also have had the experience of the brilliant youth who became disappointed and disillusioned and have become part of the tough gangs. The tuition is low to matriculate in a fighting gang; almost any husk of young man has the qualifications. And he can have his day, be important, and have a sense of fulfillment for a brief span.

The record of South End Settlements also tells of the tragic experiences of the youths who wanted to go on, to achieve something more, but who are blocked at home. The boy who wants to finish high school and save money for college, who gets a job, and the alcoholic mother who told the settlement worker, "I don't give a damn if Norman finishes high school, and if he makes any money, he can give it to me; not save it for college."

YOUTH EMPLOYMENT PROJECTS

The South End Settlements has a youth employment service program, and their pilot project was started in 1960.

From December 1960 through August 1962, over 800 short-term jobs, plus 40 permanent full-time, and 81 permanent part-time jobs were undertaken by 407 youths ranging in age from 13 to 22.

These jobs have included general housecleaning, washing walls and windows, painting, papering, gardening, raking leaves, dishwashing, table busing, chauffeuring, typing, snow shoveling, replacing window panes and cords, rough carpentry work, replacing floorboards, repairing a wooden fence, repairing stairs, piecework-such as tinting coils for transistor radios, stuffing envelopes, et cetera; $11,435 has been earned by these youth during this period.

This amount does not include jobs where the employer arranged with the worker to return or any of the part-time or full-time permanent jobs. Most of the work took place on Saturdays, school vacations, and after school.

The pilot proved that: One, many job opportunities not normally available could be tapped; two, the community, employers and youth, were receptive to this approach; and, three, the techniques employed by the staff were effective to a degree in bringing about positive changes in the habits and attitudes of youths towards school and work. The shortcomings were lack of full-time staffworkers, limiting the number who could have been served.

The lack of permanent training facility and materials meant that the staff could not prepare youth for certain types of jobs.

As a result, less experienced ones had fewer opportunities to work. One of the important points of this program is that it was able to achieve this success, yet it was geared to the hard-core dropouts.

PROGRAM FOR THE "DEPRIVED"

What of those who wanted to stay in school but were up against terrible odds? Down in Atlanta, Ga., there is one of the many excellent Bethlehem Settlements of the South. There they are working with the trainable retarded children.

The settlement has a special program for this group, but their resources limit them to 20; yet it is the only such program for Negro children in Atlanta.

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CLEVELAND, OHIO, PROGRAM

Move north to Cleveland, where the Goodrich Social Settlement is a constellation of centers. Three of these centers, the Bell Center, League Park, and Friendly Inn have a program for kindergarten rejects.

These are youngsters who, because of severe cultural deprivation, are unable to enter kindergarten. This program prepares them to enter the first grade, but it takes more personal attention and skill than the board of education can expend.

In the Cleveland junior and senior high schools of the inner city, children take only three academic subjects a day: social studies, English, and math. The remainder of the day is filled with study hall and music, et cetera, but not vocational training.

I would be the last person to belittle the value of the arts but these are fill-ins. These children need learning for earning.

One of the Goodrich centers has volunteers from the students at Cass Institute of Technology to teach science, because children are not getting science in the school.

PHILADELPHIA PROGRAMS

At Friends Neighborhood Center in Philadelphia, we have spent a great deal of time seeking out sources for financial aid and scholarships for youth. The records our youngsters have made are truly

impressive

The president of the guild board today is a prominent attorney who comes from the settlement neighborhood, and the guild helped him to go to the University of Pennsylvania and Pennsylvania Law School, in the years of the depression. Another young man we helped from the 11th grade on through graduate school, is now a supervisor in the department of public assistance and headed a program to rehabilitate employable recipients on assistance.

Our library is a homework room by night, and we have a tutoring program which, at times overtlows into all of our offices.

Two new projects I should like to mention are, first, jobs for school youth. We had a worker, full time last summer, and part time during the winter, finding work and matching up boys for the jobs and giving spot supervision.

An interesting feature is that this is contracted labor.

Wo contract the jobs, pay the boys, deduct taxes, and carry the liability insurance. The program contributes to its own support. Our new program is for children who are disadvantaged because they are bright. This program is in cooperation with the elementary schools in the area, and the teachers and principals meet with the SetHomont staff once a month to evaluate the project.

The schools recommend the youngsters who can read at their grade loval or at better, and these children come to the Settlement five afterng a week, and they memorize a poem a day, read and study, and love it.

They are now preparing to produce Shakespeare's "As You Like

Unfortunately, a teacher with 44 children can only teach to the median level of the class, and the sixth grades are using low third grade readers. This means the bright youngsters were never challenged at all.

In Philadelphia, we have social promotion. No one can fail in the first six grades.

I am sure I have presented evidence of the need for a large scale aid to education. Only a massive Federal program can put us on the road we all must go.

We need a new vision of what education must be in the latter half of the 20th century: learning for earning and learning for living.

We trust that the resources and the program will at least be commensurate with our desperate need.

Senator PELL (presiding pro tempore). Thank you very much, indeed.

A legislative policy statement was received from the National Association of State Directors of Special Education, and it will be incorporated in the record at this point.

(The policy statement referred to follows:)

LEGISLATIVE POLICY STATEMENT OF NATIONAL ASSOCIATION OF STATE DIRECTORS OF SPECIAL EDUCATION

(Unanimously approved at 1963 annual meeting)

The National Association of State Directors of Special Education is the organization of officials in the State departments of education of all States. These officials are directly responsible for leadership, administration and supervision of special education programs for exceptional children at the State level. The nature and administrative provisions of any legislation at the Federal level is of primary interest to this organization and to each of the States.

The National Association of State Directors of Special Education adopts the following statement of principles and recommendations. This statement outlines some of the most urgent needs in special education and suggestions as to ways the Federal Government could aid in their solution.

1. SCOPE OF PROGRAM

Education of exceptional children in the United States is part of the total program of American education. "Exceptional children and youth" are those with significantly different or additional educational needs resulting from physical limitations (including blindness, partial vision, deafness, impaired hearng, crippling or specal health conditions) speech defects; mental retardation; mental giftedness; or social maladjustment or emotional disturbance. The purpose of special education is to meet the needs of 6 million exceptional children and youth who, without special aid, will not have an adequate opportunity for education. Only about one-fourth of these children and youth are now being served by the Nation's schools.

Special education and rehabilitation programs, although related in many respects, through their very nature and legal responsibility, are different enough in their methods of financing, procedures and personnel to require separate administrative organization and supervision.

It is recommended that the administration of these two types of programs be maintained in separate agencies at the Federal level and in separate branches, sections, or divisions (as applicable) in State programs.

II. FEDERAL LEGISLATION

We recommend comprehensive overall special education legislation, accompanied by adequate budget, as follows:

(1) Broadening of Public Law 85-926.-The National Association of State Directors of Special Education appreciates the benefits of Public Law 85-926 (an act to encourage expansion of teaching in the education of mentally retarded children) making Federal fellowships available to institutions of higher learn

ing. For example, State Department personnel in Maine, Kentucky, Hawaii, Oregon, and other States received advanced professional preparation under this program. Other leadership positions are being filled in the University of Alabama, Rhode Island College, and other colleges and universities. Some of these graduates have also filled leadership positions in the Office of Education, in the National Association for Retarded Children, and other public and private agencies. Practically every State has at least one or two persons who have become better qualified to assume responsible positions in the education of the mentally retarded under this significant act. We believe that similar leadership training, if extended to other types of handicapped children, would provide a substantial impact toward meeting a similar need for the visually handicapped, the crippled, the speech defective, and others.

Another program, offered through Public Law 87-276, has resulted in the preparation of 390 teachers of the deaf during its first year of operation. It is our understanding that more than 500 additional teachers are to be trained through this program during the coming academic year. Forty-six colleges and universities are participating in this training program, which is meeting a great need. We are delighted that teachers of the deaf are thus being educated and that part B of title V would provide the extension of this stimulation program to teachers of other groups of handicapped children.

RESEARCH AND DEMONSTRATION

We are particularly interested in the provisions for research and demonstration projects in the education of handicapped children as set forth in section 524. There has been a rapid increase in programs for educating handicapped children in recent years. This has been particularly true in the area of the mentally retarded, yet the number of research grants in the education of the mentally retarded supported under the U.S. Office of Education cooperative research program decreased from 42 out of 72 in 1957, when funds were earmarked. to 4 out of 97 in 1961. Among the other projects funded in 1961 were one each in the areas of the emotionally handicapped, the blind, the deaf, and the speech impaired. Research efforts must be extended if we are to determine the best ways of educating these children with the greatest profit to themselves and to their communities. It is also important that as new knowledge is found, effective demonstration projects be carried out to implement and test instructional procedures and materials for use in school settings. We believe that the funds indicated for this program would greatly increase knowledge and skill related to the education of handicapped children. We are in complete support of title V, part B, since it would extend present programs which operate under Public Laws 85-926 and 87-276, and would provide additional stimulation for research and demonstration projects. With the consent of the committee, we would like to present, at a later date, an additional statement with regard to the need for

SUPPORT FOR OTHER PROVISIONS OF S. 580

The Council for Exceptional Children is also in support of other provisions of S. 580. As envisioned in title I, extending the opportunities for students to obtain loans, fellowships, and other assistance is important in securing the continuation of the flow of some or most of our able youth through colleges and universities. Many gifted students will benefit through these provisions. Some of these students might, without financial assistance, be unable to go to college. Since its inception in 1922, the Council for Exceptional Children has had as one of its objectives the increasing and improving of opportunities for gifted children and youth as well as the handicapped. We would like to point out the obvious benefits to gifted children which are indicated in title III, part C, section 341. The training of persons preparing to teach gifted children is of great importance. A limited number of educational programs for gifted children have existed since just after World War I. More recently, increased attention to these children has produced the need for more teachers and particularly for the training of consultants to work with teachers and other school sonnel in the education of gifted children.

per

We support, in general, the other provisions of S. 580, feeling that they will strengthen greatly our educational structure. The improvement of teacher preparation is vital to the continued advancement of education. Better libraries, assistance to elementary and secondary education, improved vocational education, extending adult education; all of these represent areas where improvement is in the best interest of our national welfare.

We are pleased to have had this opportunity to testify before the subcommittee and we would like to offer our assistance in any way that it may be possible in this or other measures which may come before this subcommittee with regard to the education of both handicapped and gifted children and youth.

Senator JAVITS. Thank you, Dr. Connor.

(The following supplementary statement was subsequently received from Dr. Connor :)

SUPPLEMENTARY STATEMENT BY DR. FRANCES P. CONNOR

The Council for Exceptional Children is particularly interested in the provisions for research and demonstration projects in the education of handicapped children as set forth in section 524. There has been a rapid increase in programs for educating handicapped children in recent years. This has been particularly true in the area of the mentally retarded, yet the number of research grants in the area of mental retardation supported under the U.S. Office of Education cooperative research program decreased from 42 of 72 projects in 1957 when funds were earmarked to 4 out of 97 in 1961. Among the other projects funded in 1961 was one for the emotionally handicapped and one in the education of the blind, one in the field of the deaf, and one for the speech handicapped. Research efforts must be extended if we are to determine the best ways of educating these children with the greatest profit to themselves and their communities. It is also important that as new knowledge is found, effective demonstration projects be carried out to implement and test instructional procedures and materials for use in actual school situations. We believe that the funds indicated for this program would greatly increase knowledge and skill related to the education of handicapped children.

Although we have been, and still are, supportive of the cooperative research program, we believe that it is impossible for this program to provide all of the assistance for educational research which appears to be necessary. Since the