Schools reflect the society they serve. Many of the failures we ascribe to contemporary education are in fact failures of our society as a whole.

Until such time that a commitment is made to adapt the structure of our educational system to the goals we have laid out instead, as many of our school systems do today, instead of the other way around, society will have, in fact, failed.

I have presented testimony as a teacher with many and varied experiences in the field of education. I am here today not as a representative of the Cleveland Public Schools but as a person concerned about the educational system in the United States and the direction in which it is moving. I will be as candid as possible when being questioned. The overriding issue, as I see it, is how best to develop the most important resource in the world-the human resource. Thank you for your time and attention.

Senator MORSE. Mr. Cody, you have been here all morning, and you have listened to the testimony. I think you were here yesterday afternoon, weren't you?

Mr. CODY. No, I came in last night.

Senator MORSE. I have no questions. We covered pretty much this morning the problems connected with the act. As to what you have said in regard to the two provisions of the act with which you are most gravely concerned, I completely agree. Maybe you ought to do the questioning.

Mr. CODY. If I may.

Senator MORSE. Yes.

Mr. CODY. I agree with all the comments you have made this morning with the other men. They are all so clearly revelant. I find no disagreement with them.

The one thing I would like to ask, Senator, is this: will title XI of NDEA be terminated on June 30, 1968?

Senator MORSE. Counsel says he will reply to it.

Mr. LEE. It is the proposal of the administration, as I understand it, that title XI of NDEA will not be funded in future years by the administration, and they are not pressing for its extension, in view of the fact that they believe that the subject matter areas can be adequately served under the Education Professions Development Act. Senator MORSE. Do you disagree with that?

Mr. CODY. No, I don't. I wanted to know if it was going to be extended or not. I wanted to be sure.

The reason why is that last year in Cleveland I sent close to 34 teachers last year, possibly 40 this year, or more to universities all over the country. Let me quote from one university:

Let me take this opportunity to say that your initiative in this matter is admirable, and should be a model for other school systems.

I hope that you will have no objections if I Xerox copies of your letter to show to our State and county school administrations.

What we are doing is sending teachers to universities and colleges and bringing them back. Am I right that the type of setup will occur under the Education Professions Development Act under title V? Mr. LEE. The testimony that has been previously presented by the Commissioner on Education on this, and at the time the Education Professions Development Act went through, was to the effect, and with the thrust that programs that had been previously funded would be funded to the same extent, given the appropriations by the Congress to so do.

Mr. CODY. Very good. There is just one more comment that I would like to make, and it is this: On the question of teacher education, I would like to know what work is being done now.

I spent, as I said, last year going around to all the schools and dealing with teachers. Every comment, Senator, that I heard universally, is that the education courses, the programs in the institutions of higher learning are not geared to teaching, helping these people when they come into the classrooms.

They become frustrated and they leave, and it is a very frustrating thing to see people with potential for becoming excellent teachers, leaving the teaching profession, students became tuned out so to speak, and they lose their interest, and you see the big dropout rate we are having.

Senator MORSE. I want to say on this kind of problem, Mr. Cody, that it is simply beyond the purview and jurisdiction of this committee. How the programs are implemented, how successful they are, there is nothing we can do about that.

We can provide the law that provides for programs. We can provide the law that provides for the funds. But we can't do more than that. We have got to place our confidence and trust in the educators of the country, the administrators of the country, and in the department downtown to see to it that the programs are wisely set up.

I don't mean that we don't do some surveillance activity, and we ask for reports as to how successful they are, but the last thing that we would be allowed to do, and I think properly so, would be for us to try to direct the programs themselves.

Mr. CODY. I see. Just one more comment. I notice that in Cleveland, I use this as an example because this is within my experience, that there are many materials, and I would like this for the record, that are appropriated from Federal funds that aren't being used, that are just sitting in storage, for the simple reason that some schools, not falling under a disadvantaged area, do not have the opportunity to use the materials which are sitting in cartons funded by Federal moneys. Senator MORSE. I haven't any doubt that you will probably find that, but what we have got to do is to get the evidence of it. All we can do then is transfer it downtown to the Office of Education, and say go ahead and look into it.

If you will supply counsel to this committee with any information on that kind of a failure to carry out the objectives of the law, we will certainly see to it that it is transmitted down to the Department. But I want the record to be perfectly clear that we will not set ourselves up, we have no right to set ourselves up to tell the State officials how they should administer the law.

?

Mr. CODY. Are the programs then set up in terms of need or on area Senator MORSE. It is set up on the basis of State plans. The State plan is approved downtown, and then the money is made available to the States under their State educational policies to administer. That is all I can say about that.

Counsel says that it is also set up on the basis of project grants. What you need to do, Mr. Cody, and I appreciate very much, your great interest in this, but what you need to do, and I am sure you will

Mr. CODY. Oh, yes.

Senator MORSE (continuing). Is to present to us a bill of particulars on what you think are the failures of the administration of the policies at the State level, and counsel to this commitee will see to it that the Department downtown is asked to look into it.

Mr. CODY. Thank you, Senator. I just finished spending, in addition to myself, and other teachers also, I spent $155 to buy books out of my own pocket for kids.

Senator MORSE. That is just the kind of an example you ought to make available to us.

Mr. CODY. Fine. Thank you.

Senator MORSE. I want to thank you for your patience, in staying as long as you have. I have got to get over to the floor of the Senate, and get some lunch sometime in between. We stand in recess until, as counsel said, we meet in Austin, Tex., tomorrow morning.

Mr. CODY. Thank you, Senator.

Senator MORSE. Thank you very much.

(Whereupon, the subcommittee adjourned at 1:15 p.m., to reconvene at 9 a.m., March 29, 1968, in Austin, Tex.)

EDUCATION LEGISLATION, 1968

FRIDAY, MARCH 29, 1968

U.S. SENATE,

SUBCOMMITTEE ON EDUCATION OF THE

COMMITTEE ON LABOR AND PUBLIC WELFARE,

Austin, Tex. The subcommittee met, pursuant to notice, at 9 a.m., in the Academic Center Auditorium, University of Texas, Senator Ralph Yarborough presiding.

Committee staff present: John S. Forsythe, general counsel of the full committee; Charles Lee, professional staff member of the subcommittee; and Charles S. Carleton, professional staff member.

Senator YARBOROUGH. The Senate Subcommittee on Education will come to order, and we will begin the final hearings on the higher education amendments of 1968 in S. 3098, a composite bill that includes an extension of the various higher education acts.

Testimony has been received from the administration and from public witnesses in the hearings that have been held week after week in Washington, D.C., up to date.

These hearings in Austin are being held at the initiation of Senator Wayne Morse who is chairman of the Senate Education Subcommittee, and was planning to be with us this morning; delayed by other obligations, he now plans to arrive early this afternoon, and it depends on the vote this morning as to whether he can be here. That is problematic.

Beyond the normal function of a committee hearing, which is to obtain information pertinent to pending legislation, today's field hearing has an added role: that of more effectively bringing to the people of a region information about the activities of their Federal Government.

In this instance, in the field of higher education, I can think of no more fitting place to hold a hearing on higher education than on the campus of the University of Texas, a great university provided for in the constitution of the republic of Texas, provided for by the people of Texas. At this point, on behalf of the subcommittee, I wish to extend my warm thanks to Dr. Harry Ransom, chancellor of the University of Texas system, who will be testifying this morning, for his cooperation and efforts in making these hearings possible, and for all of the assistance he has given the committee staff who have been here working on the hearings.

(1567)

We will cover a broad range of subjects today, and although we will not have an opportunity in 1 day's hearing to focus on every detail of the amendments under consideration, we will cover quite a bit of ground, including the following:

The aid to developing institutions; community service and continuing education; student financial assistance in its different aspects; cooperative education; instructional equipment and materials; graduate education.

We have a number of witnesses to hear from all of them highly qualified, and all of them taking time off from busy schedules and obligations at their respective schools and places of business; and, time being of the essence, I will not extend my remarks. I will forgo the temptation to review some of this important legislation.

We will begin directly with the witnesses, and I will call the first witness, Dr. Peter Muirhead, a distinguished educator who is Associate Commissioner for Higher Education in the United States Office of Education, Washington, D.C.

Dr. Muirhead.

STATEMENT OF DR. PETER MUIRHEAD, ASSOCIATE COMMISSIONER FOR HIGHER EDUCATION, U.S. OFFICE OF EDUCATION, WASHINGTON, D.C.

Dr. MUIRHEAD. Thank you, Senator Yarborough. I would like to have the privilege, Senator Yarborough, concerning the detailed statements concerning S. 3098.

FEDERAL IMPACT IN TEXAS

Senator YARBOROUGH. Dr. Muirhead, your entire prepared statement is ordered printed in the record. It will be available in the record for each member of the committee in Washington. You may proceed in your own way. Thank you, sir.

Dr. MUIRHEAD. Senator Yarborough, I am privileged to appear before you in support of S. 3098, the Higher Education Amendments for 1968.

That, as you know so well, Senator Yarborough, is an example of the rather stilted and ineloquent language that too often is employed by witnesses testifying before your committee hearings in Washington.

Here in Austin away from the inhibitions of Washington bureaucracy, I can say simply that I am appearing in support of legislation that promises to help our Nation reach the goal of equal higher education opportunity, a goal that you have so consistently and effectively advocated, Senator Yarborough, on behalf of the youth of Texas and the Nation.