cause when we go, say, to Korea, and the Lutheran Church, the Lutheran World Relief passes out the food, without saying so at all, the people that receive the food link it with the Lutheran Church and somehow we have a preferential status in their eyes.

We think this is a dangerous situation whether it applies to the Catholics or various groups of Protestants. In fact, we are having conversations with the executive branch of the Government particularly about the situation in Taiwan, where a substantial program is carried on with the Catholics administering it one month and the Protestants in another month, alternating it back and forth, giving rise to some very unpleasant, ticklish situations there.

And we are ready to press the view that food provided by Government in an area where the Government provides the list of people that are in need should be administered by the host government rather than by American voluntary agencies. So we are reexamining that whole area with some twinges of conscience about some things that have happened.

Senator MORSE. I will ask you this question in response to your reply: Yesterday in my own home in Eugene, Oreg., a couple of my good friends, who are prominent people in Oregon and who have just returned from a very extensive tour of South America, came up to my home out of pure friendship on a social call.

In the course of discussion they took advantage of the opportunity to scold me, as I said, because of my position on loans to private schools. They were very much opposed to my view. They told me what it would lead to, according to their judgment, and they deplored the use of foreign-aid funds in the field of religious activities abroad. It was their interpretation that our program would lead to religious activities no matter how we clothed it, if the funds were routed to a church for educational administration.

I mentioned the incident to give you some idea of the problem from my standpoint. What we want to follow is a clean-cut constitutional line in regard to this very, very controversial legislation.

Mr. VAN DEUSEN. I didn't quite understand your original question about South America. I would feel that if the result of this aid to church-operated schools-that this would be unwise, even though it were in another country. If it were a matter of the Catholic Church in that country or a Roman Catholic group from the United States in cooperation from their opposite numbers administering a relief program, then we think that this would be feasible under the present setup, provided this administration of relief were to the people who needed it regardless of creed and race.

This has been our principle right along. Wherever we have sent Government funds or Government food to distribute, we insist that it must be completely at the other end on the basis of the greatest need, without regard to religious lines at all on the receiving end.

Senator MORSE. Thank you very much, Dr. Van Deusen. You have been very helpful with us.

Reverend VAN DEUSEN. The officials of the National Lutheran Council felt, however, that it would be inconsistent to take a firm position at that time and then remain silent when the same issue, thinly disguised, came up for discussion in a different context which might encourage its passage without full consideration of the implications. We felt that the time had come to speak even more plainly than before in an effort to underscore the dangers implicit in a trend that may result in the serious weakening of the American public school system and the infringement on the principle of equal treatment of all religious faiths. We have done so in continuing Christian love for our brothers of the Roman Catholic faith, and with a deep sense of responsibility in helping to find the most effective relationship between church and state in a pluralistic society.

Senator MORSE. Thank you very much, again, for this very objective statement you have made.

Senator CASE. I have no questions.

Senator MORSE. Thank you very much, indeed.

The next witness will be Mr. Wilbur S. Edwards, vice president, Encyclopaedia Britannica Films, Inc. Mr. Edwards, we are very glad to have you with us. You may proceed in your own way.

STATEMENT BY WILBUR S. EDWARDS, MEMBER OF THE EDUCATIONAL COMMITTEE OF THE NATIONAL AUDIO-VISUAL ASSOCIATION AND VICE PRESIDENT OF ENCYCLOPAEDIA BRITANNICA FILMS, INC.

Mr. EDWARDS. Thank you, Mr. Chairman.

My name is Wilbur Š. Edwards. I am a member of the Educational Committee of the National Audio-Visual Association and vice president of Encyclopaedia Brittanica Films, an organization that produces and distributes educational films expressly for the schools of our country.

I expect that some members of the subcommittee will recall the first hearing on the National Defense Education Act when Maurice Mitchell, president of my company, showed excerpts from some of these educational films.

Senator MORSE. I remember it very well, favorably.

Mr. EDWARDS. As I recall, he also showed segments of complete courses on film in the sciences. Mr. Mitchell is presently on his way to Addis Ababa to attend the meeting of African nations called by the United Nations to discuss the educational future of these countries.

I am pleased to have this opportunity to appear before you because I have personally seen at firsthand the results of funds provided by the NDEA. For example, high school students throughout the country are studying physics under Dr. Harvey White, vice chairman of the department of physics of the University of California, an internationally recognized master teacher of physics, by means of 160 halfhour films constituting a complete introductory physics course. half the funds for this course provided by the NDEA, thousands of students are studying at the feet of Dr. White; students who otherwise would not have been able to secure such an exciting and meaningful introduction to this important area of science.

With

Thousands of other students have been afforded an equal opportunity in chemistry under Dr. John Baxter of the University of Florida.

Occupied as you are in legislative matters pertaining to education, I think you will be interested in a few statements of teachers whose use of these materials was made possible by the NDEA :

Dr. White can do more in 30 minutes than I could in 2 hours. (Mr. Frank Horton, Central High School, Charlotte, N.C.)

We couldn't match that equipment in the films in a thousand years. (Mr. William Johnson, Calaveras High School, San Andreas, Calif.).

I haven't

This is the only way we could ever offer physics to our students. been able to hire a qualified physics teacher in years. (Mr. J. K. East, Horry County Schools. Conway, S.C.).

I had two students who topped Arkansas and Missouri combined in grades on a nationwide test. Our seniors of last year who took the course in physics as taught by Dr. White in films are having no trouble with their courses in college physics and have expressed gratitude for what they learned last year. (Mr. John T. Griffith. Jacksonville, Ark.)

Statements of equal enthusiasm are made throughout the United States wherever media of this kind are used.

In other schools, as far down as the first grade, students are speaking Spanish because the National Defense Education Act made it possible for these schools to have superb instruction, accompanied by fluently spoken Spanish on recordings, and stimulating filmstrips that have made the learning of this modern foreign language fascinating.

I am sure that results equally as impressive could be told to you by other producers of materials and equipment. Through the National Defense Education Act, new excellence in education has been achieved. There are few things that work perfectly and certainly in establishing the machinery for the National Defense Education Act there are problems. But when these problems are considered in the light of the total project which is making such a significant contribution to the educational standards of our country, they are minimal. The value of NDEA reaches far beyond its immediate area. It has been a fresh stimulus for the entire educational system. Further, it has demonstrated to the parents that it is possible to do something about education in this country. The mothers and fathers of the students who topped all students in Arkansas and Missouri on that nationwide physics test saw at first hand the effect of the injection given by the NDEA. The NDEA has not only made an important contribution to the sciences-it has also made a vital contribution to the science of teaching with the availability of materials such as those of Dr. White and Dr. Baxter which high school teachers have understudied.

Having begun such an important work, it is the hope that the NDEA will be continued. With the problems we confront as a nation, the continuance of those forces aiding and abetting the educational accomplishments of our future citizens would seem worthy of the highest priority.

I want to urge that this committee, several of whom participated in launching and creating this act in the first instance when it was the Hill-Elliott Act, protect and defend the integrity and essential purpose for which this act was conceived.

I would like to make it clear that many organizations, including mine, have excellent and abundant materials in the area of providing instruction in physical fitness. The question, however, which I should like to raise stems not from the availability of materials which could be readily purchased if physical fitness is included in the act, but whether the purposes and intent of the NDEA can be properly carried out if funds are made available for physical fitness as contrasted to academic pursuits.

The point is not whether physical fitness is, of itself, deemed advisable. I believe that most Americans recognize the need for strong bodies to accompany well-developed minds. However, the NDEA came into being because of the intellectual and scientific challenge to our country. Its intent, as outlined in section 101 of the act, the findings and declaration of policy, states:

The Congress hereby finds and declares the security of the Nation requires the fullest development of the mental resources and technical skills of its young men and women. The present emergency demands that additional and more adequate educational opportunities be made available. The defense of this Nation

depends upon the mastery of modern techniques developed from complex scientific principles. It depends as well upon the discovery and development of new principles, new techniques, and new knowledge.

This is the objective you have been able to accomplish with the money provided under the National Defense Education Act.

When you wrote this act, you also focused attention on the desire and determination of the United States to give its young people encouragement and recognition in intellectual pursuits. This original purpose should not now be diluted to include physical fitness. I would also raise the question that, should limitations be placed upon the wording of the act, that, with the necessary freedom permitted the States, individual situations could arise where the body would take precedence over the mind.

Recognizing the importance of the physical development of our youth, if provision of funds for this purpose is now deemed important, would it not be preferable to have these funds made available through a separate bill? In this way the National Defense Education Act would be permitted to continue to carry on, aggressively and unhindered, programs for scholastic achievement so important to the present and future of our Nation.

Finally, I understand an amendment to part B, title VII has been proposed by the Department of Audio-Visual Instruction of the NEA providing funds for "the holding of institutes and workships for the training of teachers, school administrators, principals, new educational media specialists, supervisory personnel, or faculty members of institutions of teacher education in the utilization of new educational media.”

The availability of materials in the areas specified under NDEA is accomplishing a great deal. Added teacher skills in the use of these materials can accomplish even more. This is especially so with the continued development of new techniques in the skillful application of these materials and the development of new equipment and materials themselves. The inclusion of funds under title VII for the training of teachers in the utilization of new educational media would be a significant step.

To your wise judgment and that of your colleagues will be left the determination as to whether the National Defense Act should be extended to include subject areas other than science, mathematics and modern foreign languages. I will only observe that, as I travel across the country, I hear more and more expressions of hope by educators for the inclusion of other essential academic areas such as English, history, and geography which are consistent with the original purpose of the act.

In conclusion, I wish to thank you for the privilege of appearing before you and to say that the impetus which has been given to education in our country through the availability of funds under the NDEA is not only helping to improve the intellectual achievements of individual students, but is indeed raising the entire educational standards of our country.

I hope the committee will preserve the purposes of the bill intact, and not permit it to become an omnibus.

It has been suggested here this morning that textbooks be included under the act in title VII and title III. I should like to make the personal observation that my company produces written materials.

that can be used by themselves, and in conjunction with other audiovisual aids. We certainly need textbooks in our schools, along with new school buildings and higher teachers' salaries. There are a great many needs we have in education in our country.

As worthwhile as these needs may be, to say they should fall under NDEA is to change the character of the legislation, and where you change the character of the NDEA you weaken its purpose which was, and is, to develop the minds of our young people for the future security of our country through new media of communications in education.

(The prepared statement of Wilbur Edwards follows:)

STATEMENT BY WILBUR S. Edwards, MEMBER OF THE EDUCATIONAL COMMITTEE OF THE NATIONAL AUDIO-VISUAL ASSOCIATION AND VICE PRESIDENT OF ENCYCLOPAEDIA BRITANNICA FILMS, INC.

Mr. Chairman and members of the committee, my name is Wilbur S. Edwards. I am a member of the educational committee of the National Audio-Visual Association and vice president of Encyclopaedia Britannica Films, an organization that produces and distributes educational films expressly for the schools of our country. I expect that some members of the subcommittee will recall the first hearing on the National Defense Education Act when Maurice Mitchell, president of my company, showed excerpts from some of these educational films. As I recall, he also showed segments of complete courses on film in the sciences. Mr. Mitchell is presently on his way to Addis Ababa to attend the meeting of African nations called by the United Nations to discuss the educational future of these countries.

I am pleased to have this opportunity to appear before you because I have personally seen at firsthand the results of funds provided by the NDEA. High school students throughout the country are studying physics under Dr. Harvey White, vice chairman of the Department of Physics of the University of California, an internationally recognized master teacher of physics, by means of 160 half-hour films constituting a complete intermediate physics course. With half the funds for this course provided by the NDEA, thousands of students are studying at the feet of Dr. White; students who otherwise would not have been able to secure such an exciting and meaningful introduction to this important area of science. Thousands of other students have been afforded an equal opportunity in chemistry under Dr. John Baxter, of the University of Florida. Occupied as you are in legislative matters pertaining to education, I think you will be interested in a few statements of teachers whose use of these materials was made possible by the NDEA:

"Dr. White can do more in 30 minutes than I could do in 2 hours." (Mr. Frank Horton, Central High School, Charlotte, N.C.)

"We couldn't match that equipment in a thousand years." (Mr. William Johnson, Calaveras High School, San Andreas, Calif.)

"This is the only way we could ever offer physics to our students. I haven't been able to hire a qualified physics teacher in years." (Mr. J. K. East, Horry County Schools, Conway, S.C.)

"I had two students who topped Arkansas and Missouri combined in grades on a nationwide test. Our seniors of last year who took the course in physics as taught by Dr. White in films are having no trouble with their courses in college physics and have expressed gratitude for what they learned last year." (Mr. John T. Griffith, Jacksonville, Ark.)

Statements of equal enthusiasm are made throughout the United States wherever media of this kind is used.

In other schools, as far down as the first grade, students are speaking Spanish because the National Defense Education Act made it possible for these schools to have superb instruction, accompanied by fluently spoken Spanish on recordings and stimulating filmstrips that have made the learning of this modern foreign language fascinating.

I am sure that results equally as impressive could be told to you by other producers of materials and equipment. Through the National Defense Education Act, new excellence in education has been achieved. There are few things that work perfectly, and certainly in establishing the machinery for the National