is far beyond the capacity of individuals of university facul- Unless such institutes or national laboratories are estab- ***The national laboratory has emerged to satisfy a number of very well defined needs: First, the need by individual scientists for access to certain large and expensive research apparatus for the conduct of critical experiments; second, the need for the systematic collection of scientific data whose ultimate synthesis and organization is essential to the advancement of basic scientific thought: third, the need to provide opportunity for men of diverse scientific disciplines, unencumbered by extensive teaching commitments, to carry out group research, particularly in the interdisciplinary fields where their joint skills are essential to the solution of difficult and complex problems: and finally, the need for suitable facilities provided in a stimulating atmosphere where thoughtful scientists of many faculties can meet together for extended intervals in the shadow of the best scientific instruments to examine into all facets of particularly challenging and difficult scientific problems with adequate experimental support at hand. * * * In a speech at a Regional Conference on the Outlook of Science in America, conducted by the Massachusetts Institute of Technology on March 1, 1958, Dr. James R. Killian, Jr., made further reference to these problems.33 Extracts from that speech follow: *** We have come to think of basic research as finding its natural home in the university, and indeed the university seems to be the best instrument for conducting basic research. This has not always been true, and we may well be entering a period when other forms of organization will compete with the university in the field of basic research. A few great industrial laboratories have strong basic research programs and an increasing number of Government-operated or Government-sponsored laboratories conduct basic research as indeed they should and must. ** * But we must also recognize that our research needs are going to require special kinds of institutions separate from the universities. This comes about largely because of the magnitude of equipment and facilities required for much of modern research. The great particle accelerators required by nuclear physics are reaching such size and cost that they no longer can be financed by a university or limited in their use to a single institution. This is becoming true in other fields. In a recent report by the National Academy of Sciences Committee on Meteorology on needs for research 33 Congressional Record, March 4, 1958, p. A1973. See also comments of Dr. John H. Williams, professor of physics, Institute of Technology, University of Minnesota, addressed to Senator Hubert H. Humphrey under date of April 3, 1958, at p. 195. and education in meteorology, it urged the establishment It is also increasingly clear that within institutions it is It is the view of the staff that the establishment of national institutes of scientific research, as authorized by this title, will enable this Nation to meet not only its basic scientific research needs, but would make important contributions toward the development of its applied research requirements as well, since authority is provided for the undertaking of certain types of applied scientific research under certain circumstances. It should be noted that the institutes would be operated primarily by private, nongovernmental institutions on a nonprofit basis, with the funds being supplied by the Federal Government, or, in certain instances, in part by private industry. It is contemplated that these institutes would work closely with the scientific and technical departments of existing universities and schools of technology. Of necessity, the programs undertaken by the institutes should be carried out under the guidance of the best qualified and most creative scientists in the Nation. Although it may be found desirable to have some of these institutes closely associated with existing educational institutions, it might be preferable for others of them to operate as completely separate establishments. This question has been called to the attention of the staff by persons familiar with this field who have pointed out some of the difficulties involved when outstanding scientists, attached to university faculties, are burdened with teaching or administrative duties which detract from their research potential. This is a matter of policy which should be determined by the Congress, following committee hearings. Related questions In its initial work on this bill, the staff found that in addition to an urgent need for basic scientific research, there also existed a need for refresher courses for Government scientists who have been engaged in administrative work over a period of years, and for adequate facilities for the advanced training of graduate engineers. Refresher training for Federal science executives. With respect to refresher training, the staff was advised by officials of the Govern ment who are working in science areas, that scientists who were appointed to administrative positions in the Government 10 or more years ago are actually no longer scientists, but have become administrative officers; that they have lost contact with the latest advancements in the fields of science in which they were formerly proficient; that, although these scientists may be good executives, they should have refresher courses or periodical assignments involving research in order that they may perform the services required of them in accordance with the highest possible standards, thereby enabling them to keep abreast of the latest developments in their respective fields of science. National Science University.-As another possible approach to the problem, it was also suggested by some of the scientists and Government officials who are familiar with these problems, that consideration be given to the establishment of a National Science University which would enable administrators of Federal science programs to continue their studies either intermittently or on an alternating or sabbatical basis. Academy of Science.-Originally, the staff proposed to the committee that a National Academy of Science be created. In view of the opposition that developed on the part of educational leaders and others who were familiar with the problems involved, this proposal was abandoned. It was contended that such an Academy would duplicate the existing facilities of science and technological departments of universities and institutes of technology which are fully qualified in every way to provide undergraduate and graduate instruction in all fields of science. In other words, it was considered that the establishment of an Academy of Science would actually constitute Government control and competition in the field of science education, which, it was contended, would be detrimental to the welfare of existing educational institutions, supported by State or private funds. Concern was also expressed over the political implications of such an institution. Dr. Wallace R. Brode, president of the American Association for the Advancement of Science, in commenting on this proposal, advised the committee staff that I do not believe an Academy of Science similar to the Military Academy and Naval Academy is practical. Such an Academy of Science would not produce a product for which the Government has an exclusive monopoly of employment as in the case of Army and Navy officers. The many types of scientists in the Government and the similar competitive positions in universities and industries would require specialization institutions such as nuclear, hydraulic, electronic, geological, and mathematical, and experts could not be produced all in the same mold, as are military and naval officers. It should be noted that while the graduates of our military academies are given a bachelor of science degree, the broad military requirements prevent a major in mathematics, languages, history, or psychology and such graduates have considerable difficulty being admitted to graduate standing in universities which adhere to what are considered reasonable admission requirements for advanced study in any specific area or subject. Facilities for training of graduate scientists. With respect to adequate graduate facilities for further training of graduate scientists, the staff was advised that there is a real need for such facilities to enable qualified scientists to do basic research, or to prepare themselves to teach in scientific fields. The need for such facilities was clearly stated by Dr. James R. Killian, Jr., special assistant to the President for science and technology, in a speech before the Conference on America's Human Resources To Meet the Scientific Challenge held at Yale University, February 3 and 4, 1958. The following are pertinent extracts from Dr. Killian's speech: Hopefully, we are coming out of the long period during * * * Until now our chief reliance in engineering educa- Many industries have been ahead of the colleges in recognizing this need. As a consequence, they have evolved training programs of their own to carry their engineers beyond the levels of their 4-year undergraduate education. If we had the graduate school capacity to handle these men, it would be more appropriate and advantageous in the long run for them to receive their advanced training in the university, rather than in industry. The engineer, no less than the scientists, can benefit from an atmosphere of uncommitted research, and our technological advance would be more certain if top graduates of 4-year engineering courses proceeded on to graduate study. *** Even though their enrollments have been down, the teaching loads in our engineering schools-exceptions exist, of course- -are very high, with the result that their faculties have too little opportunity for the creative work that leads to further professional development both as teachers and engineers. * * * The success of engineering education in attracting and holding more first-rate teachers will depend upon accelerating the development of more and stronger graduate programs. The graduate school and the research associated with it can provide engineer-teachers with opportunities for professional activities and growth as engineers which they now find chiefly in practice outside of educational institutions. In those engineering institutions where strong graduate schools exist and where there is a fruitful alliance with basic science, an environment satisfying to first-rate engineers has been better achieved. Summation In its original consideration of this problem, the staff felt that a National Science Academy might meet the Nation's requirements for basic research, refresher training, and graduate technological and scientific study referred to by Dr. Killian. As previously noted, however, after the staff was advised of the objections to the establishment of an Academy of Science, that proposal was omitted from the bill, and the idea of establishing research institutes or centers, using existing university facilities wherever possible, was developed. The committee may desire to give consideration to broadening the scope of the institutes proposed in this title enabling them to provide advanced graduate training for the younger scientists, and refresher training for those with more experience, whose administrative duties have resulted in their failure to keep abreast of the latest developments in their specialized fields of science. TITLE III. EDUCATIONAL LOANS Section 301 sets forth definitions relative to the terms used in this title. Section 302 (a) directs that the Secretary shall establish a program providing for loans, and loan insurance, in accordance with the provisions of this title, for the purpose of encouraging and assisting individuals to obtain education beyond the secondary school level in the fields of the physical sciences, to include but not limited to, physics, chemistry, astronomy, geophysics, oceanography, and meteorology, the biological sciences, mathematics, or engineering. The Secretary may establish priorities for such loans or loan insurance for education in particular fields whenever he determines such priorities are in the national interest. Subsection (b) provides that this title shall be administered by the Administrator under the direction of the Secretary. Subsection (c) authorizes the Secretary to establish a Bureau of Student Loans under this title to be headed by a Loan Director responsible to the Administrator to assist in carrying out the provisions of this title. Under subsection (d) the Secretary may establish such rules and regulations as are necessary to carry out the provisions of this title. In establishing such rules and regulations and in carrying out such provisions the Secretary shall consult and cooperate with State agencies primarily concerned with higher education and with established associations of privately endowed colleges and universities. Section 303 (a) establishes in the Treasury a special fund to be known as the Federal Education Loan and Loan Insurance Fund, which shall be used as a revolving fund for making loans under this title and for loan insurance purposes under this title. Subsection (b) authorizes appropriations for direct-loan purposes for the fiscal year beginning July 1, 1958, the sum of $40 million; for the fiscal year beginning July 1, 1959, the sum of $60 million; for the fiscal year beginning July 1, 1960, the sum of $80 million; for each of the fiscal years beginning July 1, 1961, 1962, 1963, and 1964, the sum of $100 million; and thereafter so much as shall be necessary to maintain the direct-loan account in the revolving fund, and subsection (c), such amounts as are authorized for loan purposes. |