1

only 9-and several of these 9 States have started such programs ly in the last few months. There are still some 14 States in which ience credits are not needed for high-school graduation, and others in hich only 1 science credit is required.

When our entrance into the space age was dramatized last fall, tate and local reaction was immediate and is still mounting. State nd local boards of education are reviewing the curriculums, the methds and the standards of their schools.

In community after community, we are finding an aroused leaderhip insisting on higher standards both for general achievement and or graduation. Local and State legislative leaders, who are contitutionally responsible for public education, are likewise being >ressed to provide ways and means to maintain effective schools.

NO BELIEF IN SPACE AGE EMERGENCY

On the other hand, there are no studies showing that local and State leaders believe that any space age emergency in education exists, which requires Federal intervention in science education, or in guidance, or in scholarships.

During the month of February, the National Chamber held 12 regional conferences attended by thousands of business leaders from almost 700 cities. Panels of national and regional leaders discussed the major issues now before Congress, one of them being "education." These meetings revealed that Federal subvention in education was one issue on which the consensus throughout the country was for strong opposition.

NO JUSTIFICATION FOR FEDERAL INTERVENTION

Our analysis of school conditions, likewise, shows no justification for a sudden intervention of the Federal Government into State school systems in science education, or in testing and guidance.

There is no evidence that State or local school boards want or need a federally inspired program of commissions and supervisors to standardize science curriculums, methods or laboratory equipment, or to design tests and select recipients of Federal scholarships.

Over 40 years ago the National Government began a temporary program of stimulating the States in a new field of education; namely, Vocational training. The Joint Federal-State Action Committee of Governors and Federal Officials, appointed by President Eisenhower last fall, unanimously agreed that this function of education should be returned to the States. The administration has concurred in this viewpoint.

Is it not inconsistent then for the administration to propose to set up new grant-in-aid programs, similar to the vocational program, in the areas of guidance and science education, which most local and State school systems have long maintained?

How is this contradiction justified? On the thesis that a national emergency has suddenly been discovered with which local and State governments cannot cope? This thesis is undocumented and, in our opinion, false.

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GOVERNORS' VIEWS NOT SOUGHT

grams of their schools?

Have these same governors been called together to discuss the se governors even been asked whether their State has studied or is study quacy of science education in their State school systems? Have t ng the extent and quality of science education and the guidance pr Why were the governors' views sought and respected on vocation education but ignored on science education, testing and guidance, a scholarships! Did the administration even seek the advice of Penta officials about defense manpower needs before formulating is leslative proposals for education? Has any research been advance! demonstrating that our security or economic progress are imperiled b failure of our 48 State school systems in any of these fields! The announcement of the United States Office of Education March 10, 1958, that comprehensive studies of science and math Gats teaching are now underway is a welcome statement. But the andings of that study, which will be ready "early in 1959," can hard te presumed to justify Federal intervention in 1958.

incational issue.

NO SHORTAGES OF MANPOWER

Defense Department officials have said that manpower input for Pr of keeping trained men in service. This is a military, DK wal jobs is not a major problem. Their principal concern is the resent, there is no general shortage of engineers or scientists le evidence that our technically trained manpower supplyi lized, is adequate for both our economic and military needs

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Joint Council has said repeatedly that the current to this country has resulted not from any lack of technolog no better that, but from misdirection of its technological program understandin, dent, Enoch R. Needles, said on January 10 of this year the Russian rocket and satellite lead to weakness in sponsibility f lated in these hnology is misleading and erroneous."

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The lowerin entrance, in the Americans hav This deteriorat: eration of cours achievement wh As a part of t academic subjec Federal direction education, health.

that "there are extremely important problems in edu research," the Engineering Manpower Commission Joint Council stated that it has "found little enthusi ring community for the launching of a Federal un ship program.

rvice has continued to draft teachers into the services and, in addion, some of them have found more remunerative jobs in business, dustry and government.

It is noteworthy that, since 1950, the proportion of college gradues trained to teach has risen faster than the supply of graduates for her professions. Our teacher-supply problem then is not a matter of creasing the proportion of college students in teacher training but f retaining in the profession those who are trained and in training. It is true that many present-day teachers of mathematics and ience do not have sufficiently scholarly backgrounds in these fields, artly because some of them have transferred from other specialties to the science and mathematics fields. That is a problem we must olve.

ADEQUATE CURRICULA

Similarly, the space age has directed our attention to the matter f adequate curricula. This is again a question of priorities, of relave values. Then, too, higher standards of achievement are needed our schools in order to have higher quality manpower development. The President's Committee on Scientists and Engineers has proprly summarized the problem in noting that—

urrent enrollment in science and mathematics courses would be adequate, if e quality of instruction can be improved and if dropouts can be reduced.

To upgrade the quality and quantity of education in line with oday's needs, the national chamber suggests the following positive rogram, parts of which are contemplated in bills before this ommittee.

EXPANDED NATIONAL SCIENCE FOUNDATION BUDGET RECOMMENDED

1. The national chamber recommends that Congress approve the xpanded program and budget of the National Science Foundation o improve teacher training, the curriculums and teaching methods f science education, and including fellowships for scientific research. The National Science Foundation, has for several years been enaged in raising the quality of science teaching by providing summer raining for teachers, by improving the science curriculums of chools, by improving the effectiveness of laboratory equipment, and y other means.

This agency now has a proposal before Congress, approved by the dministration, to expand greatly its existing projects and to extend ts services into new areas of science education and into more schools nd colleges.

It plans to encourage greater continuity in elementary, secondary, nd higher education teaching in science and mathematics; it plans o make American science teachers more aware of the methods and ontent of science teaching in other countries; and it plans to improve our understanding of scientific manpower conditions by develping more accurate figures on our present supply and utilization of rained people.

NSF TAKING PROPER APPROACH

The national chamber believes that this agency is taking the only per and effective approach to this problem appropriate to the

GOVERNORS' VIEWS NOT SOUGHT

Have these same governors been called together to discuss the quacy of science education in their State school systems? Have t governors even been asked whether their State has studied or is stud ing the extent and quality of science education and the guidance pr grams of their schools?

Why were the governors' views sought and respected on vocatic education but ignored on science education, testing and guidance, a scholarships? Did the administration even seek the advice of Pent gon officials about defense manpower needs before formulating legislative proposals for education? Has any research been advanc demonstrating that our security or economic progress are imperiled any failure of our 48 State school systems in any of these fields!

The announcement of the United States Office of Education: March 10, 1958, that comprehensive studies of science and math matics teaching are now underway is a welcome statement. But findings of that study, which will be ready "early in 1959," can hardly be presumed to justify Federal intervention in 1958.

NO SHORTAGES OF MANPOWER

Defense Department officials have said that manpower input for technical jobs is not a major problem. Their principal concern is t difficulty of keeping trained men in service. This is a military, no an educational issue.

At present, there is no general shortage of engineers or scientists While creative and research talent is always in short supply, ther is ample evidence that our technically trained manpower supply if fully utilized, is adequate for both our economic and military needs

The Engineers Joint Council has said repeatedly that the curre challenge to this country has resulted not from any lack of technolog cal capability, but from misdirection of its technological program. Their president, Enoch R. Needles, said on January 10 of this year. "To ascribe the Russian rocket and satellite lead to weakness in American technology is misleading and erroneous."

While noting that "there are extremely important problems in edu cation and basic research," the Engineering Manpower Commission of the Engineers Joint Council stated that it has "found little enthusi asm in the engineering community for the launching of a Federal ur dergraduate scholarship program."

This statement was part of a letter of December 17, 1957, to Presi dential Assistant, Dr. James R. Killian, which also suggested a variety of immediate actions, especially with respect to the drafting of scien tists and to ROTC assignment procedures, which would be more ap propriate and effective in maintaining the flow of scientific manpower required for national defense and our economic expansion. The let ter was signed by H. A. Meyerhoff, Director of the Scientific Manpower Commission.

TEACHER SHORTAGE AN ECONOMIC PROBLEM

Similarly, any shortage of science and mathematics teachers" more an economic than an education problem. An adequate supply of such teachers has been developed in the last decade, but selective

service has continued to draft teachers into the services and, in addition, some of them have found more remunerative jobs in business, industry and government.

It is noteworthy that, since 1950, the proportion of college graduates trained to teach has risen faster than the supply of graduates for other professions. Our teacher-supply problem then is not a matter of increasing the proportion of college students in teacher training but of retaining in the profession those who are trained and in training.

It is true that many present-day teachers of mathematics and science do not have sufficiently scholarly backgrounds in these fields, partly because some of them have transferred from other specialties into the science and mathematics fields. That is a problem we must solve.

ADEQUATE CURRICULA Similarly, the space age has directed our attention to the matter of adequate curricula. This is again a question of priorities, of relative values. Then, too, higher standards of achievement are needed in our schools in order to have higher quality manpower development.

The President's Committee on Scientists and Engineers has properly summarized the problem in noting thatcurrent enrollment in science and mathematics courses would be adequate, if the quality of instruction can be improved and if dropouts can be reduced.

To upgrade the quality and quantity of education in line with today's needs, the national chamber suggests the following positive program, parts of which are contemplated in bills before this committee.

EXPANDED NATIONAL SCIENCE FOUNDATION BUDGET RECOMMENDED

1. The national chamber recommends that Congress approve the espanded program and budget of the National Science Foundation to improve teacher training, the curriculums and teaching methods of science education, and including fellowships for scientific research.

The National Science Foundation, has for several years been engaged in raising the quality of science teaching by providing summer training for teachers, by improving the science curriculums of schools, by improving the effectiveness of laboratory equipment, and by other means.

This agency now has a proposal before Congress, approved by the administration, to expand greatly its existing projects and to extend its services into new areas of science education and into more schools and colleges.

It plans to encourage greater continuity in elementary, secondary, and higher education teaching in science and mathematics; it plans to make American science teachers more aware of the methods and content of science teaching in other countries; and it plans to improve our understanding of scientific manpower conditions by developing more accurate figures on our present supply and utilization of trained people.

NSF TAKING PROPER APPROACH

The national chamber believes that this agency is taking the only proper and effective approach to this problem appropriate to the