION An educational system which affords every individual the means of realizing his own highest potential development is basic to the successful functioning of a democratic society. Such education must provide not only the basic skills of communication but also the understanding and knowledge necessary to the exercise of responsible citizenship and the successful solution of the problems of living. Every person should have available to him the means of equipping himself for the vocation or profession for which he is best fitted. Education should be considered a lifetime process, and provisions for adult education and cultural stimulation should be considered a part of the total responsibility of public education authorities. When educational facilities are overcrowded and antiquated, when teachers are overworked, underpaid, and/or inadequately prepared, children suffer in all aspects of their development and society is the major loser. Present shortages in educational facilities and staff, by threatening the welfare of children, present a critical challenge to all areas of social organization, The association has held this position for some time. It is not a result of any threats to development of science and technology proposed by educational systems in other parts of the world, but is a consequence of a long-held conviction that our educational institutions at the primary, secondary, college, and graduate levels are as basic to adequate and successful living and adjustment to life as are the other fundamental institutions, such as the family, church, and Government. ASSOCIATION'S PRIORITIES WITH RESPECT TO OUR EDUCATIONAL SYSTEM Compensation of teachers We would hold that no educational system is any better than the quality of teachers which it is able to employ and the feeling of status and security that such system gives to teachers. We believe it has been demonstrated that there is no mechanical or curricular substitute for a dedicated teacher who through knowledge and example can enrich any course, and then through skill and ability provide for the needs of the gifted as well as the slow learners within the walls of the same classroom. Unfortunately, educating young people with potentials for becoming such dedicated teachers, and holding persons who possess these capacities already, is so closely related to the adequacy of salaries paid and the related status implied in such salaries that efforts to improve special phases of our school systems on a crash type of basis will yield little result unless the salary problem is met. It is our conviction that it is in the national interest for the Government in cooperation with the States and local communities to assure financial aid to improve significantly teachers' salaries. We have no doubt but that this can be done through utilization of our long-established Federal-State cooperative grant-in-aid programs without the imposition of Federal control and the usurpation of the appropriate rights of our States and localities in the field of education. We would hope, therefore, that any legislation being considered by the Committee on Labor and Public Welfare would evaluate the necessity and desirability of Federal matching funds to aid teachers' salaries. Construction of school facilities It has been well demonstrated over the last several years that something significant must be done about our overcrowded and antiquated classrooms and related school facilities. This is not a postponable problem, because of the rapidly increasing size of our school population. If we have assured that good teachers will be held in our school systems and others recruited and encouraged to stay in teaching, it is not enough to let them sit figuratively on one end of a log with a student. We must insure that the physical environment and equipment available to our students and teachers are such as to produce the young men and young women capable of living successfully and significantly in the 20th century. A number of bills have been introduced which propose Federal aid to school construction. We have no informed opinion as to the size of program that should be authorized legislatively, although it seems reasonable to conclude that an amount of $300 million a year for a period of several years, concerning which an agreement was reached in the last session of the 85th Congress, is both a reasonable and appropriate starting base. Education beyond the high school We obviously need to encourage as many of our ablest and able young people to prepare themselves for the vocational demands of modern living. As one important method for providing this assurance, we would support a comprehensive program of public scholarships based solely on merit. In our opinion the Hill bill-S. 3187-represents the sort of legislation in this scholarship area which we could support with interest and enthusiasm. We would like to add parenthetically that we hold firmly to the conviction that such scholarship program should be designed to prepare people for the human service as well as the scientific professions. The proposals also contained in S. 3187 for student loans and work-study programs are commendatory and would materially assist, we believe, a student with very limited resources in completing his college education. Guidance and counseling programs Our association has endorsed both the necessity and desirability of comprehensive pupil personnel services among which most certainly should be included educational and vocational counseling guidance programs, directed toward not only discovery of talent and ability at an early age, but also toward helping students who are handicapped because of personal, social, economic. cultural, and health factors in utilizing as fully as possible the educational opportunities available to them. |