Senator MORSE. Furthermore, Dean Roberts, I would also like to receive a memorandum from you, if I may, supplementing your comment in regard to junior colleges.

SUPPLEMENTARY STATEMENT BY EUNICE C. ROBERTS ON PROPOSED HIGHER EDUCATION LEGISLATION CONCERNING PROPOSALS FOR SEPARATE LEGISLATION TO AID JUNIOR OR COMMUNITY COLLEGES

(Submitted on the request of the chairman of the subcommittee to supplement testimony presented to the subcommittee at hearings on Aug. 21, 1961)

Noting proposals for separate legislation (or an additional title to present S. 1241) for assistance to States for junior or community colleges, may I respectfully suggest the inadvisability of separate legislation. In many parts of the country such institutions are making a valuable contribution to the educational needs of the Nation. It may be that in some States additional such colleges are needed. Careful study has made clear, however, that in some States the needs of higher education can best be met by other means. Any State should be free to use any Federal aid for higher education where it is most needed in that State.

This involves no discrimination against junior colleges. The present S. 1241 provides benefits for 2-year colleges (if they offer work which can be applied toward a baccalaureate degree) on the same basis as for degree-granting institutions. This seems sufficient.

If the Congress does decide to make some special provisions for colleges which offer less than a 4-year degree program it is important that such assistance be available also to the centers which many of our universities operate in towns geographically separated from their parent campuses. In many States the pattern of university centers is filling the needs which other States are filling by creating Junior colleges. These centers should not be excluded in any legislation for higher education.

Dean ROBERTS. May I supplement that orally right now to say that what I said is not in any sense to suggest that the junior college is not the right answer in many places.

Senator MORSE. I understand.

Dean ROBERTS. I simply do not want to see it pulled out separately. Senator YARBOROUGH. Dr. Roberts, I believe you were in the room when the GI bill was commented on by Dr. Burkhardt?

Dean ROBERTS. Yes.

Senator YARBOROUGH. Now in families of inadequate income who send their children to college, I will not call that a low-income family, but I think it is about the intermediate income family, who want to send one of their children to college, every time one of the boys goes to college as a soldier, that opens up the opportunity for one of the girls to go to college with the family resources being what they are, does it not?

Dean ROBERTS. I think it does, and I think it is likely to stimulate the girl. I think the subcommittee might be interested in one correlation which seems to show up in several pieces of research.

There seems to be a higher correlation between attendance at college by the children, both boys and girls, in families where the mother has a college degree, a higher correlation than in families where the father has it.

There have been several pieces of research that seem to indicate that the mother having had a college degree correlates more highly with either boys or girls going on to college than if the father has a college degree.

Senator YARBOROUGH. That is a very interesting discussion. Thank you very much for that. I thank the witness, Mr. Chairman.

Senator MORSE. Senator Randolph.

Senator RANDOLPH. Dr. Roberts, I believe you might check a statement you made. You indicated that the population in this country, the age bracket of entrance to college, showed a preponderance of the men over women. I believe this is not true. I believe there are more women in the country of the age for entrance to college than there are men. I believe you will find this to be true.

I base it on what reasonably is a fact that there are now some 3 million more women of voting age, which we consider as 21, in the United States than there are men of voting age in this Nation.

Dean ROBERTS. You are quite right about that, sir, and you may well be about the other because I have not checked the figures recently, but only 2 or 3 years ago when I checked on it 2 or 3 years ago, those figures would have been a year or two old then, there still were more men at the college age level, but this gap was being closed, and it may well be closed now.

There are more women in the country, this is certainly true. Women live about 7 years longer in this country than men do.

Senator MORSE. Thank you very much, Dean Roberts. I wish you would take back to the Association of University Women and to Mrs. Bell who, I see in the room, but I will deliver my message to you, the appreciation of this subcommittee for the wonderful cooperation that we've received from your association on every legislative educational problem which has confronted us.

Thank you very much indeed.

Dean ROBERTS. Thank you. And I shall certainly take that statement back, which is very much appreciated.

(The prepared statement of Dean Roberts follows:)

PREPARED STATEMENT OF DR. EUNICE C. ROBERTS, AMERICAN ASSOCIATION OF UNIVERSITY WOMEN, ON BEHALF OF DR. R. JEAN BROWNLEE, CHAIRMAN, COMMITTEE ON HIGHER EDUCATION, AND MRS. W. M. BAIN, CHAIRMAN, COMMITTEE ON LEGISLATIVE PROGRAM

I am Eunice C. Roberts and I am the immediate past chairman of the Higher Education Committee of the American Association of University Women. This statement is presented on behalf of the Committee on Higher Education and of the Legislative Program Committee of the American Association of University Women.

The association has a membership of approximately 148,000 college graduates and is organized into 1,485 branches in the 50 States, Guam, and the District of Columbia.

The association values highly the opportunity to appear before this subcommittee to present the association's position on Federal assistance to higher education.

The association's first interest after its founding in 1882 was in opening higher education to more women and it has since that time steadfastly pursued this objective. Members believe that as all higher education improves so will women's education. Therefore, whether lay or professional members, they have studied its year-in-year-out progress in order to be effective supporters and leaders in its behalf.

This study and action can be recognized, for example, in the participation of the members in followup work in States and communities as suggested by the recent President's Committee on Education Beyond the High School and in their vigorous support of State bond issues to strengthen higher education. Committed as the association has been and is to educating in college as many intellectually qualified women as possible, the members all over the country have fought for college and career guidance and counseling for secondary school youngsters as part of their regular school program. Where counseling service

has not existed, members have themselves often provided it either by paying for it for an experimental period or contributing it from their own membership. This is a great service in itself, but it has had a second value for it has demonstrated the worth of counseling so frequently that this help has thereafter been brought to boys and girls as a regular school service. AAUW's counseling ac tivity is still in heavy demand all over the country. In the interest particularly of women's undergraduate higher education, members through their branch organizations have raised money to help local girls go to college. There are many illustrations of this work, but a recent survey is a good one: between 1953 and 1958, the amount raised for local scholarships was over $300,000 for more than 1,771 scholarships. Substantial sums have also been raised for loans for the college education of local girls. One branch in a college town bought and maintains a co-op house for needy women students of the college. Most of these efforts have been going on for a good many years, some for as many as 60. The AAUW was among the first to recognize that talented women must go beyond the bachelor's degree for graduate and professional education. Therefore, in 1890 they began to raise money and to grant national and international fellowships to women. Since that time nearly 1,500 women have had $3 million in aid, and the present market value of AAUW's invested fellowships funds is over $3 million. In recent years the association has been awarding an average of 87 fellowships each year involving a sum of a quarter of a million dollars.

The AAUW has, in its 79-years, lived to see its belief that women should have the benefit of college education become a fact: undergraduate and graduate education now are open to women. Therefore, it has become possible for the association to concentrate its efforts on improvement and support of educa tion for all-not only for women. The association in biennial conventions over the years has reiterated again and again its profound conviction that higher education for all who have the ability for it is a necessity for the general welfare of the United States of America. However, a word of reminder about the importance of educating women might be appropriate. The responsibilities of women for the education of the next generation and for the operation of civie enterprises are tremendous; for these the best education is essential. If any further proof were desired, the national need for specialized, talented manpower and the trend of at least 15 years for qualified married college women to return to gainful occupations in their mature years would amply support AAUW's position.

Over the years the votes of the AAUW convention on these matters have varied in detail with the changing pattern of American life, but they have never deviated from the firm position that higher education must be open to all who are able for it and must be well supported to assure excellence. The last convention in June of this year passed these resolutions on higher education, fellowships, and international cultural exchange:

"We believe in liberal education designed to produce a knowledge and ap preciation of different cultural heritages and to free the individual to think independently, to serve society, and to act with choice, enlightenment, and imag ination. We dedicate ourselves to furthering college programs which rest not only on an understanding of facts, but also on ideals and theories which elicit judgment."

"We recognize the personnel shortage facing institutions of higher learning and we will promote the recruitment of qualified college faculty members and administrators."

"We recognize the increasing financial difficulties of our institutions of higher learning and we will support measures to help meet the problems created by higher costs and mounting enrollments."

"We reaffirm our belief in the importance of the participation of women in the expansion of knowledge and we therefore reaffirm our support of an expanding program of fellowships which has brought worldwide recognition to the association and is one of our most glorious achievements."

"Since knowledge is indivisible and can grow only by a free exchange of information and experience, we will encourage an increase of interchange of technicians, professionals, scholars, and students."

As has been stated, it has been the privilege of the members of the associa tion to implement these resolutions in as many ways as their imaginations and means could devise.

In convention last June the members again voted to carry out these resolutions at the level of Federal higher education legislation by supporting "measures in

education beyond the high school which would insure a balanced educational program of quality, an increase in the supply of qualified factulty members, a reduction of financial barriers to higher education for qualified students, and financial assistance to regionally accredited institutions for the improvement and expansion of facilities."

Under this authority, the association worked for the enactment of the National Defense Education Act-particularly for the loans and fellowships titles-and, since its passage, for its full implementation. The association has supported legislation for assisting in the financing of college housing and at the present time favors proposals which include Federal loans for academic facilities. AAUW backing has also been given to the idea of tax exemption for the expenses paid to an institution for students' college education. The AAUW Committee on Higher Education has voted to support a system of federally financed scholarships. The scholarship plan proposed in S. 1241 would enlist AAUW support. The AAUW has supported the educational exchange program, and is firmly be hind appropriations to the U.S. Office of Education so that it may carry out its obligations, especially in higher education, at a high level of effectiveness.

As mentioned above, the association was happy that the National Defense Education Act was passed, believing that it provided essential service to the Nation by making college education possible to an increased number of able young people. The association wishes also to commend the administrators of the act who have contributed a great deal to its overall value. Nevertheless, at this time it seems appropriate to call attention to one or two points.

We wish to commend this committee's recommendation that the disclaimer affidavit be deleted. In our judgment, section 1001 (f) of NDEA is an invasion of intellectual freedom and singles out students as a special group within the body politic in a manner which we consider unwise. We hope it will not be included in any new legislation.

We would like to speak very strongly for an extension of financial aid for fellowships on a plan similar to that of title IV of NDEA, either in an extension of the NDEA or in a higher education bill. We would specifically urge more adequate stipends because our study of the program shows that dropouts have been too often caused by inadequate stipends. In addition, we favor an extension to permit appointments for graduate students whose academic progress indicates they would be able in 1 year to complete the doctorate, and appointments to fill fellowship vacancies. We have been very favorably impressed by the operation of the loan provisions of titles II, IV, and VI and we hope all three can be extended.

AAUW has watched with particular interest the relation of titles II, IV, and VI of the NDEA to the education of women. We are happy to find, contrary to many early predictions, that the loan opportunity has been capitalized on by many undergraduate women. The percentage of its use by women has apparently increased in the years of operation of the act. We believe it has increased the number of women college students and graduates. The fellowship opportunities have also improved the chances of women for graduate work. Women have badly needed additional financial support, not alone to encourage them to qualify fully for specialized positions, but also for their earlier entry into their professional fields. We believe an increasing number of women will want the advantage of this support both at the younger age and when as mature people they are planning to return to their professions. From the point of view of the association, the two titles mentioned have particular value to women and the Nation.

Because several titles of the NDEA cover areas not provided for in the administration bill S. 1241, nor in other proposed bills, we urge extension of the NDEA as a supplement to the legislation now under consideration.

Finally, we hope that in new legislation particular stress will not be placed upon any one area of learning rather than another. We believe that it is important to support education in all areas for it is impossible to forecast where in the future the greatest national need will be.

On behalf of the association may I thank you for the opportunity of appearing before this subcommittee.

Senator MORSE. I have already announced that the hearings are closed. The record should show that we have heard every witness who asked to be heard. We received the statements from many more

who could not come to testify. We will continue to receive statements until 5 p.m. on Thursday.

I want the staff to understand, however, that this record must be closed on Thursday at 5 p.m. I want the record printed at the earliest possible moment, and I want to be able to get this bill to the full committee early next week.

Let the record show that I wish included an article by William Benton on education in Red China, together with statements from the Association of State Colleges & Universities, Carl P. Young, president; Chamber of Commerce of the United States, Clarence R. Miles, manager of the legislative department; Industrial Union Department, AFL-CIO, Jacob Clayman, legislative representative; American Jewish Committee, Frederick F. Greenman, president; American Nurses' Association, Inc., Mrs. Judith G. Whitaker, executive secretary; General Federation of Women's Clubs, Miss Sally Butler, director of legislation; Council of Chief State School Officers, Dr. Edgar Fuller, executive secretary, as well as letters and correspondence from the American Association of Land Grant Colleges & Universities, Russel I. Thackery, executive secretary; Oberlin College Student Council, Oberlin, Ohio, Ed Moscovitch, president; State scholarship commission, State of California, Maurice Jones, Jr., chairman; Dr. Miller Upton, president of Beloit College, Beloit, Wis.; American Association of University Women, Dr. Anna L. Rose Hawkes, president; National School Boards Association, Theodore C. Sargent, president; Prof. Harold W. Watts, Department of Economics, Yale University; Hon. Charles Donahue, Solicitor of Labor; the Eastern Shore of Virginia Committee, James M. John, chairman; Dr. Clifford L. Lord, Dean, School of General Studies, Columbia University, together with such statements, letters, and appendix material as may be subsequently received.

(The statements referred to follow :)

EDUCATION IN RED CHINA

(By William Benton, publisher of the Encyclopedia Britannica and former U.S. Senator from Connecticut. This article is based on the report of a special task force of researchers and scholars from the Britannica)

Circulating throughout Red China not long ago was a "best seller" written by one Kao Yu-pao, a young Communist soldier. While the tale, a kind of autobiographical novel, is pure soap opera thickly larded with propaganda, it has disquieting meaning nonetheless for the free world.

Kao writes that he was 12 when the first schoolhouse was opened in his hometown of Taiping in the bleak province of northeastern China. He begged his peasant father to let him attend but met blunt refusal: there was no money for tuition or supplies and the boy's work was needed at home. Kao was crushed, his desire to learn throttled.

But Kao was made of stern staff. At 20, as an illiterate Communist soldier in the Peoples' Liberation Army, he enrolled in a new kind of special class for members of his unit. Within a few years he learned to read and write so well that he was able to compose the story of his life-in 40 big chapters.

The Communist government swiftly seized on the propaganda value of the work.

If the government performed a miracle of teaching with young Kao, it does not intend to do less with others in the vast, sprawling nation now under its domination. For a truly remarkable educational revolution, unprecedented in all history, is now sweeping across China.

Red China, chafing impatiently to become a great world power, knows that it can achieve its goal only through education. Its faith in education antedates that of the West by centuries, and indeed by millenia, and goes back to the time of Confucius and the age of Pericles. Now its Communist leaders, who have been