receive stipends for the period of their attendance at such institutes in amounts specified by the Commissioner in regulations including allowances for dependents and including allowances for travel to attend such institutes.

I hope that this correction will be made in the final draft of the bill thereby incorporating my suggestions, and that this much needed amendment will be enacted by the Congress without delay.

Senator RANDOLPH. Now if you, Dr. Totaro, will proceed, perhaps, to introduce your colleagues, or to present your material in any way you think is desirable, the subcommittee will be happy to hear you and your associates now.

STATEMENTS OF DR. JOSEPH V. TOTARO, DIRECTOR, TEACHER PLACEMENT BUREAU, UNIVERSITY OF WISCONSIN, MADISON, WIS.; DR. JERROLD R. ZACHARIAS, PROFESSOR OF PHYSICS, MASSACHUSETTS INSTITUTE OF TECHNOLOGY, CAMBRIDGE, MASS.; DR. EARL R. BOGGS, DEAN, SCHOOL OF EDUCATION, WEST VIRGINIA UNIVERSITY, MORGANTOWN, W. VA.; AND JAMES H. STRAUBEL, EXECUTIVE DIRECTOR, AEROSPACE EDUCATION FOUNDATION, AIR FORCE ASSOCIATION, WASHINGTON, D.C.

Dr. TOTARO. Thank you, Senator Randolph.

Our presentation this afternoon will be made in the following order, which is just a step out of order in the list presented to you. Our first speaker will be Dean Earl Boggs, of the College of Education, West Virginia University.

Our second speaker will be Dr. Jerrold R. Zacharias, professor of physics, Massachusetts Institute of Technology, second from the right. The third will be Mr. James H. Straubel, executive director, Aerospace Education Foundation, Air Force Association, immediately to my right.

And I, speaking in behalf of Dean Lindley Stiles of the School of Education, University of Wisconsin, and myself.

We would like to present each of our own papers and the papers of the supporting individuals into the record, with your consent.

Senator RANDOLPH. Those papers which support the general premise that will be given in oral testimony will be included at an appropriate place in the record. It might be now, it might be after you have spoken, but we will place that material in the record.

Dr. TOTARO. Thank you.

It is no accident that the individuals appearing this afternoon are here. I think you will observe as you look at the background that we are not all pedagogues. Our purpose was to show that there are diverse interests in educational research and development, but that these interests are all important and we are all striving for the same kinds of long-term objectives.

I would like, since two of our speakers are going to have to move out a little more rapidly than others this afternoon, and because I had agreed initially not to speak due to the tight schedule we are under this morning, to eliminate my remarks at this point and proceed with Dean Boggs.

STATEMENT OF DR. EARL R. BOGGS, DEAN, SCHOOL OF EDUCATION, WEST VIRGINIA UNIVERSITY, MORGANTOWN, W. VA.

Dr. BOGGS. Mr. Chairman and members of the subcommittee. I am anxious to express my appreciation for the opportunity to appear before you today in order to support S. 580, the National Education Improvement Act of 1963, which is designed to improve quality, quantity, and opportunities for education at various levels in America. Time limits make it necessary for me to address my testimony to one phase of the bill-research. However, I should like to emphasize the importance of all other aspects of the bill under consideration.

The improvement of quality in education requires the discipline of systematic and consistent effort on the part of educational leaders. Research is the most effective tool to eventuate this orderly process. The lag in the use of research is largely the result of lack of funds. Two of the major requirements for this-trained research staff and climate of acceptance we have today, but without financial support the research program lags far behind demand for development.

Colleges of education today orient efforts toward the improvement of quality with renewed vigor. I have spent a good many years in colleges and I have never seen greater vigor expressed on the part of the dedicated staff members than we have today for digging into the basic research patterns, not only of the new knowledge, but of a renewed use and a reinterpretation of the old.

Staff members are restless to expand present research to secure data which can become the basis for further development of quality.

RESEARCH IN WEST VIRGINIA

Permit me here to list a few examples of research projects in the College of Education of West Virginia University which have been done in the last year or are currently in progress which need expansion but funds are not available to support further activities: T. J. Brennan, "A Study of High School Dropouts"; E. C. Kennedy, "The Improvement of Reading Skills for College Bound High School Seniors." There was a time when we thought the only ones we needed to work on in the field of reading are those people who are poor readers. But Low that has moved on far beyond that to the improvement of the reading skills of the college-bound and so-called academically talented people.

Dr. B. H. Bailey and Stanley Ikenberry, "Educational Expectancy Levels of Parents for Their Children," you will be interested to know the dry run of this research is in Preston County, centered around Kingwood; Dr. A. N. Hofstetter and Charles Ritchie, "Competencies Needed by Supervisors of Instruction;" R. H. Neff, "Program Requirements for Educable Pupils;" W. V. Wagner, "Criteria for Admission of College Students Into Teacher Education;" and K. A. Cook, "Analysis of Contributions of the College of Education of West Virginia University."

Other research efforts could be enumerated, but these, no doubt, are exemplary of other graduate institutions, both large and small.

In addition to the yeoman efforts being exerted within individual institutions, there are studies of a national and regional character,

EDUCATION FIRST DUTY OF GOVERNMENT

Senator RANDOLPH. Dr. Allen, in conclusion, I think that it wa an excellent quotation that you have used of Governor DeWit Clinton:

The first duty of government and the surest evidence of good government, i the encouragement of education.

I think today that the evidence you speak of here, the evidenc underlies, or I should say underlines the critical importance of mobi lizing all of our resources; private, public, local, State, Federal, i the broad-gage effort to strengthen the educational system of the United States at every level and in every facet.

And wherever one turns, one finds the wisdom in remarks of Epic tetus, the Stoic philosopher, who declared that the State says only th free shall be educated; God states that only the educated should b free.

Thank you very much for your very helpful assistance as a membe of the panel, to you, Dr. Ford, and to you, Dr. Fuller.

This has been a most remunerative way you have presented the ma terial. We assure you that the subcommittee and the full committe that the voluminous file you have left us shall not go uninvestigated Dr. FULLER. May I say, Mr. Chairman, that with only 55 member in the council, the 50 State officers and 5 from the outlying territorie such as Puerto Rico and Guam, we make every effort as a group t represent the entire group adequately and fairly in all of the hearing and in all of the polls that we take and presentations that we mak When we say that something is the policy of the council, that mean that it has been carefully ascertained that it is the view of the majo ity. We usually try to say what the majority is, whether it is a larg majority or a small majority. I regret particularly that the ne State Superintendent of Public Instruction of California, Dr. Ma Rafferty, was not able to be here today. We hoped that he woul join us. He certainly would have given us more variety than we hav had with just the three of us.

We try to do an objective, conscientious job. We think that allo education is connected, as we agree with all the purposes that ha been stated, I am sure, as council policy. But we do not belie necessarily that all of these purposes, public and private and high education and elementary and secondary, are implemented the san way. We do not believe that Federal funds are appropriate for son parts under our constitutions and laws, under our policies in educatio and under the public policies that exist in this country. We do n do the same thing for everybody in the same way, and yet, we can a agree that all education should be strengthened.

Senator RANDOLPH. I like your comment about the variety. V have had a demonstration of that in another level of our living, wi the Americans reaching the peak of Mount Everest. The two tear reached the peak, but they used different approaches. Yet they sto there on Mount Everest.

Now, I think that we have heard from Max Rafferty. We ha had a communication from him. His thinking will supplement wh you have said today.

Thank you, again, very much.

(The prepared statement of James E. Allen, Jr., together with attachment, is as follows:)

PREPARED STATEMent of James E. ALLEN, Jr., COMMISSIONER OF EDUCATION, and PRESIDENT OF THE UNIVERSITY OF NEW YORK

Mr. Chairman and members of the subcommittee, my name is James E. Allen, Jr. I am commissioner of education and president of the University of the State of New York. I appreciate this opportunity to appear before you and to express my views with respect to S. 580.

The University of the State of New York is the oldest continuous State educacational agency in America and consists of all of the elementary and secondary schools, colleges and universities of the State—public and private. It includes also the museums, libraries, historical societies, and other educational and cultural institutions chartered by the State. The head of this university is the constitutionally created body, the regents of the University of the State of New York, of which I am the executive officer.

This year there are nearly 3 million students enrolled in the public schools of New York State, and approximately 750,000 in the nonpublicly controlled schools. The 200 colleges and universities in the State presently enroll approximately 480,000 students.

New York State has long been a leader in education. The people believe in and want good education. Governors of both major parties have usually been advocates and strong supporters of education. The legislature too has seldom failed to give top priority to the welfare of our schools and colleges.

In my opinion, New York State is particularly fortunate in the soundness of its legal and administrative structure for education wherein all of education in the State from the kindergarten to the graduate schools is under the general supervision and control of the State board of regents. This system facilitates Bound planning and coordination, provides protection against partisan political control, and makes it possible to maintain a unity of educational purpose in the State while at the same time fostering a wide diversity of opportunity and of institutional growth and development.

I make special mention of this unique structure for the government of education in New York State because I earnestly believe it is one of our greatest assets and I am concerned to see that the development and administration of Federal policies result in strengthening, not weakening, this structure. Hence, I am pleased when I read the repeated statements of the U.S. Commissioner of Education, Francis Keppel, that-"The policy of the Federal Government, in planning its part in the effort we must make as a nation, must be such that, at the end of any program the institutions are stronger and freer than they were at the

start."

New York State has made significant progress in education in recent years. You may be interested in a few facts:

Expenditures for the public schools have increased from $1.3 billion in 1957-58 to an estimated $2.2 billion in 1962–63, an increase of nearly 70 percent. For the same period, State aid for the public schools increased from $514 to $960 million, an increase of nearly 88 percent. State aid for education is expected to reach $1 billion in the next school year.

In higher education, we have embarked on a billion-dollar construction program to provide for a doubling of enrollment in our State university units by 1970. We lead the Nation, I believe, in the field of financial assistance for college students, with nearly 100,000 students receiving scholarship or scholar incentive grants and over 40,000 students utilizing the liberal loan policies of the New York State Higher Education Assistance Corp.

With respect to quality we can boast of leadership on several points.

In the Westinghouse science talent search, a nationwide competitive scholarship program, New York State pupils won 35 percent of the scholarship winner awards and 32 percent of the honorable mention awards in 1962, while New York State has only 10 percent of the secondary pupils in the Nation.

In the National Merit Scholarship program, another national program, awards are allocated among States in proportion to a population measure. In this test the index of quality in a State program is not the number of scholarships won, but the qualifying score a pupil must attain to win a scholarship in his State. In 1960 only two States had qualifying scores higher than New York. If the

qualifying score had been the same in New York State as in the average State the number of New York State winners would have more than doubled.

The number of students in our high schools studying the more advanced course in mathematics increased by more than 70 percent from 1945 to 1960. In scienc a similar increase has taken place. These gains are nearly three times the in crease in total high school enrollment.

In the advanced placement program, a nationwide program that provide bright high school students with opportunities to take college level courses du ing the upper years of their high school work, 20 percent of all high school offering such courses and 25 percent of all pupils in the Nation taking sud courses are in New York State.

I could go on with instances of achievement of which we in New York Stat can be proud. But I am not here for that purpose. I cite these facts simp to show the scope of education in New York State, the great investment in ed cation that has been made by the citizens, and to emphasize how much is stake, and how much of the future welfare and hopes of the people rests up the development and progress of our education system.

Our pride of accomplishment is exceeded only by our feeling of concern f the vast array of unmet educational needs in our State. Let me turn now to brief enumeration of some of the more serious of these needs.

Enrollments in our public schools are continuing to rise at the rate of mo than 60,000 pupils per year, creating a continuing shortage of teachers and clas rooms which we have thus far not been able to overcome. Last year 72,000 bơj and girls were forced to attend curtailed daily sessions. Thousands are classes too large for proper individual attention; far too many are in schoo badly needing renovation and repairs.

Despite local, State, and National programs for updating teachers in servic these programs are too meager to make the impact so urgently needed. I kno of nothing more urgent in education today than the need to provide for teache in service the opportunities for raising the quality of their preparation ma necessary by the demands of the changing times.

Teaching materials are rapidly being improved but the pace is painfully slo Up-to-date, first-rate teaching and learning materials in all areas of the cu riculum are essential if learning opportunities are to be equal to the needs a abilities of the students. Large sums of money are required not only to produ such materials but to place them at the disposal of teachers and students.

The educational problems in our cities are especially critical. A recent repo of a study of New York City schools by State and National educational specia ists credited the city's schools with many fine achievements, but pointed to t "staggering problems" they face, and to their struggle against incredible od to provide education of high caliber. One competent observer has called t educational problems of New York City "so tremendous that they almost de description"; another has referred to them as "social dynamite." The preside of the board of education, in an address before the board of estimate and the c council in New York on May 2, 1963, stated that the funds allocated by the ci for education were not sufficient to make even a modest dent in the accumulat school problems of the city. The funds necessary for making a massive de in the city's school problems must be forthcoming-and soon.

The educational problems of our large cities, such as New York City, are longer solely the responsibility of local government, nor of State and local g ernments. They are a national responsibility created, in part, by national c ditions. The results of neglect of education in these cities reach far beyo local or State boundaries, and their problems must receive the increased att tion of the Federal Government as well as that of State and local governmen Of special concern to New York State, and to the Nation, is the problem unemployed youth. Our statistics show that unless something is done to char present trends, we shall have, by 1970, in New York State, an estimated 786,0 more young non-high-school graduates than the number of jobs available them. At the same time, we shall have an estimated shortage of 243,000 the numbers of college-educated persons for the jobs requiring that level education.

To help solve these serious problems of imbalance between education a jobs, the schools will have to upgrade instruction all along the line and prov the kind and quality of programs that will keep more students in school throu