plight of the small college. You are quite correct about that, that the small and particularly the private institution is in great difficulty, and it depends to a high degree on tuition support, tuition that has had to raise so rapidly that most of these institutions feel it cannot be raised as rapidly as their costs are going up. And I think we need to address ourselves to this particular problem.

In our councils in the Office of Education we are seeking some ideas about legislative suggestions for this purpose that we might make to the Congress. So I thoroughly agree with you, that you have identified a significant area here and one that may require legislation that is not before us now.

Senator RANDOLPH. Commissioner Howe, I am very grateful for your addressing yourself to this subject in the way that you have.

And, Mr. Chairman, I appreciate the opportunity of having been given the point of contact here, not on a specific item in the testimony already given or to be given, but to this larger matter which we may have to go into in a way that we have not been going into it within this subcommittee.

Mr. Chairman, thank you.

GROWTH OF HIGHER EDUCATIONAL INSTITUTIONS

Senator YARBOROUGH. If the subcommittee will pardon the personal reference, I attended the U.S. Military Academy for a year, Sam Houston State Teachers College in Texas 2 years, and the University of Texas some years from which I graduated. All of those three institutions combined, while I was a student, had a total population of less than 5,000 students. There is no longer a formal State Teachers College in Texas. Now they call them universities. Most of them have over 5,000 students; 5,000 is regarded as a small enrollment. But in those days that was the sum total of all three. They were the oldest leading teachers colleges in Texas at that time. It illustrates the fact that the distinguished Senator from West Virginia has brought out about population growth. By the year 2000 I fear small colleges will all be big colleges. The big college of my day, the biggest in my State, 3,300 students, the University of Texas, now has about 25,000 and the small colleges now are larger than the biggest in my day.

I do not know if that answers the distinguished Senator's question. Senator RANDOLPH. Thank you. I must not continue this line of discussion, but we do know that there are persons, Mr. Chairman, giving very careful attention to doing something about it and attempting not to have our metropolitan areas become larger but to think in terms of the spreading of our population throughout the United States in smaller units.

I would suggest to every Member of the Congress of the United States, if it's possible, that he drive out to Columbia, the name of a new city some 20 miles out of Washington, D.C. where when the population reaches 100,000, that is the cutoff point.

It is an interesting experiment. It is one in which hundreds and hundreds of key minds are addressing themselves to many of these problems. Even, and this is without an attempt to say that it is practical in other communities, because I think that our differences are important. It is only when we are indifferent that the problems, I think,

concern me most of all-but there we have the denominations building one church, and they have come together over a period of months and months. The identity of the denomination, the church group will not be lost, but the worship will be within one structure. This is the kind of thinking I suggest we have to have, not attempting to divert, Mr. Chairman, as we build a community more or less self-contained in itself-self-contained in that we may find that we can do something like this in an Education Commissioner, breaking it up into smaller units throughout the United States, keeping this intimacy, this personalized approach to higher education, which I think has a value and which I would be saddened if we lost.

Senator YARBOROUGH. I share the distinguished Senator's concern sociologically and governmentally and politically and economically in the vanishing, the drying up of the rural areas and the vast growth of a few large urban areas. And I go back to my own country where I grew up in rural areas. The farms are largely gone. The houses are torn down. You see chimneys on the landscape. The country has gone back to timber raising and cattle raising. And the farms are rare in that country now.

The Senator from Colorado.

TEACHERS CORPS ENROLLMENT

Senator DOMINICK. Thank you, Mr. Chairman.

Mr. Howe, could you give me any idea of the number of people that you expect to enroll in the Teachers Corps? I notice that you have 3 years of appropriations authorized; $36 million for fiscal year ending June

Mr. Howe. We can give you these, Senator Dominick. Mr. Gray has these figures, I believe, in projection form.

Mr. GRAY. Yes. It is roughly 2,500 to 3,000. The reason it is not more accurate than that, it is still not settled what the pay will be for these people, but that is roughly the number that would be enrolled each

year.

Senator DOMINICK. So that by the end of fiscal 1968 you expect to have 2,500 people in the Teachers Corps, or you hope to have?

Mr. Howe. By the end of fiscal 1968 we would have a low class of 2,500 there, and the existing class would still be there, so we would have some 3,600 at that time, I believe.

Senator DOMINICK. And by fiscal 1969?

Mr. Howe. It would build up to 5,000.
Senator DOMINICK. And by fiscal 1970?

Mr. Howe. Approximately the same number, perhaps 5,500.

Senator DOMINICK. Are you planning on leveling off or are you planning on continuing the increase in growth?

Mr. Howe. Well, we have not-we have not honestly made a plan beyond the 3-year projection. I think we ought to look at the experience after another year or two before we try to do that. But my own belief is that it ought to grow to something in the realm of 10,000 or more as a new class, and I believe that there is sufficient demand for trainees in that Corps to make this kind of receipt important for the schools.

Senator DOMINICK. This bill-and I am looking at the portions of S. 1125 dealing with the Teachers Corps-I do not see any provision

for specific authorizations for the periods after June 30, 1968. Am I correct in that?

Mr. HowE. Could I ask Mr. Halpern to comment on this?

Mr. HALPERN. Senator Dominick is correct. The administration requests for fiscal year 1968 an authorization of $36 million. The House of Representatives subsequently wrote into the legislation a further authorization for fiscal year 1969 and for fiscal year 1970 and those latter two figures are $46 million and $56 million, respectively.

I should add, Senator Dominick, that the House committee did reduce the fiscal authorization, fiscal year 1968 authorization that we have requested of $36 million. They did reduce that to $33 million.

Senator DOMINICK. These figures you figure will be sufficient to take care of the proposed growth that you are anticipating?

Mr. HALPERN. Yes, sir. These are our budget projections for the number of corpsmen indicated by the Commissioner.

TEACHERS CORPS BUDGET

Senator DOMINICK. How much is the budget now for the 1,200 that you have got?

Mr. GRAY. There was an appropriation of $7.5 million and a supplemental appropriation of $3,823,000 for fiscal 1967. Those funds would enable the present group to continue through this summer, and it would permit the enrollment of approximately 1,200 additional people this summer and early next fall. So the additional, the greater sum then calls for the continuation cost of that group plus additional corps member who would be enrolled later, or earlier next spring, in the spring of 1968, provide for their continuing costs in their second year of service, and to enroll a new group of 2,500 roughly during the summer of 1968.

REQUESTS FOR TEACHERS CORPS SERVICES

Senator DOMINICK. You do not have any estimate as of the present time of the number of teachers that will be requested by the districts, do you?

Mr. GRAY. No, because there has been such uncertainty as to whether this program would continue or not that a number of school systems that cannot anticipate making a formal request have held it off. Others decided that instead of attempting to enroll persons in their school systems and universities this year that they would wait until the summer of 1968.

There are, however, firm requests before us now for some 3,700 people that they would like to have enrolled at any time, but which cannot be enrolled because there are not funds available.

Senator DOMINICK. Are these funds from the school districts or from the Bureau of Indian Affairs or from the colleges who want to get more students in this training?

Mr. GRAY. All of these programs must be developed jointly between a university and the local school system and must have had State approval.

Now, on that 3,700 figure there are probably some that have not had the formal State approval, although they have been developed in every case that we know of in cooperation with the State authorities. Senator DOMINICK. Thank you, Mr. Chairman.

Senator YARBOROUGH. Any further questions of any members of the subcommittee?

Thank you very much, Dr. Howe. I thank all of your staff and colleagues in the Office of Education for your contributions here this morning.

Time is about to run out for the deadline of June 30, and it is the desire of the subcommittee, and I am certain the full committee, to move forward on this legislation and reach a conclusion on it. Thank you very much.

Senator YARBOROUGH. The next witness is Dr. John M. Lumley, Director of the Division of Federal Relations of the National Education Association.

Dr. Lumley, will you come around, please?

STATEMENT OF JOHN M. LUMLEY, DIRECTOR, DIVISION OF FEDERAL RELATIONS, NATIONAL EDUCATION ASSOCIATION; JOINTLY FOR NEA AND THE AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

Mr. LUMLEY. Good morning, Senator.

Senator YARBOROUGH. How are you this morning?

Mr. LUMLEY. Fine thank you, how are you?

Senator YARBOROUGH. Good to see you again.

I believe my notes, Dr. Lumley, show that you are presenting statements also on behalf of the Council for Exceptional Children and the American Association of School Administrators, is that correct?

Mr. LUMLEY. On account of the time, Senator, I have filed with you the statements of Mr. Geer, of the Council for Exceptional Children, and this is entirely in support of title VI and each one should have a copy.

Senator YARBOROUGH. I request the staff to immediately, please, distribute to all members of the subcommittee a copy of that statement by Dr. Geer for the Council for Exceptional Children, and I order it printed in the record at this point.

(The statement referred to follows:)

PREPARED STATEMENT OF WILLIAM C. GEER, EXECUTIVE SECRETARY, THE COUNCIL FOR EXCEPTIONAL CHILDREN, NEA

Mr. Chairman and Members of the Committee: The Council for Exceptional Children is pleased to speak in support of HR 7819 which includes a number of amendments to the Elementary and Secondary Education Act of 1965.

We would particularly like to support the new Section 608, providing for Regional Resource Centers. These centers would enable greatly needed services and improvements in the education of handicapped children. We have noted that institutions of higher education, state education agencies, or combinations of such agencies or institutions within particular regions of the United States, are authorized to establish such centers. We would urge that a "combination" feature be emphasized, if not required. Greater cooperation between state educational agencies and institutions of higher education would be fostered by the joint operation of a regional type of center. Furthermore, since these Regional Resources Centers would undoubtedly become resources in higher education, it would be logical for these centers to be developed with the cooperation of regional agencies in higher education, such as the Southern Regional Education Board, Western Interstate Commission on Higher Education, and the New England Board on Higher Education. These agencies are uniquely staffed and equipped to encourage the type of regional action which is intended by this provision.

We also want to emphasize that two great needs would be met through these centers. These needs are as follows:

a. A place would be provided for the educational appraisal of children presenting very difficult problems. For example, a deaf-blind child is difficult to assess adequately. Being deprived of both visual and auditory senses, this child is unable to respond to stimuli ordinarily associated with those senses. Determining differential elements in this child's diagnosis is a problem requiring the most astute and knowledgeable medical, psychological, audiological, educational, and other personnel available. There are also other children who present multiple physical, sensory, and learning disabilities and who require extensive and careful appraisal.

b. Furthermore, the Regional Resource Centers would be authorized to help develop additional programs to meet these needs and to assist appropriate schools and organizations through consultation, periodic re-examination, re-evaluation, and other technical services. The worth of this Regional Center assumes even greater proportions when one realizes that the number in some categories of multiple-handicapped children is so small that even regional and national resources for educational training might be required. We feel certain that these Regional Resource Centers, when established, will become fountainheads of innovation in terms of developing understanding of, and programs for, the handicapped.

Secondly, we would like to support Part C-Section 609, which provides for the recruitment of personnel in the education of handicapped children. The best current estimates show that more than 300,000 teachers of handicapped children are needed, and that 70,000 to 80,000 are currently employed. We believe that the recruitment of the personnel needed to accomplish this teaching task is extremely important. In order to recruit such personnel, we must enter the competition which already exists for the trained mind, and present the possibility of careers in educating the handicapped as favorably as we possibly can. The Council for Exceptional Children is pleased to report to this Committee that we and some of our state units are already at work in this field. The Illinois Council for Exceptional Children has demonstrated that a state organization can have great impact by conducting a concerted recruiting campaign. In cooperation with the State Department of Education and the colleges and universities which train educational personnel for exceptional children in Illinois, the Illinois Council for Exceptional Children has conducted career days and other efforts which have brought major numbers of recruits into Illinois colleges. It is interesting to note that currently, in 17 colleges with such training programs in Illinois, 3,572 students are enrolled with majors in the field of special education. Similar efforts are underway, or are being planned by the Council for Exceptional Children units in other states.

The Council for Exceptional Children has a Committee on Recruitment which is currently developing a career brochure which we hope to have printed in time for use by high school counselors next fall. These brochures will also be available to our state units and to others who request them. Furthermore, the Committee on Recruitment is considering other ways in which the Association may become active in this field.

Many colleges and universities conduct their own recruitment campaigns. We believe that the financial assistance in HR 7819 for recruiting personnel would provide greater substance to the efforts now underway. We hope that the scope of this provision might include short-term stipends for students to work in summer settings for the handicapped, such as schools, camps, and recreation programs, so that a brief experience would be available to assist the student toward a career decision.

We also hope that information of all kinds, as indicated in the bill, could be disseminated through brochures, career films, radio and television spot announcements, and programs especially designed for educational television stations as well as for public service time on commercial television stations. In short, we hope that all possible media and methods which might have an impact on the recruitment of students would be possible through this legislation.

Thirdly, we want to warmly endorse the proposed expansion of the "Films for the Deaf" program to include all handicapped persons. The Captioned Films for the Deaf program started first through private resources, but became a federal program when it became obvious that the needs in this field were so great that the Government had to become responsible for its support. We believe that this program has already brought educational benefits to thousands of children in schools as well as to the adult deaf.