DESCRIPTION OF PROGRAMS STUDIED

It will be helpful at this point to give a description of the programs included in the study: Land-grant colleges; agricultural research; National Defense Education Act of 1958; college housing; cooperative research; school support in federally affected areas; vocational education; and school lunch and milk program.

LAND-GRANT COLLEGE PROGRAM

President Lincoln in 1862 signed the first Morrill Act, authorizing grants of land in 30,000-acre units to every State in the Union. Based on each State's population as determined by its representation in Congress, the funds from the sale of these units of land were to be used to establish colleges for citizens who desired broader education in agriculture or technology. Thus the institutions designed to receive Federal assistance became known as land-grant colleges.

By 1890, it was evident that the States were unable to support these institutions adequately without further aid, and Congress enacted the second Morrill Act, providing an initial yearly appropriation of $15,000 which would be increased annually for 10 years until the sum of $25,000 would be awarded to each State per year.

In 1907, the Federal Government again increased the annual appropriation to land-grant colleges by passing the Nelson amendment to the Morrill Act, through which the U.S. Department of Agriculture allocated Federal funds amounting eventually to $50,000 per State

per year.

An additional $20,000 for each State, plus variable additional amounts, was authorized by Congress under the Bankhead-Jones Act of 1935 (sec. 22). This act was amended in 1952, with further increases so that, under the Morrill-Nelson and Bankhead-Jones Acts, from 1953 through 1961, the Federal Government appropriated over $5 million each year to our State land-grant colleges.

In 1960, through Public Law 86-658, Congress again amended the Bankhead-Jones Act to almost double the amount of Federal funds going to the States. In fiscal year 1962 the Federal Government's contribution to higher public education programs in our land-grant colleges under the Morrill-Nelson and Bankhead-Jones Acts, amounted to a little over $10%1⁄2 million, or $140,000 per State.

Such appropriations pertain to only one kind of Federal assistance to these institutions. Other Federal funds are also received by landgrant colleges for programs related to experiment stations, extension. service, veterans' education, research, housing, fellowships, and other areas.

AGRICULTURAL RESEARCH: STATE AGRICULTURAL EXPERIMENT STATIONS

In 1887, Congress passed the Hatch Act providing for the establishment of agricultural experiment stations at State land-grant colleges to promote the "efficient production, marketing, distribution, and utilization of farm products and to assure agriculture a position in research equal to that of industry." This act authorized an annual

Hutchins, Clayton, D. Albert R. Munse, and Edna D. Booher, "Federal Funds for Education: 1958-59 and 1959-60," U.S. Department of Health, Education, and Welfare, Washington, 1961, p. 122.

flat appropriation of $90,000 to each State, the legislatures therein to determine how the funds were to be divided in cases in which more than one land-grant institution existed. Additional flat grants of $90,000 each were provided for in the Adams Act of 1906 and the Purnell Act of 1925.

Finally, the Hatch Act of 1955, as amended, consolidated previous programs, including also the Bankhead-Jones Act of 1935 with its amendments of 1946.

AGRICULTURAL RESEARCH SERVICE

Pure and applied research in all branches of science pertaining to agriculture plant and animal physiology, soil and water research, engineering technology, and pest control investigations have yielded valuable knowledge and opened the way for inestimable savings to the farmer and consumer in terms of dollars, man-hours of work and human health. The Hatch Act of 1955 provided that each State would receive funds equal to those being received in 1955 plus additional funds authorized by the act. Seventy-two percent of the agriculture research funds are allotted to the States, based for the most part on a formula allotting funds on the basis of rural and farm populations within each State (26 percent allotted on the basis of relative rural population and 26 percent allotted on the basis of relative farm population). These amounts must be matched by the States. Twenty-five percent of the research funds are allotted for regional agricultural research programs. No matching funds are required.5 A total of $64.4 million was appropriated in 1960.

AGRICULTURAL MARKETING RESEARCH

Under the Agricultural Marketing Act of 1946, funds have been made available by Congress for specific marketing research projects. The grants must be matched by non-Federal funds. By 1960, the number of research investigations had reached 434, embracing almost every area of agricultural marketing. The savings, according to the Secretary of Agriculture in his annual report of 1960, amounted to over $7 million a year in the handling and packing of perishable fruits and vegetables alone. Grain aeration, developed with the help of marketing research, promises savings of more than $9 million a year. A total of $4 million in 1960 was appropriated to this program.

THE NATIONAL DEFENSE EDUCATION ACT OF 1958

Nineteen hundred and fifty-seven-the year the Russians shot man's first space satellite into orbit-brought home to thinking Americans the undeniable fact that our educational programs, from primary grades through university graduate schools, must be strengthened and accelerated, in pace. Because the security of the Nation requires the fullest development of the mental resources and technical skills of its young men and women, Congress, in the National Defense Education Act, promulgated sweeping legislation touching every aspect of education throughout the United States and its possessions.

"Report of the Secretary of Agriculture: 1960," U.S. Department of Agriculture, Washington, p. 17. • Ibid., p. 54. 7 Ibid., p. 54.

President Eisenhower signed Public Law 85-864 in September 1958, in which eight broad programs were conceived by Congress. Under present law, this legislation will continue through fiscal year 1964. Title II. Loans to college students

Qualified, but financially dependent, undergraduate and graduate students may borrow up to $1,000 a year to a maximum of $5,000 at an interest rate of 3 percent a year in order to complete their college education. Special encouragement is given to those students who are planning to enter the teaching profession either in the primary grades or in the Nation's high schools, by "forgiving" such young persons up to 50 percent of the Federal loan if they teach 5 years or more in a public school system after receiving their degrees.

State educational agencies administering the program apportion Federal funds among the various colleges and universities within their jurisdiction, matching Federal funds on a basis of one State dollar for nine Federal dollars. In 1962, Congress appropriated $75,145,000 to the NDEA student loan program.

Title III: Financial assistance for strengthening science, mathematics, and modern foreign language instruction in the Nation's schools. This two-pronged program is designed primarily to assist public and private nonprofit elementary and secondary schools purchase laboratory equipment and teaching materials and to do minor remodeling of laboratory or other space modules so that the subjects of science, mathematics, and modern foreign languages can be taught most effectively. In 1962, $54 million was appropriated for these activities. Title III also provides for the improvement and expansion of State supervisory and administrative services related to the above objectives, for which $3,750,000 was appropriated in 1962.

Title IV: National defense fellowships

To increase the Nation's reservoir of college professors and faculty instructors, Congress established a nationwide fellowship program in colleges and university graduate centers throughout the country. addition to encouraging the graduate training of persons who wish to become college teachers, title IV has as a further objective the strengthening of teacher-training programs within universities, increasing the facilities available in this country for such training, and insuring a wide geographical representation of participating institutions.

Approximately 1,500 fellowships are awarded per year, with stipends beginning at $2,000 for the first year; $2,200 for the second; and $2,400 for the third year; plus $400 for each dependent. In addition, an amount up to $2,500 per year may be granted to the institution for expenses incurred in starting or expanding the program in which each graduate fellow is enrolled during his 3 years of graduate study. In 1962, $22,262,000 was appropriated for these purposes.

Title V: Guidance, counseling, and testing-The identification and encouragement of able students

When one out of every three high school students drops out of classes, the Nation loses potential manpower resources which it can ill afford to abandon. In making efforts to meet this problem, Congress promulgated legislation embraced in title V of the National Defense Education Act providing grants to State departments of education to improve counseling programs for high school students.

Designed to reduce the number of able students who leave school or who cannot afford the financial burden of attaining a college degree, the program not only attempts to identify the promising student at an early age but also to guide and counsel all students-average, below average, or gifted-with regard to the best utilization of their individual skills and abilities. In States not authorized by law to conduct testing programs for students in private schools, the commissioner of education arranges for such testing to be undertaken. In 1962, $15 million were appropriated by Congress to carry out this purpose, with the proviso that every Federal dollar be matched by a State or local dollar for such programs. A second part of title V attempts to build a corps of qualified guidance personnel. To accomplish this purpose, long- and short-term institutes or training courses have been underwritten by congressional appropriations which, in 1962, amounted to over $7 million. Personnel already active in counseling and guidance programs are eligible to attend the institutes as well as young men and women who wish to become members of this profession and who apply for admission to these courses as part of their training. Title VI: Language development

Part A: Language centers, fellowships, and research

Part B: Language institutes

Aware that our national security also depends upon our cultural understanding of many peoples-be they possible enemy or probable friend-Congress developed a many-faceted program designed to accumulate data about such peoples and to encourage speaking facility with and knowledge of their languages.

1. Centers for foreign languages and area studies were authorized to be established under contract with institutions of higher learning and the U.S. Office of Education. Federal funds underwrite the salaries of new faculty members, travel of staff to foreign countries, travel of foreign scholars to the centers, and library acquisitions. In 1962, a little over $2 million was allocated for this purpose.

2. Modern foreign language fellowships are awarded to individuals interested in acquiring a knowledge of and fluency in such tongues as Serbo-Croatian, Hindu-Urdu, Tamil, Bengali, Yoruba, Vietnamese, Russian, Swahili, Arabic, Chinese, and a number of other modern languages rarely spoken or taught in the Western Hemisphere. The U.S. Commissioner of Education is authorized to pay stipends to scholars pursuing advanced training in such esoteric languages if he deems such language skills are in the interest of the Federal Government, business, or industry, or if the scholar can give reasonable assurance that he will be available to teach the language he has selected. Close to $4 million were appropriated for such fellowships in 1962.

3. To facilitate instruction in modern languages, Congress also initiated a research program aimed toward finding more effective methods of teaching languages and for developing specialized teaching materials. These research projects and special studies used approximately $2 million in Federal funds during 1962.

4. Finally, language institutes for high school and elementary teachers of French, Russian, German, and Spanish have been sponsored with Federal funds under title VI. In 1962, $7,250,000 was appropriated to conduct short-term summer and full academic year courses in this area.

COLLEGE HOUSING PROGRAM

As with primary and secondary public schools, with virtual cessation of construction during the Second World War, the need for residential facilities on college campuses had been mounting. Indeed, the need for new residential facilities had been accumulating for almost 30 years. Congress in 1950, therefore, approved the College Housing Act, authorizing long-term, low-interest rate loans to public and private colleges and universities to the extent of $300 million. Administration of the program is vested in the Administrator of the Housing and Home Finance Agency, under title IV of the Housing Act of 1950, Public Law 475, 81st Congress, as amended.

After the Korean hostilities had once again suspended the program five important amendments were made in Public Law 345, 84th Congress: cafeterias, dining halls, student centers, student unions, infirmaries, and other health facilities were to be included; the maximum term of the loans was increased from 40 to 50 years; the total amount of the loans was increased from $300 to $500 million; the interest rates were lowered; and junior colleges were designated as eligible to participate in the loan program.

Ultimately, through Public Law 1020, 84th Congress, and Public Law 104, 85th Congress, the amount was increased to $925 million, and public and private hospital schools of nursing and State college agencies were added to that who might participate in the loan program. Finally, in Public Law 312, 86th Congress, further increases were authorized up to $1,175 million.

COOPERATIVE RESEARCH PROGRAM

Public Law 531, 83d Congress, authorizes the Commissioner of Education to "enter into contracts or jointly financed cooperative arrangements with universities and colleges and State educational agencies for the conduct of research, surveys, and demonstrations in the field of education."8 In 1962, 110 colleges and universities and 16 State departments of education participated in this program, for which Congress appropriated $5 million. Some of the areas of study which have been supported include attitudes and interests of pupils and teachers, child development, curriculum design, education of the mentally retarded and other handicapped children, education of the gifted, population mobility and its effects on education, theory of learning, and school dropouts.

Research scholars submit proposals through contracting universities. The U.S. Office of Education Research Advisory Committee reviews each project and evaluates it in the light of four criteria: (1) Significance of the problem for education; (2) soundness of the research design; (3) personnel and facilities available; and (4) economic efficiency, or relationship of procedure and probable outcome to expenditures.

U.S. Department of Health, Education, and Welfare. "Grants-in-Aid and other Financial Assistance Programs Administered by the U.S. Department of Health, Education, and Welfare." Washington, 1962, p. 193.