it is limited to a relatively small number of fields, and it is not adequately responsive to the needs of those components of our educational system which are primarily concerned with undergraduate instruction. Hence, as I have already indicated, it is my view that the provisions of S.1241 relative to facilities are needed, and that they would complement, in an important way, existing mechanisms.

S.1140 raises another and quite interesting set of questions. If I interpret correctly the recent trends in higher education, the 2-year college, although already of considerable importance, is likely to become still more important in the next few years. The projected increases in college enrollments between now and 1970 will place many strains on our existing institutions. The possibility of providing Federal funds to assist in the establishment of additional community colleges is therefore worthy of careful attention. We feel, however, that the type of support which S.1241 would provide to colleges and universities generally is of a much higher degree of urgency, and that the broader bill should therefore be given much higher priority in your deliberations. I might point out that, of course, under S.1241 aid could be provided to community colleges.

The special role assigned the National Science Foundation in 1950 has-in a variety of ways-kept us closely in touch with developments in education. It has therefore been my privilege to work closely with each of the Commissioners of Education who has served in this important office during the past decade. An important consideration in their minds, as in mine, has been that of assuring cooperation between our organizations. This has been achieved. Within recent weeks, we have had a most encouraging exchange of views between Commissioner McMurrin-and senior officials of the Office of Education-and members of the staff of the Foundation. Additional meetings are currently in the active planning stages. These steps are in addition to the usual forms of staff liaison which provide operational cooperation and collaboration in a number of activities of the two organizations.

In 1958, the Congress responded to the challenge of the sputniks by establishing the National Defense Education Act and by increasing fourfold the appropriations for the National Science Foundation's efforts directed toward the improvement of science education. Within the executive branch, agreement was quickly reached on the respective roles of the Office of Education and NSF in the Nation's expanding efforts in education. The Foundation had then, as now, broad authority to support basic research and programs designed to improve science education. The authority given the Office of Education through the enactment of the National Defense Education Act-when combined with its traditional statutory responsibilities-provided that Office with a mandate to carry out a number of programs which included but were not restricted to science and technology.

The agreement arrived at in those days of urgent activity has withstood well the test of time. In essence, it is as follows: In those matters which involve all fields of study (even when science is included), the Office of Education should take the responsibility of leadership and action. Moreover, in programs which involve the State departments of education, the close relationship between the Office of Education and these bodies points clearly to the desirability of placing prime responsibility for such programs with the Office of Education. On the other hand, because of the National Science Foundation's close associations with the scientists and engineers in the academic community, it was felt that the Foundation could-and should-continue to administer programs which are designed to improve science education-with special attention to subject matter training and which are to be carried out by the scientists and engineers in the colleges, the universities and the various professional societies. These understandings were, to be sure, arrived at within the executive branch; but they were completely in consonance with the legislation approved by the 85th Congress. I have made several references to the programs of the National Science Foundation. Several of these activities have given us experience which makes it possible for us to speak with some assurance concerning the need for the actions proposed in S. 1241.

For 3 years we have been administering a program which provides matching funds to universities and colleges in building or refurbishing graduate research

laboratories used by the staff and graduate students of these institutions. The need for such assistance has been established by our experience and by detailed studies which we have carried out for several years. The funds available to us for this effort have been modest, relative to the needs, but there is ample evidence that the program is nonetheless serving an important purpose. To the extent that some fraction of the funds authorized under S. 1241 might become available for the support of facilities which would be useful both for instruction and for research, it would appear that there might be a small area of overlap between the proposed program and our graduate laboratory development program. As I have attempted to point out earlier, however, there is already in existence an adequate mechanism to assure coordination between the Office of Education and the National Science Foundation, and I feel certain that should S. 1241 be enacted there would be no difficulties encountered in avoiding any untoward duplication of effort.

With respect to title II of S. 1241, which deals with the award of scholarships, it is true (as I have said) that NSF has not exercised its authority in this domain. However, we have carried out a number of studies relative to the need for scholarships, and the results of these studies have been useful to many groups in reaching judgments concerning the desirability of national action in the direction of providing financial support for able undergraduates. Moreover, we have for 10 years been involved in awarding fellowships for study at the graduate level. Our experience in this field has given us some insight into the problems and opportunities that one is likely to encounter in initiating a program of undergraduate scholarships. Since we do not plan to undertake an undergraduate scholarship program, no difficulty can arise because of the existence of our authority to make awards to students at this level.

Finally, I would like to mention one other program of the Foundation which is relevant to both S. 1241 and S. 585. Each of these bills provides that "initial equipment" for instructional facilities may be purchased with funds provided by the Office of Education. We have been studying for several years the question of how we could best assist colleges and universities in improving instructional equipment in their science and engineering departments. Our budgetary request to the Congress for fiscal year 1962 contained an item of $5 million which is intended to initiate a program of matching grants to colleges and universities to aid them in the acquisition of urgently needed scientific apparatus for laboratory and demonstration lecture use. Although the action on our appropriation has not yet been completed, both the House and the Senate have voted on our request, and it now appears that we will be in a position to announce this new program to the Nation's colleges and universities within the next few weeks.

This new NSF program might seem to overlap slightly with the provisions of title I of S. 1241 and the corresponding provisions of S. 585. However, the very nature of the program which we have planned virtually guarantees that no problem will be created if S. 1241 is enacted. There are more than 1,000 institutions in the United States which offer degrees in science; many other colleges provide instruction in one or more fields of science. Some, but by no means all, of these institutions need new or improved science buildings. Our program, as currently planned, would apply to those institutions where other facilities are not essential, but where modest amounts of new instructional equipment can materially improve the quality of education in science. Hence the Foundation's grants in this area would involve a different group of departments from those which might receive assistance under S. 1241.

To summarize our comments, then, Mr. Chairman, we feel that S. 1241, if enacted, would help to meet two important needs in American higher education, namely, assistance to institutions of higher education; in acquiring needed academic facilities, and assistance to capable students so that they can obtain a college education. Its provisions would in our view significantly complement other programs of the U.S. Office of Education, the National Science Foundation, and other agencies, and would materially contribute to the nationally important goal of improving the quality of educational opportunity in the United States. That concludes my statement Mr. Chairman. I will be happy to try to answer any questions you may have.

NATIONAL SCIENCE FOUNDATION,

Hon. WAYNE L. MORSE,

U.S. Senate, Washington, D.C.

OFFICE OF THE DIRECTOR, Washington, D.C., August 23, 1961.

MY DEAR SENATOR MORSE: During my testimony on S. 1241, given before the Subcommittee on Education on August 17, I mentioned a recent report of the National Science Foundation entitled "Investing in Scientific Progress." In the thought that you may care to have a copy of this report, I enclose one herewith. You may also be interested in the enclosed copy of a brochure entitled "National Science Foundation Programs for Education in the Sciences," and table showing the general scope of the Foundation's programs as set forth in a summary of budget estimates for fiscal year 1962. You will understand, of course, that the figures are budget estimates and, therefore, the actual figures will vary somewhat, but not significantly.

If there is any other information you would care to have, I would be most happy to supply it.

Sincerely yours,

ALAN T. WATERMAN, Director.

Investing in Scientific Progress 1961-1970

Concepts, goals, and projections

National Science Foundation

Washington, D. C.

1961

Scientific PROGRESS concerns us all, individual citizens, Federal, state, and local governments, and private and public organizations.

We can foster science best if we have the facts. But there are many, many facts of many kinds. So we need to have them pulled together. Here the facts focus on that particular part of science that builds basic resources for all science and technology. And the facts are drawn to give a broad-brush picture of where we are and where we could be in ten years.

The nation invests people and dollars in scientific endeavor. The investment is made by private individuals, by colleges and universities, by other nonprofit organizations, by industry, and by government. This report considers the use of people and dollars in carrying on science, especially in finding new knowledge through basic research and in preparing future scientists and engineers through science education.