Mr. FOGARTY. Who is going to speak for Howard University? GENERAL STATEMENT Mr. FOGARTY. We will put your statement and biographical sketch in the record. Dr. WORMLEY. Very well. HISTORICAL AND BACKGROUND STATEMENT Mr. Chairman and members of the committee, I have the honor to present a historical and background statement about Howard University. The purpose of this statement is to provide information regarding the place of Howard University in higher education, the special relationship of the Federal Government to the university and the present status of the university. A. THE PLACE OF HOWARD UNIVERSITY IN HIGHER EDUCATION Howard University, located in the District of Columbia, was chartered by act of Congress, dated March 2, 1867. The university consists of 10 schools and colleges and offers programs of higher education on the undergraduate, graduate, and professional levels. The university provides programs leading to the bachelor's, master's, and doctoral degree. There are four divisions that accept students directly from high schools: the college of liberal arts, the college of fine arts, the college of pharmacy, and the school of engineering and architecture. There are six divisions that offer advanced professional or graduate work: the college of medicine, the college of dentistry, the school of social work, the school of law, the graduate school, and the school of religion. (The school of religion receives no support from Federal funds.) The founders of Howard University had as one of their principal purposes the establishment of a university which would admit students without regard to sex, race, creed, color, or national origin. The university has always adhered to this principle. The general philosophy which guides the program of Howard University can be stated as follows: (1) The basic purposes and aims of a university are: the development of an inquiring and discriminating mind, the education of youth to perform intelligently and responsibly the functions devolving upon effective citizens, the education of members of professions and other vocations which require formal education beyond the high school, the education of scholars and the encouragement and prosecution of research to extend the boundaries of knowledge, and the contribution of various educational services to the community at large. In the pursuit of these basic aims and purposes, Howard University is committed to excellence of performance. (2) Howard University is committed to the philosophy of the publicly supported university which holds that all persons irrespective of race, creed, color, sex, religion, or national origin who are capable of successfully pursuing a higher education should be given the opportunity to do so. (3) Howard University is dedicated to the task of educating its students for a socially intelligent and a morally responsible life. (4) As a matter of history and tradition, Howard University accepts a special responsibility for the education of capable Negro students, disadvantaged by the system of racial segregation and discrimination, and it will continue to do so as long as Negroes suffer these disabilities. (5) Howard University also accepts a special responsibility to make a continuing and comprehensive study of disadvantaged persons in American society so as to contribute to the prevention, amelioration, and removal of disabilities caused by race, color, social, economic, or political circumstances by (a) extending and intensifying its research efforts in the field of race relations and collateral areas, (b) helping its students, as potential leaders and effective citizens, to develop a basic understanding of and the intelligent ability to deal with these problems, and (c) increasing its current efforts in the dissemination and preservation of knowledge in these special fields. Since its founding in 1867, Howard has graduated 24,255 persons and has been a pioneer in providing professional training for Negro students in medicine, dentistry, pharmacy, engineering, architecture, law, music, and social work, as well as in the teaching profession and religion. The services of Howard have been of particular significance, for during much of this period Howard was the only publicly supported university to survive which made completely available to Negro students the broad programs of undergraduate, graduate, and professional education usually characteristic of State universities. Among institutions in which Negro students are in a majority, Howard still stands as the only one affording a complex system of undergraduate, graduate, and professional training. The importance of Howard in providing professional training for Negroes may be especially well illustrated by reference to the fields of medicine, and dentistry. Howard University and Meharry College continue to be the major source of Negro physicians, surgeons, and dentists. The university continues, as always, to seek for its faculty the most able persons. These persons are selected on the basis of their competence and character without regard to sex, race, color, creed, or national origin. It is to be noted that the Howard faculty has always included 'the largest group of Negro teachers and scholars at the university level to be found anywhere in the United States. Indeed, many of the most distinguished Negroes in public life have taught at Howard at some time during the course of their careers. Numerous members of the faculty and staff in the past year alone were engaged in a variety of useful activities both in the United States and abroad. Development of a program in architectural education at the University of Nigeria, conduct of an athletic training project in Cairo under the sponsorship of Operations Crossroads Africa, service as an exchange scientist to the Soviet Union for research in brain behavior relationships at the Soviet Academy of Science, and service as consultant to the Peace Corps, consultant to the U.S. Commission on Civil Rights, and consultant to the Medical Division of the Department of State represent types of service rendered by these employees of Howard University. Several members of the staff, including the president of the university, represented the United States in various possessions and foreign countries. The university administers several large-scale programs designed to assist neighborhoods in the local community to solve some of their economic, social, and cultural problems. The youth center concentrates on the problems of the young. The continuing education and community development project functions as a facilitator or catalytic agent in the development of community resources and in channeling the services of the larger community to one of the most depressed areas in the District of Columbia. These are but two examples of the many programs which have operated in the area of community service and development. It is noteworthy that the university has achieved a significant reputation for its services to foreign students. During the 1964-65 school year, there was a total of 1,431 students from outside the continental United States, including two possessions of the United States, 77 foreign countries, and island possessions of the British, French, and Dutch West Indies. Approximately 15 percent of the students seeking degrees at Howard come from foreign countries. The percentage of foreign student enrollment in relation to the total student enrollment at the university continues to be the highest in any American universiy. Howard students have the rich experience of daily association with teachers and students who are representative of every race and color and all the major creeds in the world. B. THE SPECIAL RELATIONSHIP OF THE FEDERAL GOVERNMENT TO THE UNIVERSITY Following the establishment of the university in 1867, funds provided by the Federal Government were contributed toward the purchase of the first land and the erection of the first building. Soon thereafter, the university was associated with Freedmen's Hospital, which the Government had established to provide hospital and medical services for emancipated slaves. This relationship between the university and Freedmen's Hospital has continued to the present day. It is to be noted that the present Freedmen's Hospital stands on grounds owned by Howard University and leased to the Government for $1 per year. On the basis of a formal agreement with the Government, Howard University has the responsibility for furnishing all professional services in the hospital. Action of the Congress in authorizing (Public Law 87-262 approved Sept. 21, 1961) the transfer of Freedmen's Hospital and the construction of a new 500-bed hospital will very much improve this medical teaching facility and enable the university to perform greater community service. Until the present day, the programs of Howard and Freedmen's Hospital have provided the most important single training facility anywhere in the world for the medical education of Negro physicians and surgeons. In 1879 Congress passed the first Government appropriation for the support of Howard University, which was in the amount of $10,000. Since that time, Congress has made continuing and increasing appropriations to the university. Until 1928 these appropriations were made in the form of a voted gratuity without the support of substantive law. During the period of 49 years from 1879 to 1928, these current annual appropriations made by Congress to Howard increased from $10,000 to $218,000. A significance to be attached to the value of these appropriations is that Howard was thus able to survive as the only one of many complex educational institutions which were similarly established in the period immediately following emancipation. In 1928 the U.S. Office of Education called attention to the necessity of making Howard University a first-class institution. It was pointed out that such a university freely available to the Negro people did not exist anywhere in the United States. The act incorporating Howard University was amended soon thereafter, so as to provide substantive law for the making of annual appropriations to Howard. The pertinent provisions of this legislation are as follows: "SEC. 8. Annual appropriations are hereby authorized to aid in the construction, development, improvement, and maintenance of the university, no part of which shall be used for religious instruction." (45 Stat. 1021, approved December 13, 1928.) On February 11, 1929, the Secretary of the Interior, then responsible for the Office of Education, convened an important conference concerning Howard University. This conference was attended by representatives of various areas of the Government including the Bureau of the Budget, the Appropriations Committees of the House and Senate, the Department of Interior, the U.S. Office of Education, educational and philanthropic leaders, and trustees of Howard. It was agreed at this conference that Howard University should be placed on a first-class basis, and the Office of Education was authorized to study and prepare a plan for the development of the university with this objective in mind. The Office of Education made a study of every aspect of the educational program at Howard. As a result of this study, a program to place the university on a first-class basis was worked out in detail. As a followup of information gathered from this study, the Government immediately undertook a program of providing increased financial support for the university. In successive steps, the appropriations for operations and expenses increased from $218,000 in 1928 to $675,000 in 1932. During the years of the economic depression, however, increases in these current operating appropriations ceased temporarily and the building program likewise came to a halt. Beginning again in 1941, increases in regular operating appropriations were made for the university, rising from $1,115,701 in 1946 to $8,819,000 in 1964. Congress approved in 1930 the first 20-year program for the development of the university, recognizing that the institution very much needed a new plant and the necessary equipment in order to carry out the program which it was intended to undertake. The 20-year program provided for the acquisition of additional land and the construction of more than 30 new buildings within the period of 10 years. Between 1929 and 1933, Congress appropriated $3,264,000 toward the construction of eight projects. These projects included three dormitories for women; a classroom building; a heat, light, and powerplant; a tunnel for the transmission of heat, light, and power; a chemistry building; and a general library building. In subsequent years, these buildings were all constructed, and additional appropriations of $1,297,000 were made for men's dormitories and for landscaping and repair of buildings. The land which was needed for these projects was obtained through gifts from private foundations. Beginning in 1936, there were no further appropriations for buildings until the close of World War II. During the period beginning in 1946 and covering the immediately subsequent years, student enrollment at Howard was greatly increased by the sudden impact of more than 2,600 veterans. The influx of students greatly overtaxed all of the facilities of the University. The Government alleviated the situation to some extent by providing the university with 13 temporary wooden buildings and turning over for its use 2 permanent dormitory buildings which had been originally constructed for the housing of Government employees. The University's funds for physical plant maintenance were limited to such an extent that it was impossible to provide the necessary plant upkeep, with the consequence that there was heavy and rapid deterioration. As a result, Con |