Paul Quinn College was funded for the current fiscal year, under Title III, of the Higher Education Act of 1965, and although the program is not comprehensive and funding was minimal, the benefits derived have been almost incalculable. Funding was in the amount of $64,500. Of this, $22,500 for National Teaching Fellowships, $32,000 for a cooperative program with Baylor University, and $10,000 as a separate grant for planning further development.

In addition to such immediate, practical benefits as reduction of class sizes and upgrading of instruction, the present grant has provided an impetus for the planning and development of our college to a more fully integrated, polycultural institution capable of making an even more significant contribution to higher education-provided these activities can be sustained. No little part of our success under Title III funding is attributable to Dr. Willa Player, and Dr. Paul Carnell and others who have administered the program. Their considerate and cooperative administration reflects full sympathy with the published purpose of the Title III Program.

Through the National Teaching Fellowships we added two faculty members with earned doctorates and another who is nearing completion of the doctoral program. Besides upgrading our faculty qualitatively, these additions moved us closer to our goal of acquiring an adequate number of doctorates and to full accreditation.

At this point, a word about the proposed emeritus faculty amendment is in order. The Honorable Ralph Yarborough, senior Senator from the State of Texas, has wisely said that this amendment would lengthen the useful life of experienced educators who become victoms of arbitary retirement policies, and that it would also provide a valuable faculty resource for those colleges which are struggling for survival. Besides these obvious benefits, a developing institution will also gain within its faculty ranks those who, besides being highly competent and widely respected, are probably so well known in educational circles that they can relate meaningful points of view to the course the school can take to achieve its goals. We hope that this program would be flexible enough to permit the scholar to pursue undistrubed his scholasic activities and at the same time bestow on the institution the wealth of his teaching experiences.

The cooperative arrangement with Baylor University covered two basic areas: faculty development and administrative improvement. A cooperative faculty development program was initiated in the basic areas of English, reading, mathematics, speech, and social sciences. Members of the Baylor faculty and student services staff acted as consultants and worked with our own staff to evaluate present practices and procedures of instruction in these areas and, where necessary, initiated those changes which would improve the quality of our offerings and be of benefit to our students. Funds allocated to the program permitted us to reduce the average class size from 33 to 25 students and thus provided us with the opportunity to give more individualized attention to students.

Under provisions of the grant we also secured an instructor in speech and social sciences. This addition to the faculty not only improved our offerings in these basic disciplines but allowed us to relieve faculty members in the area of English for concentration in composition and literature courses. These are meaningful though small gains since they have allowed us to reduce teacher load as well as to bolster faculty competency. The time spent in joint evaluation sessions has caused us to redouble our efforts and to re-direct our resources toward the high goal of entering the mainstream of the academic world.

A developing college often finds its administrative organization faced with more complex demands as the institution emerges from its isolation into the highly competitive main current. The basic problem in administrative improvement is to secure an adequate staff, with capable administrators on one hand and on the other, sufficient clerical personnel. The grant received for cooperation with Baylor University for administrative improvement was, therefore, particularly valuable. Again the services of consultants from Baylor University were secured, but because of the limited funds available, their efforts were concentrated on improving the administration of student services. To date, a greatly expanded and improved student services program, particularly in the area of counselling and guidance, is being readied to go into effect at the beginning of the next academic year. We were able, under the grant, to place three of our own faculty members on partial release time to work with the Baylor consultants and to make the effort truly cooperative, capitalizing on the experience and training of our own people as well as upon that of the consultants.

In the area of administrative improvement, the grant permitted us to add an accountant to the staff. He helped us to gear our fiscal practices toward conforming with the established standards of the American Council on Education. A statistical clerk has been acquired to improve student accounting and provide us with a sound basis for further planning, and an assistant has been placed in the financial aid office to improve administration and follow up on National Defense Student loans. These small gains added vital strength to basic distress areas of our operation and gave us a needed basis for the examination of present programs and procedures leading to determination of a direction for further improvement.

The intensive examination initiated under the grant for a cooperative program with Baylor University was greatly expanded when we received the separate planning grant. Planning has involved conferences with developing institutions like our own and consultants from such established institutions as North Texas State University, Coe College, Arkansas A.M.&N., the University of Houston, and Boston University These activities have led us to project a totally new image for our college, an image which reflects goals and purposes traditional in their concern for humanity, yet innovative in their significance to our evolving society. Building upon 96 years of experience in the education of "the culturally deprived", we are shaping a unique program which takes into account both the need for continuing to serve such students and the new worlds of opportunity which are opening for them as the social pattern of our nation shifts under the impact of changes effected by rapid developments in technology.

The immediate expansion and acceleration of programs for curriculum development, faculty development, administrative improvement, and improvement of student services is essential to our purposes. Effective acceleration of these programs would involve other areas of cooperation provided for in Title III-faculty exchange, the use of visiting scholars, cooperative education, joint use of facilities and the professors emeritus Amendment No. 526 to S. 1126. This Amendment, we respectfully submit, deserves the fullest consideration, as does the Amendment to Title I, P.L. 89-329, which would assure continued support for higher education for at least five years. Not only assurance of continued support, but of increased support are warranted by the Nation's need for higher education facilities, by the past history of service rendered by what are now called developIng institutions, and by the role which such institutions can play in bridging the gap between the past and the future.

Again respectfully, gentlemen, we submit that consideration should be given to an Amendment which would provide such developing colleges as qualified for support under Title III with an allocation of unrestricted funds-that is, with funds which could be disbursed for any constitutional and reasonable expenditure without restriction to a particular funded program.

The burden of this testimony is that Paul Quinn College, and a number of emerging institutions with long histories of service to leadership capability that even today is regarded as most vital will be more able to render its gapbridging function, if direct help is provided in the period of transition. In the light of past service, and the experiences which we have gained in providing, and in consideration of the growing need for colleges it would be a tragic error to allow such institutions to succumb to the competition which gained its advantagious position through conditions that are now being corrected. The barriers which isolatedand protected us-are falling, but there is a recognizable gap between the established institution and its neglected competitor, and only special means designed to overcome these handicaps can lead these schools into the promised land of academic excellence.

This gap can best be filled by such programs as Title III. Isolation from the centers of economic and social power in the past has prevented Paul Quinn College from engaging in a fund development program which would provide her with her rightful seat in the higher councils of academia. Now that isolation is becoming a thing of the past, the opportunity for systematic and coordinated development of financial support is present, and Paul Quinn College has taken the first steps toward such development, along with and in support of development of its academic services. But fund development is, by nature, a long and, in the beginning, expensive process which the college will find very difficult to support. Until fund development becomes self-supporting, both academic and financial development require assistance. Title III grants have provided our college with the impetus toward full development. This legislation, both in concept and in

administration has been a vital first step toward strengthening American higher education and correcting past inequities. A reasonable assurance that such support would continue would assure that such of these colleges as do have the necessary desire and potential to emerge from isolation will so shape themselves as to preserve their long traditions of humanitarian service while adding breadth and depth to that service, as they enter the mainstream and gain the strength to fulfill roles for which their history has prepared them as the history of no other class of institutions has.

STATEMENT OF DR. L. H. McCLONEY, PRESIDENT, PAUL QUINN COLLEGE, WACO, TEX.

Dr. MCCLONEY. Senator Yarborough, members of the committee, staff, colleagues, ladies, and gentlemen, I take this means of expressing appreciation for appearing on this panel before this committee.

Senator Yarborough, we especially thank you for the significant contributions that you have made to higher education. Paul Quinn College fits well into the category of developing colleges as defined in title III, Public Law 89-329 of the Higher Education Act of 1965. We have the desire and the potential to make a substantial contribution to it. We have been isolated from the main currents of academic life. When Paul Quinn College was established in 1872, it became the first institution of higher learning west of the Mississippi River to provide an opportunity for Negroes to obtain a higher education. In the beginning, its beginning was not without travail for its founders, many of whom were themselves unlettered, but who realized that they did not have ample financial resources to build a college comparable to those that were operating around them. They also realized that the need to develop an indigenous Negro leadership was a matter of overriding importance if this Nation was to develop fully her natural and human potentials.

For 96 years, Paul Quinn College has striven to be a citadel of Negro independence. A rising tide of civil justice and humanitarianism in 1954 made it possible for Paul Quinn College to drop its racial clauses in employment, and by 1962 racial qualifications were no longer held a barrier to membership on its board of trustees.

However, financial blessings do not flow overnight to any cause. Paul Quinn College for years made only a few timid sallies to attract the attention of the entire community to her cause, and, as a result, by 1966, she found herself struggling to maintain the high goals that she had set for herself. Each day she felt a little more isolated from the main currents of academic life due to financial hazards, inadequate and overtaxed facilities, limited means to develop programs and funding, and at times, inadequately trained and developed personnel. Yet this institution battled adversity with a degree of success that can only be credited to her record of service to those who found within her walls an atmosphere in which they would develop their singular and sometimes repressed talents and could prepare to serve many a community, State, Nation, and territories outside our Nation.

Paul Quinn College has drawn heavily on rural areas for students, many of whom were recruited by those who believed that a Christian institution of higher learning provided a stimulus which could help American democracy to unfold. Many of the students who entered had high hopes but little funds, often being members of large families who

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suffered from financial distress. Too often the college had to take money out if its hard pressed operating funds to create scholarships for entering students.

The forces of exclusion now operating in the world of academics make it each day more difficult for the emerging schools to enter into the mainstream, for the expansion programs and the full time and highly sophisticated recruiting activities of some severely test our existence. But each year we find more of our students seeking us out and profiting from our special programs of compensatory study and of cultural enrichment. The need for this institution is greater than ever before and so is the need for her to expand her program and services, and it is to this, gentlemen, that I will address these remarks today.

Paul Quinn College was funded for the current fiscal year, under title III, of the Higher Education Act of 1965, and although the program is not comprehensive and funding was minimal, the benefits derived have been almost incalculable. Funding was in the amount of $64,500. Of this, $22,500 for national teaching fellowships, $32,000 for a cooperative program with Baylor University, and $10,000, as a separate grant for planning further development. In addition to such immediate, practical benefits as reduction of class sizes and upgrading of instruction, the present grant has provided an impetus for the planning development of our college to a more fully integrated, polycultural institution capable of making an even more significant contribution to higher education-provided these activities can be sustained. No little part of our success under title III funding is attributable to Dr. Willa Player, and Dr. Paul Carnell and others who have administered the program. Their considerate and cooperative administration reflects full sympathy with the published purpose of the title III

program.

Through the national teaching fellowships we added two faculty members with earned doctorates and another who is nearing completion of the doctoral program. Besides upgrading our faculty qualitatively, these additions moved us closer to our goal of acquiring an adequate number of doctorates and to full accreditation.

At this point, a word about the proposed emeritus faculty amondment is in order. Senator Yarborough, you have said wisely that this amendment would lengthen the useful life of experienced educators who become victims of arbitrary retirement policies, and that it would also provide a valuable faculty resource for those colleges which are struggling for survival. Besides these obvious benefits, a developing institution will also gain within its faculty ranks those who, besides being highly competent and widely respected, are probably so well known in educational circles that they can relate meaningful points of view to the course the school can take to achieve its goals. We hope that this program would be flexible enough to permit the scholar to pursue undisturbed his scholastic activities and at the same time bestow on the institution the wealth of his teaching experiences.

Senator YARBOROUGH. Dr. McCloney, would you pause there for a moment for comment? I think that to have a dean come from a school, a great university that is well endowed and rich, or come from a teaching position in that university to a small or weak school, a financially

developing one, he would face new problems, new opportunities, new experiences that would cause his mind to expand in recognizing the problems faced by a portion of the academic world that he was not experienced with, because he just hadn't had to live or hadn't been with a school that had to live under such financial difficulties, and I think that his experience we are thinking about the colleges we want to strengthen them-I think those people are going to have another dimension added to their lives, and that experience comes from helping their fellow people.

Dr. McCLONEY. Thank you. The cooperative arrangement with Baylor University under title III covered two basic areas: faculty development and administrative improvement. A cooperative faculty development program was initiated in the basic areas of English, reading, mathematics, speech, and social sciences. Members of the Baylor faculty and student services staff acted as consultants and worked with our own staff to evaluate present practices and procedures of instruction in these areas and, where necessary, initiated those changes which would improve the quality of our offerings and be of benefit to our students. Funds allocated to the program permitted us to secure parttime instructors in English and mathematics; allowed us to reduce the average class size from 33 to 25.

Under provisions of this grant, we also secured an instructor in speech and social sciences. This addition to the faculty not only improved our offerings in these basic disciplines but allowed us to relieve faculty members in the area of English for concentration in composition and literature courses. These are meaningful though small gains since they have allowed us to reduce teacher load as well as to bolster faculty competency. The time spent in joint evaluation sessions has caused us to redouble our efforts and to re-direct our resources toward the high goal of entering the mainstream of the academic world.

A developing college often finds its administrative organization. faced with more complex demands as the institution emerges from its isolation into the highly competitive main current. The basic problem in administrative improvement is to secure an adequate staff, with capable administrators on one hand and on the other, sufficient clerical personnel. The grant received for cooperation with Baylor University for administrative improvement was, therefore, particularly valuable in this regard. Again, the services of consultants from Baylor University were secured, and because of the limited funds available, their efforts were concentrated on improving the administration of student services. To date, a greatly expanded and improved student services program, particularly in the area of counseling and guidance, is being readied to go into effect at the beginning of the next academic year.

In the area of administrative improvement, the grant permitted us to add an accountant to the staff. He helped us to gear our fiscal practices toward conforming with the established standards of the American Council on Education.

The intensive examination initiated under the grant for a cooperative program with Baylor University was greatly expanded when we received the separate planning grant. Planning has involved conferences with developing institutions like North Texas State, Coe College, Arkansas A. & M., the University of Houston, and Boston Uni