SCHOLARSHIP AND LOAN PROGRAM FRIDAY, MARCH 14, 1958 HOUSE OF REPRESENTATIVES, AND SUBCOMMITTEE ON GENERAL EDUCATION, COMMITTEE ON EDUCATION AND LABOR, Washington, D. C. The subcommittee met, pursuant to recess, at 10: 15 a. m., in room 429, Old House Office Building, Hon. Carl Elliott presiding. Present: (Subcommittee on Special Education) Representatives Elliott (chairman), Green, McGovern, Wainwright, and Nicholson. (Subcommittee on General Education) Representatives Metcalf, Thompson, Udall, and Haskell. Also present: Representatives Wier, Griffin, and Dixon. Staff members present: Fred G. Hussey, chief clerk; John O. Graham, minority clerk; Charles Ryan, general counsel; Kennedy W. Ward, assistant general counsel; Russell C. Derrickson, chief investigator, and Mary P. Allen, clerk (Subcommittee on Special Education). Mr. ELLIOTT. The two subcommittees hearing the matters pending will be in order. First, let me say that I see the gentleman from Utah, Mr. Dixon, in the audience. I wonder if he would care to come and sit with the committee. We welcome you, Mr. Dixon. Our witness today is Dr. Wernher von Braun. Dr. von Braun is Director of Development Operations of the Army Ballistic Missile Agency at Redstone Arsenal, Huntsville, Ala. Dr. von Braun, regarded by many as America's No. 1 missile man and the father of the United States Explorer satellite, was born in Germany 45 years ago. He received his doctor of philosophy degree in physics from the University of Berlin at the age of 22. Since 1930 Dr. von Braun has been working on rocket fuels, first with the German Society for Space Travel, and then the German Ordnance Department. He directed development of the famous German rockets of World War II. Dr. von Braun came to the United States in 1945 with other German rocket scientists. He came to Redstone Arsenal as technical director for the guided missiles development in 1950. In 1955 he became a citizen of the United States. Dr. von Braun is a member of the Special Committee for Space Technology, the National Advisory Committee for Aeronautics, a fellow of the American Rocket Society, the American and British Interplanetary Societies, and he heads the Rocket City Astronomical Association of Huntsville, Ala. I might say parenthetically that Dr. von Braun has been heard to inquire, according to hearsay on my part, how he is to continue to get the satellites off the ground if he has to spend all his time before congressional committees. Today marks for him several appearances in Washington, to my knowledge, this spring, this year, but we are honored, Dr. von Braun, that you feel that our study of the problems of American education are of sufficient importance to give us some of your time to come here today. We appreciate it very much. You may proceed in any manner you see fit. STATEMENT OF WERNHER VON BRAUN, DIRECTOR, DEVELOPMENT OPERATIONS DIVISION, ARMY BALLISTIC MISSILE AGENCY, HUNTSVILLE, ALA. Mr. VON BRAUN. Mr. Chairman, I have prepared a statement. With your permission, I would like to read that first. Mr. ELLIOTT. You may do so. Mr. VON BRAUN. Mr. Chairman, and members of the committee: The Communists' threat to the free world extends far beyond armies and politics. It involves every aspect of our way of life: Religion, economics, industry, science, technology, and education. If we recall the generally low technological status which the Soviets evidenced during World War II, and evaluate the tremendous physical damage inflicted upon Soviet industry by the war, it becomes frighteningly clear that their rate of progress in those areas which they have carefully selected for maximum effort greatly exceeds ours. The choice they have made between tools of power and consumer goods is obvious. The real peril lies in enormous momentum they have built up in a dynamic program to attain supremacy in science and technology. The state-controlled educational system is turning out competent engineers and scientists in greater numbers than ours. It is upon this broad foundation that the Russian is waging his campaign for world domination-not upon the gleanings derived from picking the brains of captive, foreign scientists as many still seem to believe. The Soviets have grasped the significance of man's imminent conquest of space and have moved far along the road in that direction. Clearly, we must accelerate our effort in several areas at a rate calculated to overtake and surpass the Russian advantage because the loss of this race inevitably would cost us all we treasure our freedom itself. While the primary concern must be with national defense, I would emphasize the point again that superiority in weaponry alone-if we can attain and maintain it-is not sufficient. We are faced with a challenge that can only be overcome by the united will and effort of free peoples in every phase of our civilization. It is my understanding that the members of this committee want my views on scientific education generally as it relates to national defense. It is my conviction that the problem, as I have stated, cannot be dealt with exclusively in terms of weapons which are usually considered the outward manifestation of our defense posture, when placed at the disposal of adequate and well-trained forces in being. Modern defense programs, such as the long-range rocket systems, ballistic and guided missiles, supersonic aircraft, radar detection systems, antiaircraft and antimissile defenses, are the most com plex and the most costly, I suppose, in the history of man. Their development involves all the physical sciences, the most advanced technology, abstruse mathematics and new levels of industrial engineering and production. The efficient operation and effective maintenance of such devices require a new kind of soldier, who may 1 day be memoralized as the man with the slide rule-a 20th century counterpart of the musket-bearing farmer. For these reasons alone, it is vital to the national interest that we increase the output of scientific and technical personnel so that the input of trained manpower in the Government, industry, research institutions, college and public school classrooms, and the Armed Forces will be of sufficient quality and quantity to meet the requirements of the technological revolution which we are currently experiencing. I would state the problem in these words: First: We must recruit more young people into scientific and technical careers. Second: We must make these careers more attractive to induce more young people to select them. Third: This involves inspiration, at home as well as in school; competent teachers, adequate laboratories and libraries, assistance to those who require it to finance undergraduate study at least, provision of fellowships or other stipends, to encourage graduate study. It would seem a decision must be made as to whether we can expand our scientific, mathematic, and language curricula within the existing course structure; whether it is advisable to establish technical schools apart from those secondary schools offering various courses of study; whether to revise our offerings, particularly in the secondary schools, to eliminate some of the more enjoyable in favor of the more demanding mental disciplines. These questions must be answered in each community because it is very much in the American tradition that the provision of public education is strictly the concern of the school district in the administration of the program. It is also, of course, the Nation's concern that schools and faculties and necessary impediments should be adequate to meet the needs not of today only, but of the world in which the student will live 5, 10, and more years from now. It is preparation for tomorrow which is the fundamental requirement underlying our approach to free and universay education, and it is upon the adequacy of that preparation that we must evaluate the performance of our system. I believe it is entirely proper and in keeping with the democratic tradition for the Federal Government through the responsible agency to furnish necessary assistance for the support of an adequate educational system. We have for some years supported our farm economy by large sums of money appropriated for the control of crops. It seems to me that it makes little sense to overlook the most important crop of all; namely, the minds of our children. If the Federal Government can properly assist the States in the provision of an adequate highway system for national defense, it can and should assist the educational enterprise whose health and vitality are vital to our democracy. I know there has been Federal aid, running into substantial figures, furnished to schools and colleges. There obviously must be more, in one form or another, if we are to prepare our children for the future. If we fail in that, we fail them and ourselves. I am sure that the concrete evidence of congressional interest in this situation and the plain determination to do something about it will materially contribute to a practical solution. If it will aid your efforts, the following suggestions are offered-admittedly, I am not a professional educator, so these might be considered a layman's opinions: 1. The plans to stimulate teacher interest in summer courses and exter.sion studies are sound, but what about the utilization of the vacation periods by the students we want to interest in the sciences and mathematics and languages? Many towns and cities conduct summer schools for the upper grades and high schools for makeup purposes, or purely social or recreational programs. Certainly a boy or girl seriously interested in basic preparation would welcome the opportunity to continue physics, chemistry, trigonometry, or allied courses and thus advance his understanding of them. 2. Youth can hardly be blamed for turning to the more glamorous attractions during school years. Scarcely a newspaper in this country does not boast of one or more sports pages; radio and television coverage of athletics is in like proportion. But do you see any science page, or mathematics page? Do you hear any reports of scientific or technical competitions? The task of putting things in proper proportion is not exclusively the responsibility of the youngsters. What about the service clubs and the parents groups who promote football dinners, basketball soirees, and the like? These are healthy expressions of adult interest-but they ought to be balanced with some. recognition of and attention to the fundamental disciplines which are musts for tomorrow's citizens. 3. Some attention should be paid to evaluating the formulas by which Federal and State aid to local school districts are apportioned. I believe a common measure is average daily attendance. In effect, this tells the school administrator that if you want to get the maximum amount from the State capitol, it's your job to keep attendance at its peak. Is this perhaps an explanation for the snap courses, or other inducements to persuade the disinterested, uninspired teen-ager to linger on when perhaps his own best interests would be served by releasing him to find a job? A more realistic formula needs to be found which would more accurately measure the value of the school's services to the community. 4. Why not admit interested teenagers to adult classes in their areas of greatest interest? Many districts sponsor evening schools in order to extend their services to the older generation. If a boy wants to get more math, more science than he can handle in the normal school day, why stop him from taking as big a bite as he wishes? 5. I think we must guard against any tendency to measure whatever program the Congress and administration adopt in terms of numbers. Whether we are talking about numbers of students, numbers of fellowships, numbers of teachers, or numbers of any other factor. Let's face it-we are outnumbered by the Communist world. Our chief reliance must be placed upon the quality of our effort and the quality of its product. 6. There is a wholesome concern for guidance and counseling aspects of school administration. We must keep in mind, however, that attempting to guide or counsel a student when he is about to leave secondary school is rather a belated effort. If his aptitudes indicate scientific, mathematical, or linguistic ability, the time to find it out and advise him and his parents is at as early a date in his preparatory years as possible. Then only is it possible to shape his course of study, within the limits of the school's offering, in the right direction. There is little to be gained by telling the 1958 high school graduate that he could and should have studied science, if he has failed to acquire the basic_preparation essential for admission to college or university. 7. More attention is being paid to uncovering individual abilities and to encouraging outstanding students. Why not extend this to the teacher as well, and find some appropriate way to reward those performing exemplary service in the more difficult studies, instead of adhering to the rigid salary guides which reward mediocrity equally with superiority. 8. Fundamental to all of this is the need to bring parents to full realization of the impact of science and technology upon this and succeeding generations. Once that has been achieved, their influence will be felt where it can be of greatest value-in the home and in the community which governs the school. I have appreciated this opportunity of appearing before the committee and shall be happy to answer any questions you may have. Please bear in mind again that I am working under the handicap that I have no background whatsoever as an educator, so whatever I can say is a layman's opinion. Mr. ELLIOTT. Thank you very much, Dr. von Braun. I recognize the young lady from Oregon, Mrs. Green. Mrs. GREEN. I would just say, Dr. von Braun, that I am most grateful for you taking time out of your very, very busy day to come here. I am in such complete agreement with almost everthing you said that I have no questions at this moment. Mr. ELLIOTT. The gentleman from Delaware, Mr. Haskell. Why not extend this to the teacher as well, and find some appropriate way to reward those performing exemplary service in the more difficult studiesinstead of adhering to the rigid salary guides which reward mediocrity equally with superiority. In other words, under our present condition. How do you reward the teacher better? Do you have a specific suggestion how this might be done? Dr. Teller had one when he was here, and I was wondering if you might. Mr. VON BRAUN. I guess it is probably unavoidable that there is something like a salary structure, but you have that in civil service, too; and yet there are possibilities to reward the more capable and the more successful by giving them a higher ingrade rating or moving them up to a higher classified salary rating. In addition to that, of course, there is a possibility of giving teachers the opportunity to win some prizes for outstanding performance. Mr. HASKELL. As you, I am sure, know, amongst the teachers there is a great resistance to having any merit system. "Merit" is a word of animus among many of our educators, which I think is very unfor |