An Examples here are students entering the elementary school. other outstanding example, of course, is adult retraining, or high school remedial work. Any of these situations are one in which the student group you are working with have very widely varying backgrounds so that the instructions can much better be done on an individualized basis. EXPERIMENT WITH RETARDED CHILDREN IN PITTSBURGH Mr. FOGARTY. In Pittsburgh you are doing some experimental work with retarded children? Mr. BRIGHT. That is correct. Mr. FOGARTY. Tell us about how this program works, with the equipment that you have produced up there. Mr. BRIGHT. In this particular case, this was a program that we were doing without Federal support in cooperation with the Allegheny County School System in which the school system was bringing some of the children from their special education schools up to the Westinghouse Research Laboratory where they were being instructed by some of our experimental computerized instructional equipment and there the results were very outstanding as students in this particular case were learning vocabulary and spelling at a rate that astounded their teachers, without any really controlled tests and their teachers felt they were learning about five times the amount that they would learn in a corresponding number of weeks in their regular school system. These results, you might add, are not unique there, but they have been repeated by some of the other work at Stanford and also by this additional Westinghouse work on some of the Indian reservations in New Mexico and it shows a tremendous potential for educating the young children of deprived backgrounds, mentally retarded-any type of child which would require a very great deal of individualized attention in a conventional system. Mr. FOGARTY. Why don't you just explain what kind of a system it is and how it works? DESCRIPTION OF COMPUTERIZED INSTRUCTION SYSTEM Mr. BRIGHT. I can explain the more modern system than Mr. Fogarty saw. The console generally consisted of a typewriter keyboard; earphones or a loudspeaker by which verbal messages are delivered to the students. Either a TV screen or some type of projection screen upon which the computer can display pictures to the students, and some type of additional manipulative input, such as a pointer, by which the student can point at something on this screen and the machine detect where the student is pointing. Now, to start out at a very elementary level, one might, for example, show a picture of a horse and have the computer say "This is a horse" and then show a picture of a cow and have the computer say, "This is a cow." Then show the two pictures together and ask the student to point to he horse. If he pointed to the cow, it would tell him, "No, that is a cow and this is a horse," and it would circle the horse, or something of this type. It then also remembers what he has done. One of the primary characteristics of the computerized system is that it never bores the student with repetitious drill on things he already knows, but it doesn't leave a subject until he has demonstrated competence. So if he knew what a cow was the very first time, he probably never would be bothered with that again. On the other hand, if he missed it, he would get it a couple more times mixed in with other things until the computer was sure he really knew it. Mr. FOGARTY. I remember working that typewriter in a spelling contest when they said, "Spell 'cat' and 'dog' and 'he' and 'she."" I could spell those things, but the next one was, "spell rhododendron." Well, I didn't know how to spell "rhododendron." Then the typewriter came back and said, "Now, why don't you spell it this way, or try it this way," and they spelled it right. Mr. BRIGHT. We found that in demonstrating a machine to adults "horse, dog," and so forth, were not challenging. Then we put on rhododendron, mayonnaise, and so forth, none of which I could spell at the beginning. Perhaps I should put on the record here that the person who got more of these right than any other person who ever tried the system was Hugh Carey. We find this is a media which has been primarily just a slight adaptation of the home entertainment system and I think in the next few years there will be spectacular advances in the development of educational TV programs for use in the individual classroom so that each classroom can have its own TV presentation at a very reasonable cost. EDUCATIONAL TELEVISION Mr. FOGARTY. We have had educational television now for a long time, but we have been appropriating more money every year than has been used. In my view we haven't gotten off the ground up my way. In some of the States it has, but not many. Should we keep on pressing this? It hasn't really caught on nationally. Mr. FLOOD. We are setting up one now. Mr. FOGARTY. We have an excellent one in Boston, but it is the only one near me. Mr. FLOOD. How do they work? What happens? We are just setting one up in my area in northern Pennsylvania. We just got the Government money the other day. How does the thing really work? Mr. BRIGHT. Do you mean how effective is it? Mr. FLOOD. What are the mechanics as far as you can tell us here, lightly and briefly? How does this nonprofit corporate educational TV function? Mr. Howe. You frequently have a number of educational organizations which get together to provide the basic energy to design and put on programs and you have a typical scheduling operation, either broadcast over microwave or broadcast by cables to schools and the schools are receiving this Mr. FLOOD. This has certain channels reserved for it. Mr. Howe. This is on what is called the ultrahigh frequency, sir, and all sets have to have this so that people can receive this in the home. It has three basic uses: Direct instructional use in the schools, such as explaining mathematics to the students; teacher training programs after school available to the teachers, and enrichment programs or instructional programs available to adults and students in the remainder of the time. But you can broadcast just one thing at a time over your station, just as any other station. Mr. CARDWELL. Channel 26 is the Washington channel. Last night they had a chess instructor and an instructor in French cookery. Mr. FOGARTY. The one in Boston is tremendous. It has a tremendous audience. It took a little while to get it off the ground. Mr. CARDWELL. This program will be discussed later when the Office. of the Secretary's program comes up. BUDGET REQUEST HALF OF AUTHORIZATION FOR TITLE II Mr. FOGARTY. Now, Dr. Muirhead, on this appropriation for title II, from a study of the budget it appears the administration is requesting an appropriation of about half the amounts authorized for each of the four sections under title II of the Higher Education Act of 1965, (a), resources for college libraries. You are only requesting half for that? Mr. MUIRHEAD. Under part (a), as I understand it, the total authorization is $50 million. We are requesting $25 million under that and the authorization under part (b) is $15 million Mr. FOGRATY. What did you request of the Bureau of the Budget? Mr. KARSH. Library programs, we requested $50 million, the full authorization, in the first part. Mr. FOGARTY. The Bureau of the Budget cut you in half. Under (b) training of librarians and information specialists in research and librarianship. Mr. MUIRHEAD. The total authorization is $15 million and our request was $15 million. Mr. KARSH. We got half of that. Mr. FOGARTY. Was that cut by the Bureau of the Budget? Mr. KARSH. It was in the same process. Mr. FOGARTY. Acquisition and processing of materials for research libraries by the Library of Congress, what happened there? Mr. MUIRHEAD. The total authorization there is $6.3 million and our request is for $3 million, which is about one-half. Mr. FOGARTY. This was all cut by the Bureau of the Budget. You requested the full authorization. Mr. MUIRHEAD. Yes. FORTHCOMING SUPPLEMENTAL REQUEST Mr. FOGARTY. This low level of funding would further hamper the implementation of this program, which has already been delayed because no funds were provided last year to enable planning to begin. An expected supplemental request has not been submitted but available information indicates that only minimal amounts will be requested and for only two of the four essential elements in title II. Is this your information? Mr. MUIRHEAD. That is correct. Mr. FOGARTY. This is the information that has been given to me by the American Library Association. There are some of us who think that all parts should be fully funded. Did you really put up a fight for this? Mr. CARDWELL. The college training and research support budget does go up from $11 million in 1966 to over $35 million next year. When you take the whole support for higher education budget it almost doubles. USE OF FULL AUTHORIZATION Mr. FOGARTY. You did request the full authorization? Mr. FOGARTY. You were cut down by the Bureau of the Budget. Could you use the full amount that is authorized? Mr. MUIRHEAD. Yes, I think the full amount could be used. It could be said for all of these programs. Again it comes to be a matter of priorities and the amount of money that is available to do it and this seems to be a wise decision in terms of the amount of money that is available. Mr. FLOOD. That is not what the chairman asked you. The chairman asked you could you use the money if you had it. Mr. MUIRHEAD. I replied that we could. DIRECTOR OF LIBRARY SERVICES DIVISION Mr. FOGARTY. The American Library Association says so. What are you doing to find a top-level librarian as Director of the Library Services Division? This post has been vacant since September. Mr. Howe. This and a number of other top-level positions we are plugging away at. As a generalization here I might say that some of the energy we have turned loose in all realms of education works against us as we go about the business of trying to get top-level personnel for this office, because we create situations in States and school systems and colleges and universities where there are additional demands for personnel there. So the vigorous entrance of Federal funding into education puts a strain on the manpower problems all across the board. We are certain about this business of trying to fill our top-level slots, this one and many others. Mr. FOGARTY. These library programs are among the most popular programs that have been developed in the last 8 or 10 years, first Federal aid to libraries in rural areas, then public libraries in all areas, and now in higher education and in the medical area. I think the Congress things that, too. I am just amazed that the Bureau of the Budget would make these drastic cuts. ADJUSTED INCOME REQUIREMENT UNDER INSURED LOAN PROGRAM In connection with the benefits under the insured loan program you referred to a qualification that the families' adjusted income be under $15,000. What does the word "adjusted" mean? 60-627-66—pt. 2- -13 Mr. MUIRHEAD. The word "adjusted" means that a family that has more children than others could qualify even if the total family income was more than $15,000. We are drawing up some tables to interpret the $15,000 adjusted income provision, and what it will appear to be will be something like this: A family with one child earning $15,000 or less would be eligible. A family with two children probably would be eligible if they were earning $15,600 and a family with five children would be eligible if they had close to $18,000. This is the way we are interpreting adjusted income. Mr. FOGARTY. I would assume that high medical bills would be taken into consideration. Mr. MUIRHEAD. Yes, I quite intentionally oversimplified, Mr. Chairman. We are taking other factors into consideration, including catastrophic illness such as you just described, including the family that has more than one child in college. That family has more of a burden than a family with two children, neither of whom is in college. There are a number of factors that will be used in seeking to draw up a table to interpret $15,000 adjusted income. But basically it will be the number of dependents. Mr. FOGARTY. I have in mind a friend of mine in Rhode Island who works for the telephone company. He has a good job. He probably has over $15,000 annual income, but he has 17 kids. He has 12 in school. I do not know how he can keep up his expenses and send them all to college. Mr. MUIRHEAD. I do not know, either. I just hope we can do a lot to help. Mr. FOGARTY. He has not asked for any help. ⚫ Mr. Duncan has a pretty good start, and he is still a young fellow, too. How many do you have now? Mr. DUNCAN. We had 7 when I left home this morning. We take an inventory every once in a while. TEACHER CORPS Mr. FOGARTY. Is the Teacher Corps limited to the elementary schools or will it also operate in the secondary systems? Mr. MUIRHEAD. For both. Mr. FOGARTY. How are the teacher salaries established and from what funds are they paid, or is it a combination of local and Federal funds? Mr. MUIRHEAD. The Teacher Corps has not as yet been funded but the preliminary plans are in the process of being developed. I think perhaps Mr. Zellers who is here could fill us in. Mr. ZELLERS. Salaries will be paid to teachers on the basis of the schedule in existence in the school district where they will serve. So an intern will receive the base salary of an entrance teacher in the district where he serves and an experienced teacher will receive the salary that will be the equivalent of a local teacher of the same training and same experience. |