pretense of offering graduate instruction, but permits departments to multiply their advanced, specialized courses far beyond the needs of undergraduate students. Today this is almost universally the case. The availability of such instruction splinters what purports to be a liberal education, and needlessly raises the cost of operation" (op. cit.). [The italic is mine.]

In such a program for superior students, the first year should be strictly foundational; during the second year the work of the year of foundation should be broadened, and toward the end of the year the student should choose his area of concentration from one of the three broad fields of knowledge, the humanities, the social sciences, and the natural sciences and mathematics: the third year should be the year of concentration and integration with a large degree of responsibility placed upon the individual student. Thus we would haveThe first year: Foundation year.

The second year: Broadening the foundation.

The third year: Concentration and integration.

The successful completion of the program would have to be determined not only by daily performance, and grades, but by some type of oral and written examination which would meet the requirements of the faculty of Grand View College and the cooperating universities or colleges with a fifth year program.

In research, in any field, it nearly always is exceedingly difficult to move from a basic idea or principle to action, that is to getting the new thing itself started. This is what is responsible, so often, for the falling behind, the timelag, in the successful completion of new projects. I suggest the opening of the first semester, 1962-63, as the date for the beginning of the third year program at Grand View.

Personally, I believe that this is a plan which may be acceptable to a major foundation for a 3- or 5-year grant, provided, that there would be a sufficient number of universities in Iowa and in the six surrounding States that would be willing to cooperate over a 3- or 5-year period in the interest of experimenting with strengthening preparation for graduate work for superior students.

While I do have a fairly clear picture of the method which we should employ in moving ahead with this plan, I shall not now discuss this aspect of the problem.

Only experimentation, based on sound educational thinking and method, can prove the worthwhileness of the basic idea. But as it looks to me, in the light of the economic problems of higher education in the new church, I do not believe that we shall be financially strong enough to embark a full 4-year program until after 1968. As a 4-year college, we probably would have to be content with being a "typical" senior college for some years. Frankly, I think the transfer pattern to which I have referred and the changing character of our universities will require a very thoughtful reexamination of typical undergraduate education. A close examination of the basic underlying educational philosophy of what I have proposed will show that far from moving away from our tradition and heritage, we are probably coming closer to its realization in terms of the years ahead of us.

In the new church there ought to be at least one college which would be free to establish a new college plan without fearing that in so doing it would embark upon a downward extension of its work. I do not know of any other Lutheran college which is in a better position now to undertake such an educational experiment than Grand View College. I am persuaded that many educational leaders would welcome the news of such an experiment. There is much more that one could say, but this must suffice. I respectfully submit this plan for your consideration.

III. THE SIGNIFICANT CHANGE IN COLLEGE AND UNIVERSITY RELATIONS

Dr. Arthur M. Gowan's idea

In the fall of 1960, Dr. Arthur M. Gowan, registrar and director of admissions at Iowa State University, proposed a meeting for mutual benefit to the administrative heads of the university and the junior colleges. Nineteen junior colleges accepted the invitation and sent representatives to the meeting, which was held at the university on Monday, January 9, 1961. In addition to the junior colleges, the State department of public instruction was represented. President James F. Hilton and Provost J. H. Jensen headed the impressive list of 22 high officials and several faculty members of the university. It must

have been very gratifying to Dr. Gowan to see his proposal backed by his own university and splendidly supported by participants from the junior or 2-year colleges in the State.

The meeting in action

Dr. W. Robert Parks, dean of instruction, Iowa State University, served as chairman of the meeting. In his opening remarks he stressed that the meeting would be unstructured, and that there would be no speeches or papers. Parenthetically, I may mention that this did not mean, as we soon discovered, that the meeting was not planned. While there were no speeches prepared by the university people who were called upon by Dean Parks to explain the various programs, their remarks gave every indication of some preparation.

To me it was very significant that the chairman, Dr. Parks, did not follow up the very first question from the floor, which asked for (1) the university's conception of the role of the junior colleges and (2) whether the desideratum is not a master plan to be followed by every junior college. Provost Jensen pointed out that neither of these questions was germane to the objective of the conference. It was really exciting to note that the representatives of the university in discussing the complex and technical questions of course prerequisites, the number of credits acceptable from a 2-year institution, the junior college's own requirements, possible loss of credits, academic counseling, etc. did not rigorously emphasize inflexible university requirements, but the student; his needs in terms of his previous college education, his abilities and achievements as reflected in records and tests, and his educational objective at the university.

Reams of material

We were supplied with much informative material about the programs open to students in each of the following colleges: agriculture, engineering, home economics, sciences and humanities, and veterinary medicine.

It is eminently clear from this printed material that the students can take at least 12 years at a 2-year college and transfer to Iowa State University without any difficulty. In many instances, a student can take a full 2-year program before transferring. In contrast to colleges which operate on the semester basis, the student can enter at the beginning of any quarter in any undergraduate program. This is one fact which we should keep in mind in our counseling at Grand View.

Counseling at Iowa State University

I was fascinated by what Dr. Martin R. Fritz told me during lunch about their summer counseling for first-time students who plan to enter in the fall. The student counseling service will arrange for placement tests and preregistrations for those who wish to complete this phase of the enrollment and registration before the opening of the fall quarter. Many of the students bring one or both parents along, and the university provides facilities for overnight at a modest cost to the student and his parents.

Another aspect of their counseling service was explained to us during the afternoon session. We are enlightened about the special counseling service which is open to students in any school or to persons gainfully employed. This is in reality a public educational service for which the university charges a fee of $10. The procedure, in brief, is as follows: (1) a first interview with a counselor, (2) a series of comprehensive tests, and (3) a second interview during which the test results are interpreted. Two days, not necessarily consecutive, are required to complete this counseling service. The test results are given to the counselee and become his personal property. Upon his request the university will forward copies of the test results to other schools or to the employer, as the case may be.

A pertinent observation was made about the ACT program. It was called to our attention that these tests really are taken 1 year in advance of the university's own tests. In other words, the ACT do not give us fully up-to-date information in regard to the progress or retrogression which may have taken place during the intervening year.

The lighter side of the conference

The president of Iowa State University, Dr. James H. Hilton, officially welcomed the representatives from the junior colleges. He assured us of the

university's recognition of the significance of the junior colleges to higher education in Iowa. Dr. Hilton stressed the university's real interest in de veloping the best possible relations with the junior colleges. The reason was obvious: the growing demand for higher education.

The university served a fine lunch for the representatives in the great hall in the Memorial Union. Coffee and doughnuts were ready for us before the meeting officially opened in the forenoon. Grand View College was represented by the president and the dean. We both returned after a very full day to Des Moines with a feeling that the day was well spent.

Personal conclusions drawn from the meeting

1. The significant change in college relations in Iowa is in no small measure due to the private junior colleges' standing which has helped the whole junior college movement in Iowa.

2. Iowa State University's new emphasis on the student is well worth the careful evaluation of all who are interested in education.

3. Their use of printed material to supplement the university catalog strikes me as being tremendously helpful to the prospective student and his parents, and to counselors in high school.

4. The attendance at this conference convinces me completely that we need to think very seriously about engaging special personnel to prepare written material for distribution to high school students, homes, congregations, press, etc.

5. The cost of the meeting was not insignificant in terms of the time given by the more than 20 university officials and professors, plus the cost of the luncheon. I think that this college relations conference was good public relations. I should like to give some thought to a meeting or conference at Grand View on church and college relations to which we could invite clerical and lay representatives of the 134 or more Iowa congregations which will constitute the new synod. If this would have to wait, we could think in terms of a school and college relations meeting and invite a number of carefully selected high schools, public and private, to send their best guidance counselor, to a meeting at Grand View.

6. Some solid gains have been made in the Iowa junior colleges, and those who are competent to judge are no longer in doubt of what can be accomplished at the lower divisional level of collegiate education in a really good 2-year college.

Senator MORSE. Our next witness will be Dr. Alan T. Waterman, Director of the National Science Foundation.

Dr. Waterman, we are always glad to have you appear before our Senate committees and, particularly, before this one. Please proceed in your own way.

STATEMENT OF ALAN T. WATERMAN, DIRECTOR, NATIONAL

SCIENCE FOUNDATION; ACCOMPANIED BY WILLIAM J. HOFF, GENERAL COUNSEL, AND BOWEN C. DEES, ASSISTANT DIRECTOR FOR SCIENTIFIC PERSONNEL AND EDUCATION

Mr. WATERMAN. I have a statement to submit for the subcommittee and, if you wish, I will talk to the highlights and submit it for the record.

Senator MORSE. If you would introduce for the record, Doctor, your associates appearing in the hearing with you, it would be appreciated.

Mr. WATERMAN. Yes. On my left is Mr. William Hoff, General Counsel for the National Science Foundation; and on my right, Dr. Bowen C. Dees, who is Assistant Director of the Foundation for Scientific Personnel and Education.

Mr. Chairman and members of the committee, I am very pleased to appear before your committee this morning, and I shall address my

self particularly to S. 1241, although some of my comment will be pertinent also to the other bills before you.

The National Science Foundation has as its major role, the improvement of science training and education as well as the support of basic research, briefly speaking. I think it would be instructive first to tell you briefly our general philosophy about this topic.

We view our role in the National Science Foundation as comprising three categories that can be distinguished, although they are related. The first is the progress of science, the progress of basic research which we get by giving support to competent research people wherever they may be, and trying to provide them with the facilities and personnel that they may need.

This is largely determined by the suggestions and proposals from the scientists of the country, and must be so. They are the ones who see the opportunities. Superimposed on this, of course, there are critical areas of science that particularly affect the national interest and there we look primarily to the mission agencies to carry on the support of science in those particular areas.

That first was the progress of science in the country, and here we have a great asset because of the variety and the competence of our people in all fields; we do not channel support only to a few fields.

The second important category is the development of the individual who will be available for teaching or research in science. This can be taken care of in a number of ways. One is by fellowships, for example, of which there was some discussion earlier.

The Foundation awarded this year about 4,000 fellowships. These are graduate and postgraduate fellowships in science and engineering. This development of the individual, of course, means also that we provide opportunities to identify individuals with aptitude further down in the educational scale and bring them up with competent instruction and competent facilities for instruction to the point where if they are capable they can proceed on into higher education-college and graduate school.

The aim here is to provide each individual who has the ability the opportunity to carry on his education to the highest point consistent with his abilities. That is the tenet which we feel is important, and we feel it is very important that all those who have the aptitude be discovered and provided this opportunity so that financial or other difficulties may be overcome and they can have the opportunity to develop themselves to the fullest.

As I said, this second category concerns the development of the individual, and this importantly involves the training and the facilities for training,

Finally, one has to look at the institutions where research and training are carried on-our schools and community colleges, colleges and universities, and special research institutions. Those must be strong and healthy and some way must be provided to be sure that they have the right facilities, that these are adequate, and that these facilities are provided with the necessary instructional and research equipment.

Now, if one thinks of this problem in these three categories, it enables one to see that there is a balance required here among the three.

I might say in passing that of course this is not confined, in my opinion, to science education. This goes right through the educational field but, naturally, in the Science Foundation we are concerned with the scientific aspect.

However, it has been the policy of our Board and myself to stress the fact that similar provision is needed in all fields, that we need trained people, and we need to develop highly competent people in all fields of knowledge for whatever careers they may determine, and that is an essential ingredient in the strength of the country nationally as well.

With this preliminary then, I just want to say that we have about one-third of our present budget devoted to what we call scientific personnel and education, and this involves in point of view a different approach from the Office of Education.

Incidentally, we have had very cordial relations with the Office of Education. We confer with liaison working people regularly, and just recently we had a meeting with Commissioner McMurrin to go over our general policies, and I think we have this well worked out.

This kind of cooperation, and the intensive effort that followed, was worked out after sputnik in the 85th Congress, and with the administration at that time. Our point of view in the Science Foundation is that we want to support the things which scientists can do to help education.

I mean by that the scientific community and, particularly in the fields of physics, biology, chemistry, mathematics, what scientists can do to improve education in their fields. They have taken a very considerable interest in this.

We have now, for example, very forward-looking projects in improving the content of beginning courses in science, in the fields of physics, mathematics, chemistry, and biology, and now the engineers are getting interested in a similar program.

In this, some of the leading scientists of the country are cooperating with the teachers in these fields to develop modern textbooks, modern materials in support of teaching, and all sorts of teaching aids, including laboratory and demonstration equipment.

This is a very far-reaching program which we are certain will have beneficial effects in connection with both teachers and students. We have already seen indications of that.

Notice that this is a means by which the scientists of the country in their respective fields can assist in the education process.

The same thing is true in the training of teachers where we have some 400 summer institutes which assist in the training or the retraining chiefly of high school teachers, with special reference to improving their knowledge of their subject and their means of imparting that knowledge to their students. This is a very influential program,

too.

You will notice again this is being looked at from the standpoint of what the scientists can do in a particular field toward improving education in that particular field.

Senator CASE. Would the Senator yield?

Would you mind an interruption here? It seems to me enormously important, and it bears upon the point Senator Goldwater raised