in the Family Seminar were Education — A Family Affair; Your Schools - A Vital Asset and the Culture of a Community.

During the Fall Semester the students enrolled in Communications, The American Public Schools, Practicum in Educational Technology and Special Endorsement in Chosen Field. The Communications course sought (1) to enable the student to recognize the validity of the Black dialect along with the standard dialect and to sense the appropriateness of each and (2) to use the medium of Black writings for providing a relevant setting to help the student improve his reading and writing skills. The American Public Schools course included: (1) an examination of the role of the public school in American Society from a historical perspective as well as an examination of current issues and trends; (2) an examination of organizational patterns of schools and classrooms and what these patterns were intended to do; and (3) an examination of urban city schools and some of the problems and issues they must face if they are to be reformed.

The Practicum in Educational Technology was taken each semester. It served a dual purpose; first, it provided an arena for the students to discuss many of their classroom problems and issues as mentioned earlier and, secondly, part of the practicum was utilized for the identification and teaching of tasks the student was expected to perform in the classroom. Instruction ranged from the construction of audiovisual materials to the examination of the relationships between the music of a number of cultures in terms of the constituent and expressive elements of music. Evaluation of the student's performance in the classroom led to the creation of the Special Endorsement in Chosen Field course. The students were evaluated as to how well they were able to perform their tasks and apply learned concepts. Formal and informal evaluations were made by their cooperating instructors, team leaders and university personnel. A student could only receive credit for the practicum and the special endorsement if he were enrolled in both during the same semester.

Other courses taken during this first year of study were Science, Recreational Leadership, Crafts and Designs, Ethnic Group Recognition in Public Schools and How Children Learn. Instruction in the Ethnic Group Recognition emphasized effective and meaningful methods to incorporate in the elementary curriculum relevant ethnic material. The How Children Learn course was orientated toward working with urban and culturally different children. This course was aimed at giving the student an understanding of how children learn and the relationship of learning to their social, emotional, and physical growth. An underlying assumption that teacher behavior is a critical determinant in the learning process led to a concentration on what teachers do to inhibit growth and learning and what teachers can do to encourage learning. A second assumption that self-knowledge is a prerequisite to effective communication and teaching led the class through group exercises directed at introspection and communication. Two education majors were selected to work as paraprofessionals in this course. Their responsibilities included planning and preparing experiences with the instructor, acting as facilitators for group interaction and serving as a model for the students.

During the second year of their training the students became involved in

more sophisticated professional educational courses such as a combined language Arts-Social Studies and a Science-Mathematics block for the elementary grades. The general educational courses studied at this time were Mathematics, AfroAmerican History and the Foundations of Society. In the Foundations of Society course the student was provided with a perspective of the serious crisis of our urban environment. This purpose was accomplished by providing him with a combined historical, philosophical, social and political perspective on the urban condition. One important facet of this course was its focus on an examination of the power structure of a city.

Another major constituent of this program consisted of supportive services. These services ranged from counseling to the provision of child care, tutoring, homemaker service, team leaders, G.E.D. study sessions, referral to the rehabilitation center, temporary financial aid and instructional materials.

Dr. Edward Barnes has stated that now is the time to view the role of the counselor in terms of needs of people rather than in terms of functions. Therefore, Dr. Barnes suggests Black counselors for Black Students or white counselors who comprehend the problems and needs of Blacks. Indeed Black counselors under the influence of a white society might be as harmful to Black interests as the white counselors are. Dr. Barnes also discusses that a counselor should in some ways be a social worker, as well as a catalyst for social change.

Later in the same paper Dr. Barnes stated: "The need for Black counselors for counseling Black students is indisputable. Black students are better able to relate to and identify with Black counselors. The Black counselor, committed to the Black person's freedom, can help him understand the conflicts between his values and those of the white society. The Black counselor is more likely to use the language which the Black students understand. In general, the Black counselor is much less removed psychologically, sociologically, economically and culturally from his counselees."

Any valid educational model for urban education must include counseling and supportive services that reflect the preceding attitudes. The professional counselor, instructors, and staff must possess an acute awareness of the academic, nonacademic, cultural and personal problems and needs of the urban student. Experience with the Career Opportunities Program at I.U.S.B. has reinforced the idea that counseling cannot be overemphasized. The wide range of academic problems (high school pushout to college dropout) and personal problems (financial problems to marital problems) which had to be dealt with dictated a highly integrated counseling service. Each student's problem was given the fullest consideration and appropriate steps were taken to help him solve his problem.

The Career Opportunities Program at Indiana University at South Bend reflects the understanding of the need for change in educational programs to solve the problems of the Black. Continuing evaluation is being conducted to

5 Edward J. Barnes, "Counseling and the Black Student: The Need for a New View," University-Community Educational Programs (Pittsburgh: University of Pittsburgh, August,

1970).

• Ibid., p. 2.

provide information contributing to ongoing program development. This program is one step toward solving the many problems that Blacks face in urban America.

REFERENCES

Barnes, Edward J., "Counseling and the Black Student: The Need for a New View," University-Community Educational Programs, University of Pittsburgh, Pittsburgh, Pennsylvania, August, 1970.

Bruner, Jerome, "The Process of Education Revisited," Phi Delta Kappa, September, 1971. Dentler, R. B. Mackler, M. Warshauer, eds. The Urban R's: Race Relations as the Problem in Urban Education, New York: Center for Urban Education, 1967.

Dixon, Norman & H. P. Baptiste, Jr., "Black Survival and Black Education," NOTRE Dame JOURNAL OF EDUCATION, V-1, No. 2, 1970.

Featherstone, Joseph, "The British and Us," The New Republic, September 11, 1971, p. 21. Silberman, Charles E., Crisis in the Classroom, New York: Random House, 1970.

Smith, Donald, "The Black Revolution and Education," R. L. Green, ed. Racial Crisis in American Education. Chicago: Follet Educational Corporation, 1969, p. 63.

The Black Scholar, April, 1970, published by the Black World Foundation, San Francisco, California.

Mr. BRADEMAS. Thank you very much, gentlemen.
Chairman PERKINS. Go ahead with your statement.

Mr. HIRSCHINGER. Even though I am a graduate of Purdue and we beat Notre Dame quite often, I would not object to that, Congressman Brademas.

Mr. Chairman and distinguished members of the committee, I sincerely want to thank you for the opportunity of appearing before you today so that I may share with you some of my feelings as a teacher in a title I program and also the concerns of the teachers and citizens of the State of Indiana.

I do not profess to be an expert on educational funding but I do, as a teacher, a teacher leader and citizen of Indiana, know of the problems that we are currently facing in the educational arena of my State.

And gentlemen, that No. 1 problem is finance. At the present time approximately one-third of our schools in Indiana are at their tax maximums for operating funds. These corporations employ almost one-half the teachers in Indiana who are trying to provide good education for almost one-half of our student population.

Now the question must be raised, "Where are we going to get the moneys needed to maintain our schools and their present educational programs? We ask the local taxpayer-"Can you help?" The answer comes back, "No" because he is already paying the maximum rate allowable by law.

We ask the State legislature to finance public education by a larger percentage than the current 38 percent, and our pleas fall on deaf ears. Gentlemen, I am here today believing that your ears are open, and that you are concerned with providing our students with the types of educational programs that they so drastically need in order to compete equally with all of the citizens of this great country.

We know, as do many others, that the local property tax which is now supporting our schools at over 57 percent has a discriminatory effect on the educational opportunities of our children.

Sure, we have a lawsuit in our courts at this time, hoping to get a judgment similar to the Serrano v. Priest judgment in California, but the problem isn't one that will be answered by a judge's decision. It is a problem that must be answered legislatively at the State and Federal levels.

We must build a partnership between local, State, and Federal funding of our educational system that is much more equitable than the one we have at present.

In Indiana, in the school year 1970-71, the Federal Government. provided approximately $16 million in title I funds. This was a big help for without it one-tenth of our public school population would not have received the special help programs that were provided.

Let me give you some personal experience. In the Lafayette School corporation I teach in a title I program in the summer for 7 weeks. We provide remedial instruction in mathematics and reading. In my area of mathematics, in the summer of 1970, the students showed a 60-percent average gain in knowledge of computational skills.

That is a significant increase and it would not have been achieved had it not been for the title I funding. Our program cost approximately $90,000. That is 9 cents on our local tax rate which we could

not have levied because we are already at our maximum allowable rate.

Therefore, the program could not have been offered. Being on the firing line in the classroom, I have seen these funds produce results that would otherwise have not been possible. So, I urge you to continue to fully fund the title I program and other specific Federal programs such as the NDEA title III and ESEA title III.

The NDEA title III matching funds, which sometimes elude the President's budget, amounted to $1.2 million in Indiana, yet we had requests from local school corporations for over two and a half times that amount in matching funds.

ESEA title III provided funds amounting to slightly over $3 million, yet funded less than one-third of the programs that met all the criteria and evaluation of the administration.

The teachers in Indiana are ready to provide the programs. We need the funds. I see the results of the current funding and I see the need for the continuation of this Federal funding for specific programs such as those I have mentioned, but at a higher level than at present if we are to achieve our goal of equal educational opportunity for all of the youth of our Nation.

Yes, we need further expansion of Federal support beyond the 61% percent. It needs to be doubled and doubled again and it should. be primarily general in nature with specific categorical programs to bolster national priorities not covered by general funds.

Education in Indiana has changed to meet the needs of the children, but we are now at that point where continuation of our progress or, in some cases, the halting of our regression can only be realized by a complete overhauling of our local and State tax structures and, in turn, a realization on the part of Congress that the Federal Government must come to grips with the educational crisis across the Nation by paying its fair share of the bill for quality education. When it comes to specifics on certain general and categorical aid bills under your consideration, I certainly would recommend to you the testimony of the representatives of the National Education Association for they are truly speaking for the teachers in Indiana as well as the entire country.

STATEMENT OF WILLIAM BIANCHI, UNISERV DIRECTOR, SOUTH BEND EDUCATION ASSOCIATION

Mr. BIANCHI. Thank you Congressman and members of the committee. I thank you for giving me the opportunity to speak before you. I work for the teachers of South Bend, Ind., and I want to start off by saying thank you from the over 400 teachers and 10.000 students that are directly aided by Federal projects in our schools.

There are 3.500 students in our school corporation, so we have been able to involve approximately a third of our students in Federal programs. We had a total corporation budget of nearly $32 million last year of which $3 million came from Federal sources.

Our biggest projects are title I and Headstart with a half million apiece and the State has just placed an application with the regional office under title III for approximately $300,000 for aid and instuctional purposes.