many audiences. There is a job of political education to do, you know. We must take these facts to the American people if we are going to get them to support us. I add a very, very effective propaganda job is being done against us.

You spoke of physics. We just do not know whether or not the little boy or girl in the first grade, has the potentiality of being a physicist, a chemist, a doctor, or a teacher. But we do know that if we do not start developing to the maximum extent his mental capacity, it can degenerate. I have heard many witnesses over the years, as I have presided over these hearings, that bring this fact out in one form or another, time and time again. Let us take a person of native high intelligence. If no training is given to develop that intelligence, by the time the youngster gets to be 18, 19, or 20 years old, it does not mean you can start building it successfully then. If he does not have grade school and high school training, to use a figure of speech-which is not scientific, I realize, but which nevertheless, illustrates the truth of it-by his failure to use, develop, and stimulate his cortex of great intellectual potentiality, out of unuse, it becomes dull and undeveloped. You do not have by the time that bright little potential at the age of 3, 4, 5, or 6, reaches 20-you do not have a very smart person, at least not as smart as the one which you could have had. I think that we are wasting potential brain power by the millions.

Yet we must somehow get across the fact that the Federal Government, without in any way being an educational dictator, or a dominant partner in developing the education system of the country, financially or in terms of curriculum can help to finance programs that are needed, and that it does have a responsibility to do so.

A statistic that was paraded through these hearings the other day 30 struck me, that I did some checking up on it and I found it in question. Nevertheless I want to present it to you gentlemen, so that you can tell me if you know anything about it, and if you do, whether It is reasonably accurate or not.

DISTRIBUTION OF TECHNICIANS

There could be some variation in the percentage to a minor degree. But the round number that was given us was that if you take the Skilled technicians in the fields of technology today in the United States and divide them up into two categories, one the percentage that is working in the field of the civilian economy, and the second the percentage working in the field of missiles, space, atomic energy, and other specialized military areas of work and occupation, you would find that about 75 percent of our technicians are devoting their tre and ability to missiles and space and atomic energy and military ervices, and only 25 percent to the civilian economy.

Do any of you of your own personal knowledge know whether that figure is reasonably accurate or subject to challenge?

Dr. ZACHARIAS. It is certainly on the right side. There is no ques

tion.

Dr. BOGGS. May I rise to a point of order? I am forced to ask for permission to leave because of my travel schedule. May I be excused? Senator MORSE. Please accept my apologies. I do not want to keep you. Please feel free to leave.

Dean, I want to thank you very much for helping us out this afternoon.

Dr. BOGGS. Thank you. I appreciate it.

Senator MORSE. What I wanted to get into our record through your expert testimony is, if the percentage is true today, with all else that you have alluded to in the testimony as to what the future holds for us in this area, and which for want of a better descriptive term I will say is the area calling for skilled and highly educated people to carry out great Federal programs, governmental programs of the future. are not we going to have to greatly increase the number of skilled technicians in the various fields of technology to keep pace with Russia and with other countries following a nationalistic course of action in the years immediately ahead? Am I right or wrong about that? Dr. ZACHARIAS. You are right about that, sir.

Senator MORSE. That is all I wanted to say by way of throwing out my thesis. If you have any comments you want to make by way of amplifying it or criticizing it, the record is yours.

ISSUE OF FEDERAL CONTROL

Mr. STRAUBEL. Mr. Chairman, we listened this morning to the report of the Chief State School Officers, where they had polled their membership and invariably, as they went down the line on the bili before you, they expressed negatives on Federal aid because it might interfere with the control, that there would be Federal control over the States.

Then we heard the Commissioner from New York, with a $2 billionplus enterprise, by far the largest in the country, I am sure, point ou the many gaps in his school system and the teacher problem that he said keeps him awake nights. Now, if the largest that we have-I forget whether it was 3 or 4 million-4-plus million students, can't hack it, as we would say, then certainly Arkansas, represented by the president of that organization, and the other States, cannot come close.

Now, it seemed to me that as I sat back and added it up, they were giving the best argument for what Dr. Zacharias has called the massive effort in educational research and development. Because if these gaps and weaknesses exist, and no one has questioned them in our school system, and if, as you have indicated, there are going to be continual barriers to the Federal Government doing something about it, as the gentleman this morning would indicate, this, it seems to me, emphasizes the need for a far greater research and development effort on the premise, and you refer to that in your testimony, that the least. under these circumstances, that the Federal Government can do is to seek out the facts that try to find the shortcuts through research and development to fill the teacher shortages that everyone has mentioned, and then throw them at the States, take it or leave it. They do not have to accept it.

But I would think that through a real large research and development effort, as has been proved in other fields of endeavor-you ask what can be done about it. I think it is the only way to force the issue, where the facts just stack up against a State that is not doing a job, without telling them to do anything or controlling a thing.

I hate to see the research and development side of this go down on the Federal versus State control. Yet it is just one of the items along with a lot of others. It is far more important than that, because research and development leads the way, it is the explorer. I would hope it could be separated in the minds of the people who are talking about this control business.

Senator MORSE. I feel exactly the same way. I might say when the President first proposed the omnibus bill approach, I had some misgivings which I expressed to the White House. But as I have listened to the arguments for it, I decided that there is one thing we ought to be able to accomplish by these hearings on the total picture of our educational needs. Perhaps they will serve to bring to many Americans the lesson that we just cannot face this problem on the basis of what would be in the best selfish interest of each little community, school district or State. We must look at this as part of the whole. We all have a responsibility to look at this from the standpoint of the national interest. We can justify the bill on that basis without, as you point out, without in any way, jeopardizing the prerogatives of local control.

Well, I shall not say more. I wanted to give you a chance to say what you have and I thank you for it.

Our last witness is Dr. Joseph V. Totaro.

Dr. TOTARO. Thank you, Senator Morse. We are delighted you could get here and before I start to plow over the ground you have gone over so effectively, again, I would like to make one comment I think needs to be made.

Senator Randolph did an excellent job this morning and again this afternoon before you arrived and I want to acknowledge the manner in which he has handled our testimony and the testimony of our predecessors this morning.

Senator MORSE. I want the record to show my thanks to Senator Randolph. I could not be here this morning because of a meeting of our Foreign Relations Committee, where I had to be one of the main spokesmen on Latin American issues that were being raised at the meeting, because I am chairman of the Subcommittee on Latin America.

I appreciate what Senator Randolph did this morning and again this afternoon. I want this record to show that I know of no one more dedicated in the Senate to the issue of adequate legislation in the field of education than the Senator from West Virginia. You may proceed.

STATEMENT OF DR. JOSEPH V. TOTARO-Resumed

Dr. TOTARO. Thank you. It is encouraging to know that we have this caliber of gentleman working for us in the Senate.

Senator Randolph alluded to a few words but I would like to reemphasize. He mentioned truth, and spoke about changes. I think we need to be concerned about pursuing change through truth. This is really what we are talking about here in educational research and development. We are concerned with all of S. 580, but we came here to focus on title III and particularly that aspect which deals with Cooperative research.

It seems as though we need a dynamic, positive program to pus before the American people, as well as the alternatives to this dynamic. positive program. We really are not very much concerned abou what the alternatives are, and perhaps we really do not know. I appears to me as though this research emphasis is apt to be the key to the door that we need to unlock in the future.

We heard come comments this morning, we read many, as you alluded to, in the newspaper and other places, of a negative nature with respect to education and its possible Federal control.

I suppose these are the idiosyncracies of people reacting in the grassroots to the possibility that such control may exist. But can they quarrel with facts based on evidence produced through research?

Now, if we will make a massive effort in this direction-for if any program needs to be emphasized it is this program-perhaps in a year or two some of the fighting against the sorts of things we hope to accomplish may not be so evident.

We need to change the pattern of thinking of many people-to encourage change. In fact, we need to pioneer change, for the future is much more complex and potentially more dynamic than we could ever have imagined in the past.

Somehow, we have to translate this to the people at large, and to the educational community as well.

The educational ferment of the last decade or two has had something to do with pointing toward change, despite the fact that we have been stanchly criticized on some counts, and reported negatively to some of the criticism. But criticism does make for positive change. We are truly committed to improve education at all levels, to more effectively reach all Americans, which you were talking about a moment ago, so that a generation from now, we may not have to retread adults who were somehow missed in their youth in the educational program through which they traveled.

The people we are concerned with in this legislation, the adult illiterates and others should not have been bypassed, educationally speaking. Whether they came from other countries or not is incidental. In our times, there is no justification for the existence of disadvantaged Americans.

RESEARCH BASIC TO EDUCATIONAL IMPROVEMENT

We believe that educational research and development constitutes the most effective route to educational improvement and that research accomplishment hinges on facts and evidence rather than on emotion. Therefore, we believe the approach suggested refutes controversy, because facts should be on the table to be examined by all. We are confident that truth will result in change for the better. We seek no giveaway program, but truly believe that improvements which need to be effected in American education at all levels are amenable to research and study, for we know that research is what will make the difference between this and future generations.

We must not forget that the strength of our Nation has been dependent upon the nature and complexity or the differences which have characterized our people. I suspect it will continue to be. And we must assure that all individuals have the opportunity to attain the

education of which they are capable. This runs the gamut from the children of migrant laborers to Indian children, to youngsters with different kinds of physical, mental, and societal disadvantages, as well as those we would not consider disadvantaged. We have the responsibility to educate them all and do it much more effectively than we have ever done. We have to project into the future to be absolutely certain that the dynamic changes that the future requires find an atmosphere in which they can develop.

I would like to refer to a few statements in the document that Dean Lindley Stiles and I have prepared.

Senator MORSE. We will put the entire statement in the record. Dr. TOTARO. We have worked with over 400 Americans in all parts of the country in efforts to achieve a breakthrough that would improve the quality of education through a more realistic investment in educational research and development.

It has been the desire of these individuals who represent many different walks of life that the emphasis in American education be such as to assure that our people not only be equipped to keep abreast of the latest advances in all fields, but that they also continue to be actively involved in pushing forward the frontiers of knowledge. That they have had a profound effect on the thinking of people in their own communities regarding educational improvement is most gratifying. But while our gains have been considerable, much remains to be accomplished. Other nations, cognizant of the relationship of education to progress have made dramatic advances in recent years because they have recognized the need for improving education and were willing to invest what was necessary for its accomplishment. We who have achieved so much in the past must not now take educational quality and progress for granted. We have a long way to go. I will close with the final paragraph of this statement:

EDUCATION FOR SURVIVAL

The quality of American education, and the degree to which it can condition our people to respond, efficiently and effectively to the dynamic challenges which lie ahead, will largely determine whether we continue as a leader among nations or slip to subservience. A continuing realistic investment in educational research and development is absolutely essential if we are to remain on top. At a time when our very survival is threatened, can we afford not to create an atmosphere in which all Americans may have the opportunity and will be encouraged to pursue the amount and kind of education of which they are capable? Education for survival is nonpartisan. Accordingly, we hope you will consider this plea for improving American education on its merits.

Attached to our statement is an itemization of a number of cooperative research projects which have been in progress, to show you some of the advances that have actually been achieved through this pro

gram.

We think that one of its major shortcomings is a lack of funds.

What is going on in some of the key universities, including my own, including Dr. Zacharias' institution, needs to be spread out across the country and that cannot be done unless we have demonstration