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. MUIRHEAD. Yes.

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.

9

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.

Mr. FOGARTY. Are there any age barriers in the recruitment of these teachers?

Mr. ZELLERS. No, sir.

Mr. FOGARTY. It seems to me in the antipoverty program there are some age barriers. They want young people in the Vista program. Mr. ZELLERS. This should appeal primarily to the younger people but we have fixed no age limit and there is none in the statute.

Mr. FOGARTY. I had a meeting with some members of the golden age group in my district 2 or 3 weeks ago and they are complaining about that. There are a lot of women in the older age brackets who could be doing homemaker work in these areas. They had a meeting with the Antipoverty program people and they said they were looking for younger people. Then I saw a picture of a lady in the paper yesterday, a teacher 78 years old who evidently is doing a real good job.

Mr. FLOOD. I told you we just started a project a couple of days ago, using 18 older people as part of the staff.

Mr. FOGARTY. I would think some of the older people might be a good source of recruitment in this area. I think they feel they are left out.

Mr. ZELLERS. I think it will be the recent college graduates, people who are still looking for a career. In addition to that I think some housewives or mothers who at one time have been teachers and have now raised a family and might want to go into something gainful might also be attracted.

Mr. FOGARTY. It seems to me they ought to pay a little more attention to the older ones than they are at the present time from what I heard from these groups that I talked to.

COMPARISON OF INCREASES IN FAMILY INCOME AND COST OF EDUCATION

We hear a lot about the costs of a college education going up. I guess everybody agrees with that. I have never seen a comparison of these costs with the increase in family income. Can we get someone to prepare a table showing both statistics for 1940 and the percentage increase each fifth year since then for both the cost of college education and average family income? Is that possible?

Mr. MUIRHEAD. We will do the best we can.

Mr. FLOOD. You are including board and room and tuition for a year?

Mr. FOGARTY. Everything.

Mr. FLOOD. Will you approximate the figure for what else a student pays? I saw the other day where Smith will be at $3,200.

Mr. MUIRHEAD. Yes.

Mr. FLOOD. That is tuition, board and room. This does not include textbooks, and odds and ends and a couple of bucks in the purse for the movies and things like that. Incidentally, I do not cite Smith as a good example of average costs.

Mr. FOGARTY. We want the average.

(The requested information follows:)

Comparison of median family income with heads aged 35 to 54 years, the Consumer Price Index, and the estimated mean cost of attending college for selected years, 1940-65

1 From reports of the Census Bureau. These family income figures are for heads 35-54 years, inclusive, which is the age group of the majority of heads with children of college age (18-21 years).

From reports of the Bureau of Labor Statistics; base year, 1940-100.

Estimated by the Division of Higher Education, Office of Education, U.S. Department of health, Education, and Welfare; and submitted by Commissioner Francis Keppel in testimony before the House of Representatives Special Subcommittee on Education of the Committee on Education and Labor; Feb. 1, 1965. The figures are for current expenditures of single, nonveteran, undergraduate students living away from home and do not include capital expenditures for such items as typewriters, phonographs, radio, and television sets.

For the year 1964, since the 1965 income figures have not yet been released.

Census Bureau figures from the 1940 census enumeration for the calendar year 1939.

Mr. FOGARTY. Mr. Michel.

GUIDELINES FOR DEVELOPING INSTITUTIONS

Mr. MICHEL. Doctor, in the strengthening of developing institutions, who draws the guidelines? Is this done strictly by the Federal Government?

Mr. MUIRHEAD. The responsibility does reside with the Office of Education but the statute again is quite definite in requiring that they shall call upon the advice of an advisory committee. The advisory committee has just been appointed for the developing institutions. They will be convened and we will present to them the results of our staff work which has been developed in consultation with representatives from the higher education community up to this point. Mr. MICHEL. Who makes up this advisory committee? Mr. MUIRHEAD. I can provide you the names.

Mr. MICHEL. Would you provide the names, and in the interest of time, just briefly, do they come heavily weighted in favor of bigger institutions or smaller ones? How is that committee made up? I am always a little wary of how we get some of these people.

Mr. MUIRHEAD. I think the best thing I can do is give you the names of the people and let you draw your own conclusions. We try to provide a mix on this Advisory Committee that would represent the smaller institutions, that would represent the larger institutions that might be working in tandem with the smaller institutions, that would also in turn represent the foundations who for quite a number of years have been addressing themselves to this problem. Carnegie Corp., Ford Foundation, and the United Negro College Fund have all been giving attention to this problem. For example, Dr. Patterson of the