use by a university "honestly committed to helping the Negro" to get his house in order; 13 ways were suggested for adapting academic programs for minority students; and 10 ways were suggested for a university to influence the quality of education at the elementary and secondary levels. The Commissioner of Education, Francis Keppel, said that "Blueprint," was a document which represented a significant milestone of both commitment and cooperation toward progress in the National interest.

11

The American Council on Education published its own organ to inform the public and rally support for the expansion of educational opportunity. The organ was a newsletter, Expanding Opportunity/The Negro and Higher Education. Each copy was given over to a relevant statement or issue. In the interim Broadus Butler became the public champion for Blacks in higher education. He took leave from Wayne State University to become Special Assistant to the Commissioner of Education. His influence on the crystallization of sentiment in favor of a broadly based program of support for higher education is difficult to overestimate.

By the time the proposed Title III legislation was introduced in July 1965 by Congresswoman Edith Green of Oregon, the broad outlines of the issues to be faced were clearly evident.

1.

The strengthening and expanding of the activities of Black and other smaller colleges.

2. The development and/or extension of cooperative arrangements between "developing" institutions and stronger institutions and other entities.

3.

4.

The development of a national fellowship
program related to faculty development and
teaching effectiveness.

An effective method for identifying institu-
tions that should be assisted: Four-year
colleges or four-year and two-year colleges?

5. Emphasis on undergraduate instruction.

Each of these issues was taken up in the testimony of a number of witnesses and each provoked a great deal of discussion. When the House Committee on Education and Labor asked the Office of Education to develop a legislative program to aid small colleges, Broadus Butler, Peter Muirhead and Samuel Halperin supplied the key elements.

The Special Education Subcommittee of the House Education and Labor Committee held hearings between 1 February and 19 March 1965, with testimony offered by HEW Secretary Anthony J. Celebreezze, Commissioner of Education Francis Keppel, Vice Admiral Hyman G. Rickover, Homer D. Babbidge, representing the American Council on Education and the Association of American Colleges; Alfred T. Hill of the Council for the Advancement of Small Colleges; Elbert K. Fretwell of the Association of Higher Education; Fred H. Harrington of the National Association of State Universities and Land-Grant Colleges; Charles Chapman of the American Association of Junior Colleges; Harold Pfautz of Brown University; Broadus Butler, Assistant to the Commissioner, Office of Education; Newman Hall, Executive Director, Commission on Engineering Education; George Wells Beadle, President, University of Chicago; and others.

The Subcommittee on Education of the
Committee on Labor and Public Welfare of the
Senate held hearings in March, May and June
1965. Most of those named above (with the
exception of Butler, Hall and Beadle) also
testified at the Senate hearings. Among
those who appeared, in addition, at the Senate
hearings and whose contributions were relevant
to the discussion of Title III as proposed were
Elvis J. Stahr, representing the American Council
on Education and the Association of American
Colleges; Asa Knowles, President of Northeastern
University; James Dixon, President of Antioch
College; Isaac Beckes of the American Association
of Junior Colleges; Richard Hughes, Governor of
New Jersey; Senators Clark, Bartlett, and McGovern,

and others.

A major point of discussion in the testimony heard by the Special Subcommittee on Education of the House concerned cooperative arrangements. This refers to a provision which became a part of Title III and remains a necessary condition for acceptance into the program. Harold Pfautz gave testimony concerning the cooperative arrangement between Brown University and Tougaloo College. The

impression Pfautz gave was positive.

Samuel Nabrit favored

cooperative arrangements and offered practical suggestions for erecting such devices.

13

Broadus Butler gave testimony before the House Subcommittee on Education. Butler presented a prepared statement of 10 pages covering most of the subject matter found in the bill. Speaking on cooperative arrangments Butler said:

One of the most encouraging developments
in the present climate is the pairing of large

universities and small colleges in what are
called sister-relationships for mutual enhance-
ment. The smaller colleges need the direct
professional and technical resourcefulness and
personnel involvement which can be supplied by
the major universities and the major research
universities need the humanizing influence of
direct acquaintance knowledge of the small
college and its students -- and particularly
do they need the sensitivity which they are
now gaining about the methodology by which
small colleges have so successfully prepared
and converted so many economically deprived
youth into confident and capable young men and

women.

Moving to some concrete examples of cooperative arrangement, Butler continued:

Among such sister-relationships are seven
formally established between large universities
and small institutions and many inter-institu-
tional arrangements among smaller institutions.
Most of these are financed in part by the
institutions themselves and in part by private
foundations. One is financed in part by a
Federal research grant. The seven are:
versity of Michigan
Brown University
State College
Tennessee

-

Uni

Tuskegee Institute,
Tougaloo College, Florida
Florida A&M, University of
Knoxville College, University of
Wisconsin -- North Carolina College at Durham
--North Carolina A&T College at Greensboro
Texas Southern University (a four way sister
arrangement), Hampton Institute Cornell
University, and Indiana University
College. These do not exhaust the sister
arrangements because several are operating on an
informal basis and others are in discussion stages. 14

Stillman

Butler was especially concerned about reciprocal arrangements such as mutual exchanges. He pointed to the Woodrow Wilson Interns as an example. Butler's testimony was given during a time of expanding enroll

ments, thus he could safely base his arguments on the

need for space and programs to meet the needs of the expected horde of students.

Butler felt that Title III could make a definite contribution toward relief for small colleges from the

1. Inability to compete for highly qualified
personnel.

2.

3.

4.

Excessive teaching loads which militate
against research and ancillary scholarly
activity for the continued personal
development of the faculty members.

Disparity in grant allocations by both
private and government granting agencies
as between a few large institutions and
the many small colleges.

Inability of the small college to maintain
both quality and continuity even in areas
where they have strengths because of high
personnel mobility and/or loss of contact
by faculty with advances in their fields.

5. Poor instructional salaries which depress
faculty motivation.

6.

Lack of developmental offices and services to bring information and guidance to the administration of the college.

Butler closed his statement by expressing the

belief that, if passed, the measure would assist

developing colleges with four pivotal developmental activities.

2.

Special programs to enable faculty members of small colleges to renew and extend knowledge of their fields.