testified here yesterday, told the committee in very dramatic terms about the work done by the physical science study committee, which in a crash program that was liberally supported by National Science Foundation and other foundation funds, almost literally revised the physics curriculum of the American high schools overnight.

This, by the way, was a curriculum that went out of date in 1926 and had to be revised under conditions in which there was no time for the retraining of teachers and no opportunity to take the usual long, thoughtful steps that precede the change of the curriculum in the traditional form in which it is changed in the American school system.

NEW CURRICULA

Senator YARBOROUGH. Mr. Mitchell, I visited a high school in Corpus Christi last year that had this physics science laboratory and the instructors had about eight or nine boys in there working out of the regular class with this equipment. They told me those boys in high school were doing physics work the equivalent of sophomores in good colleges.

They said that by this, they could let very gifted students work in study period time and said when they graduated from high school, they would have as much knowledge in that science as the average student who majored in physics in the colleges.

Is that what you are referring to?

Mr. MITCHELL. That is correct. It is a great tribute to these revised curriculums that they upgrade the students and the teachers at the same time. They do this by introducing a package of materials. The MIT people did this by some motion pictures. They also introduced a brandnew textbook, the only first new one we have had in the schools in 25 years.

They produced a series of monographs for this curriculum and wrote specifications for new laboratory devices for the modern development in physics of the students who have the capacity to take advanced instruction.

Now, the problems our schools face today is that they get these new curriculum developments-and I should say the development in physics is paralleled by similar activity in biology, in chemistry, in mathematics, and languages. The problem the heavily burdened schools face as they try to absorb these materials is that under the National Defense Education Act, they are allowed to obtain only a portion of what must be and is an integrated team of teaching tools. What I hope you will do is give serious consideration to amending the language of both title VII and title III to make it possible for the schools to face the real opportunity that the last 5 years of intensive curriculum change has made possible for them, to buy the entire package. They are in the position of somebody getting an automobile who cannot get any tires. Or the position of an Army which is fighting a situation on all fronts with limited weapons, when all of the weapons are available and could be made available to them. That, sir, is the essence of the recommendation we make here today. We think the act is restrictive and we think modern developments have made it possible to make great strides, and that minor changes in its intent would achieve that purpose.

(The prepared statement of Mr. Mitchell follows:)

PREPARED STATEMENT OF MAURICE B. MITCHELL

My name is Maurice B. Mitchell, and I am a director of the American Textbook Publishers Institute. I am also president of Encyclopaedia Britannica, Inc. I am appearing here today on behalf of the Textbook Institute and the American Book Publishers Council.

The members of these two associations produce the overwhelming majority of the educational materials used in the schools, colleges, and libraries of this country. These materials include not only textbooks but reference and general library books. They also include related instructional materials, such as educational motion pictures, filmstrips, tape recordings and phonograph records, and programed learning ("teaching machine") materials.

Over 90 percent of books of all kinds distributed in the United States, including not only the materials referred to above but also the publications of university presses, religious institutions and general or "trade" books are produced by the members of these two associations.

We approve in general the provisions of S. 580, but we should like to suggest amendments to two titles of the National Defense Education Act which this bill would extend for 2 years.

The National Defense Education Act has indeed produced the beneficial result in American education that was the hope of those who wrote and supported the original legislation only 5 years ago. We believe that many of the urgent problems in education that prompted the enactment of this act continue to exist and will be with us for a number of years to come, and we heartily approve and endorse the further extension of various provisions of the act proposed in the bill before you.

Many of the members of these two associations spend the majority of their time in close association with school officials, educators, scholars, specialists in a variety of instructional fields and techniques and school boards. We feel that we can speak with considerable assurance regarding the effectiveness with which the National Defense Act has been administered. We have observed many of the programs that have been developed with funds and assistance made available under the act, and it is our belief that great progress has been made in many of the critical areas for which relief and improvement are urgently needed.

We believe that great credit is due the Office of Education staff, the superintendents of schools of the various States, and the school officials of countless communities where projects under this act have been activated for their prompt and effective acceptance of the opportunities offered by the act.

AMENDMENTS TO TITLES III AND VII OF NATIONAL DEFENSE EDUCATION ACT While I have indicated our wholehearted support of this legislation, I do now also wish to indicate that our two associations strongly urge your approval of two changes in the present National Defense Education Act. We recommended these amendments to titles III and VII of the National Defense Education Act (title IV, pt. B and title III, pt. D of S. 580) in 1961, when the National Defense Education Act was reexamined and extended. The amendment of title VII of the National Defense Education Act was accepted by this subcommittee and the full Senate Committee on Labor and Public Welfare and had the support and approval of the Department of Health, Education, and Welfare. Unfortunately, it did not find its way into the act and we now ask again that these amendments be given your approval and that the language of these titles be amended as suggested in appendixes A and C, attached.

Our recommendation deals with limitations in titles III and VII of the National Defense Education Act that exclude certain published materials, among them textbooks and programed learning materials, as instructional media eligible for consideration in a variety of programs made possible by this legislation.

Title III, for example, specifically excludes textbooks by name, and programed learning materials when considered to be textbooks and general encyclopedias by administrative interpretation, while making funds available for other instructional materials.

Title VII limits activities in the field of research and dissemination of information to a list of the so-called newer media and thus has the effect of excluding published materials.

A S Hantrations of this 4ERIALS, LI
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the curriculum in ute A Man of vientists an eating (

write and cause!

LION IN MORE EFFECTIV ATION PICTURES, PRINTE TEI MEDIA FOR EDUC.

STATION

dove only rERTOLA jlig out the pros. 16 C Z the Commissioner, ege and discoveries Advisory Commite I V Luncational Media (estal **d produced a full **d students make W), shall rougi grms a sconduct, assist, an tad experimento i te reopment and evaluation The PSSC group television. Tudi mak Te printed and publishe *rote specificatie sated media i “unmamaken vit may prove of value t They produced a cational per i de gecata cheir public elementar, (the developmecols, and to us rurals E Lane Scan, including the devel tion grants) utilizing sad adageing mica pues video tapes and othe perform, pralds, filmstripe slides and (cher Visal aids, recordings (in and other sucTier Lis printed and publisher neverd unite aguetle rapes 938, and radio or televisim je gran ses fie such purposes: Yet unde be raining teachers to utilize su i met with maximum effective

Beaching tools

Ayor picaenting academic subject matter or act such media.

GRANTS-IN-AID: CONTRACTS

aving out the provisions of section 70%, the Commissionerunke grants-in-aid, approved by the Advisory Committee on ational Media, to publie or nonprost private agencies, organizaLudividuals for projects of research or experimentation referred www.701;

s enter into contracts, approved by the Advisory Committee on 'cational Media, with public or private agencies, organizations, and individuals for projects of research or experimentation reMiu section 701; and

All promote the coordination of programs conducted or financed by this title with similar programs conducted by other agencies. Cus, foundations, organizations, or individuals.

WSSEMINATION OF INFORMATION ON NEW EDUCATIONAL MEDIA

FUNCTIONS OF THE COMMISSIONER

In order to disseminate information concerning new educational Tuding the results of research and experimentation conducted under >k file to Mtate or local educational agencies, for use in their public

rondary schools, and to institutions of higher education, the

I make studies and surveys to determine the need for increased willeation of television, radio, motion pictures, printed and y and related media of communication by State or local and institutions of higher education for educational

ate and publish catalogs, reviews, bibliographies, abstracts. archand experimentation, and such other materials as are tw the pairagement and more effective use of television. ***** ***\d and published materials, and related media stra võluvsketonal purposes:

stances, as the movement toward fuller integration of all educational materials quickens, the very legislation that encourages this movement will stunt it by limiting access to the equally vital text and programed materials.

In closing let me add that we are favorably impressed by the recognition given to the importance in the educational process of adequate libraries in title II, part D and title VI, part C in S. 580. We would particularly urge that these library provisions be retained in the legislation reported out by this committee.' Senator YARBOROUGH. I favor the changes you recommend and regret the entire subcommittee cannot hear you. But as you know, other committees are meeting. The Senate is in session and has been since 10 o'clock. So it was impossible for others to be here to hear this fine statement.

EXPLOSION OF KNOWLEDGE

I am intrigued by one statement you made there. I believe you said an explosion of knowledge has taken place. Do you think the bounds of learning are progressing that fast that in this 5-year period

Mr. MITCHELL. Mr. Chairman, I would say that any thoughtful person, certainly anyone who spends his life as intimately involved in this collection of knowledge as I do with my associates, not only in the textbook field but in the Encyclopedia Britannica, anybody who has observed this phenomenon in the past few years would have to admit we are facing the greatest explosion of knowledge ever seen. To give you an example of this, the Encyclopaedia Britannica has 39 million words in it. In the revision just produced, which is a revision of 1 year, we changed 102 million words. When you have to change 25 percent of a language in 1 year, you are living in some kind of an explosion or something.

Senator YARBOROUGH. That was a 1-year revision?

Mr. MITCHELL. That is correct, sir.

Senator YARBOROUGH. And I haven't heard the explosion on that change that we had when we had the latest revision of Webster's dictionary.

Mr. MITCHELL. That was an explosion of a different nature. But it reflects the rapidity of change.

Senator YARBOROUGH. Do you find in this explosion of knowledge that in addition to young people going to school and going to school longer and studying harder, do you find that this is affecting adults, that middle-aged adults who practically quit studying for years have gotten interested again?

Mr. MITCHELL. Yes, sir; as a matter of fact, Margaret Mead, who is a great woman and a great anthropologist, has observed that no one any longer dies in the world into which he was born and no mature person today dies in the world in which he has reached maturity.

This is the best way I know of to summarize the tremendous impact of knowledge explosion on adults.

Ralph Tyler, with his group studying human behavior on the west coast, has now said that the average adult must reeducate himself three times simply to stay current as an adult.

It seems to me this is a tremendous movement in adult education that we are seeing on all fronts.

Senator YARBOROUGH. Don't you find that this explosion of knowl edge is affecting people generally?

1 The appendixes and amendment referred to follow on p. 1565a, ff.

APPENDIX A

(Extract from Senate Report No. 652 of July 31, 1961, concerning the addition of printed and published materials to title VII of the National Defense Education Act of 1958)

TITLE VII-RESEARCH AND EXPERIMENTATION IN MORE EFFECTIVE UTILIZATION OF TELEVISION, RADIO, MOTION PICTURES, PRINTED AND PUBLISHED MATERIALS, AND RELATED MEDIA FOR EDUCATIONAL PURPOSES

PART A-RESEARCH AND EXPERIMENTATION

FUNCTIONS OF THE COMMISSIONER

SEC. 701. In carrying out the provisions of this part the Commissioner, in cooperation with the Advisory Committee on New Educational Media (established by section 761), shall (through grants or contracts) conduct, assist, and foster research and experimentation in the development and evaluation of projects involving television, radio, motion pictures, printed and published materials, and related media of communication which may prove of value to State or local educational agencies in the operation of their public elementary or secondary schools, and to institutions of higher education, including the development of new and more effective techniques and methods

(1) for utilizing and adapting motion pictures, video tapes and other audiovisual aids, filmstrips, slides and other visual aids, recordings (including magnetic tapes) and other auditory aids, printed and published materials, and radio or television program scripts for such purposes;

(2) for training teachers to utilize such media with maximum effective ness; and

(3) for presenting academic subject matter through such media.

GRANTS-IN-AID; CONTRACTS

SEC. 702. In carrying out the provisions of section 701, the Commissioner(1) may make grants-in-aid, approved by the Advisory Committee on New Educational Media, to public or nonprofit private agencies, organizations, and individuals for projects of research or experimentation referred to in section 701;

(2) may enter into contracts, approved by the Advisory Committee on New Educational Media, with public or private agencies, organizations. groups, and individuals for projects of research or experimentation referred to in section 701; and

(3) shall promote the coordination of programs conducted or financed by him under this title with similar programs conducted by other agencies. institutions, foundations, organizations, or individuals.

PART B-DISSEMINATION OF INFORMATION ON NEW EDUCATIONAL MEDIA

FUNCTIONS OF THE COMMISSIONER

SEC. 731. In order to disseminate information concerning new educational media (including the results of research and experimentation conducted under part A of this title) to State or local educational agencies, for use in their public elementary or secondary schools, and to institutions of higher education, the Commissioner

(1) shall make studies and surveys to determine the need for increased or improved utilization of television, radio, motion pictures, printed and published materials, and related media of communication by State or local educational agencies and institutions of higher education for educational purposes;

(2) shall prepare and publish catalogs, reviews, bibliographies, abstracts. analyses of research and experimentation, and such other materials as are generally useful in the encouragement and more effective use of television, radio, motion pictures, printed and published materials, and related media of communication for educational purposes: