Who has ever heard of an auditorium with glass windows? It is not supposed to be a mansion. It is supposed to be an auditorium.

Significant, I say, no cafeteria in either building, with those teachers stressing dietary habits. No food in the so-called eating areas unless one calls diluted sodas, dead sandwiches, coffee only by name, pastry with some form of carbon on it-why not live food?

We have no proper flooring in the Wilson Building. As one walks he bounces. We have no gymnasium for the boys or girls.

As we stressed an individual should be well rounded mentally and physically.

We have no appropriate number of restrooms in either building for either sex. No steam-table service, though we have the equipment. No safe way to get from one building to the other. Might I add there is a distance of 1 mile crossing Georgia Avenue and Sherman Avenue, hoping to make it across each time you go from one building to the other.

I conclude in this gripe session by saying that we have to buy our own U.S. flag as well as the District of Columbia flag. To me I do not have any understanding as to why an institution which is set. up to provide teachers for the Nation's Capital should have to buy a flag for the country of which it is the seat of its Government and a city which is looked up to by all.

In closing I leave the above and even suggest statements of my own belief; No. 1, education is a necessity, not now a luxury, as otherwise in some times.

Exemptions should be discussed presently in political bodies, for college students and/or their parents to be compensated. Two, the District of Columbia Teachers College is not in the least representative of the educational concern of the city of Washington, D.C. or the Capital of the United States of America, which is the world's most strong and most free nation. Third, the Nation should be aware of the amount of their tax money which is being used unwisely, again with a question mark.

I am interested in architecture. I am majoring in math so what I say in statement 4, I think I say in a qualified nature. Repairs are made from the top to the bottom. Construction is done from the bottom to the top. Note, the District of Columbia Teachers College has required construction from the bottom to the top and from the inside out.

Think what this means. More taxpayer's money wasted.

Fifth, I am tired of having to use facilities of other institutions for programs, for swimming classes, and other such. For athletic competition when other institutions of other States come to play us in the games. Incidentally I might add, our basketball team did a splended job this year. We won the Maryland Intercollegiate Conference tournament. But we had no place to play. We went to McKinley.

And mainly, having to use the auditorium of another school for graduation exercises. This is something I believe that really hurts after having spent so many semesters in one institution, I do not feel that one should have to go to another place to get his degree. I thank you.

Senator MORSE. Mr. Franklin, one of my reactions to this testimony is that there is no hope for utopia if we do not have utopians

and you are surely a young utopian. I want to commend you for your forthrightness in expressing to us, in this very refreshing style criticism of the neglect that the Teachers College has suffered.

I cannot help very much at this point except to continue to do what I can to try to get this legislation through which will alleviate the complaints that you raised in your testimony. When you suggested that you cannot even get a flag without buying it I just thought that after all, as a Senator, I do have a prerogative of obtaining a flag that is flown over the Capitol. So I assign counsel now the task of preparing the necessary letter to have a flag flown over the Capitol dome. I think this will be very symbolic and I will present it to the Teachers College as a gift from me. I think at least we will get the Congress in the Teachers College by way of a flag.

Mr. FRANKLIN. Thank you.

Senator MORSE. Our next witness will be Mrs. Walter Stults, education chairman, League of Women Voters of the District of Columbia.

STATEMENT OF MRS. WALTER STULTS, EDUCATION CHAIRMAN, LEAGUE OF WOMEN VOTERS OF THE DISTRICT OF COLUMBIA

Mrs. STULTS. The League of Women Voters of the District of Columbia thanks you for this opportunity to be heard. We urge the establishment of a 2-year junior college, a 4-year liberal arts college, both publicly supported, and a separate board of higher education.

In the 103 years since the passage of the Morrill Act establishing land-grant colleges, the United States has given active support to the premise that higher education should be available to all capable of profiting from it. For this reason there is throughout the country a network of publicly supported State colleges and universities, at least one of which is available to every high school graduate in the countryexcept to those who live in the District of Columbia. Over the past 40 years, the growing need for continuing education has brought about the development of junior colleges, offering various kinds of interim or terminal education, so that there are now 452 public junior colleges in the country, with only eight States which do not now have them.

These figures indicate how very far behind the District of Columbia has fallen in its responsibility to provide full educational facilities for those directly under its jurisdiction.

One compelling reason for providing facilities for public higher education in Washington is to give hope and aspiration to many of the children in our schools. In Chipola County, Fla., before the establishment of a junior college, 7 percent of the high school graduates enrolled in college. Twelve years later 52 percent began college careers, 45 percent of them at Chipola Junior College.

A 2-year college would provide additional academic courses for bright students who, for one reason or another, are not ready for a 4year college; technical courses for students interested in such varying occupations as nursing, medical technician, draftsman, engineering aid, junior municipal executive; courses to upgrade and retrain persons already employed, and continuous opportunity for them to grow intellectually. The President's Committee on Needs for Higher Education in the District of Columbia has estimated that at least 1,400 students yearly would benefit from such a college.

We also desperately need a publicly supported 4-year liberal arts college. We do have the District of Columbia Teachers College, but it can accept only students who want to enter teaching, and, in 1962, was refused accreditation by the National Council for Accreditation of Teacher Education, largely because of its physical plant.

For these reasons, it does not appeal to the ablest students from District schools. Yet the demand for teachers, here and elsewhere, continues to expand. The cumulative appointment of new teachers here from July 1965 through January 1966, has been 993. In 1965 DCTC graduated 117 students, 67 of whom were employed by the District

schools.

Throughout the country teacher education is becoming more and more a part of a liberal arts college. Given a new plant, a liberal arts atmosphere, and new prestige, a 4-year college in Washington would undoubtedly attract more students to teacher education. In addition, students of high academic potential not interested in teaching as a career should not be denied the opportunity to go on to college.

The report of the President's Committee on Needs for Higher Education in the District of Columbia amply documents our needs. In 1964 conservative estimates of the Committee indicated that about 400 college-able high school graduates are yearly deprived of college training because of lack of facilities here.

This, incidentally, is more than the total enrollment of the Virgin Island's Junior College. A survey of 2,800 District of Columbia graduating students in 1962 showed that 978 could not afford to go to college. Of that number, 323 students were enrolled in college preparatory and honors courses. It is not necessary to belabor the issue of need; almost every city of Washington's size has its own system of higher education.

Francis Keppel, now Assistant Secretary for Education at HEW, has defined another factor of considerable importance in saying:

the development of human capital-particularly investment in education-has been more important as a source of economic growth than has the accumulation of physical capital. It has been estimated that our investment in education has been responsible for up to 40 percent of the Nation's growth and productivity.

We ask today for authorization of higher education facilities which all other States and comparable cities have.

Senator MORSE. Thank you very much, Mrs. Stults. I know that the League of Women Voters of the District of Columbia and other responsible and important groups of citizens are behind the legislation. I think as we build up this hearing record, showing the depth of the support the legislation has, we will greatly increase our chances of getting it adopted this year. I think it should be passed this year. Thank you very much.

Mrs. STULTS. The League of Women Voters has been in favor of higher education facilities in Washington for years.

Senator MORSE. Not only here but for the whole Nation. They have testified on the overall education bills too, year after year. I appreciate it very much.

The next witness is Mr. Milton C. Mapes, Jr., chairman of the Subcommittee on Higher Education, Council of Churches of Greater Washington. I want to make a personal remark. I do no know where Mr. Mapes has been for so long a period of time. He is an Oregonian

and a friend of the chairman. I am particularly pleased to have him appear at this hearing.

STATEMENT OF MILTON C. MAPES, JR., CHAIRMAN, SUBCOMMITTEE ON HIGHER EDUCATION, COUNCIL OF CHURCHES OF GREATER WASHINGTON

Mr. MAPES. Good morning, Mr. Chairman. It is a pleasure to be engaged once again in a public education effort with you.

I am Milton Č. Mapes, Jr. I am chairman of the Subcommittee on Higher Education of the Institute on Church and Society of the Council of Churches, speaking today on behalf of the board of directors. of the Council of Churches of Greater Washington. The council comprises 410 member churches of 26 Protestant denominations in the Washington area. Needless to say, the board of directors speaks only for the council, rather than explicitly for each and every member

church.

Last October the board of directors of the Council of Churches of Greater Washington was asked by one of its members, Mrs. Kathryn Stone, who has just testified, to take a position on the proposals encompassed in the legislation before you today. On January 14 of this year, after due study and consideration, including the preparation of a report which I shall submit for the record, the board of directors voted unanimously to put the Council of Churches on record in strong support of the establishment, as soon as possible, of both a public community college and a public college of the arts and sciences, as recommended by the President's Committee on Higher Education in the District of Columbia.

My purpose here today is to explain why the board of directors felt impelled to take such a position and to urge you to take action to make those two greatly needed institutions a reality.

Senator MORSE. The chairman notes that following your testimony the report that you submitted to the governing committee of the Institute of Church and Society will be made a part of the hearing record. Mr. MAPES. Thank you, Mr. Chairman.

There were several questions which needed answering before the Council of Churches could take such a forceful position on this issue. I think it would help to explain the council's position if I listed them. I won't list those here; I will discuss them individually.

The Council of Churches obviously did not have the resources to make a separate investigation-it had to rely on the facts available from other sources, such as the report of the President's Committee and other readily available documents. But most of the issues of fact were quickly answered, nevertheless, and some of the answers were nearly incredible.

Washington's needs compared to other cities: For example, is Washington any worse off, educationally speaking, than other US cities! The answer to that one is a really shocking affirmative-the District of Columbia, Capital City of history's wealthiest and most powerful Nation, is the only place under the American flag where a young man or woman can graduate from high school and have access to no publicly operated and financed college of liberal arts and sciences, nor even a general junior college. The only public institution of higher edu

cation is District of Columbia Teachers College, and this is clearly inadequate as to capacity, breadth of curriculums and facilities. Yes, the District of Columbia is clearly a very special case with respect to its needs for higher education.

The need for the colleges: Is there a real need? The report of the President's Committee concluded that based on its studies and surveys a junior, or community college would serve the immediate needs of some 1,400 students, while the 4-year college could count on a freshman class of at least 600 qualified District high school graduates who could afford to attend college only in a publicly supported institution.

But the problem is more than just one of numbers. Surveys have indicated that the Washington area cannot absorb any increase in unskilled labor. For 5 years the city has had a hard core of 20,000 unemployed while the job market has expanded at a rate of 40,000 jobs a year-jobs that have been filled by imported trained workers. Either the city must provide post high school training for its youth or its high schools will be merely adding to the pool of unemployed, unskilled labor.

All over the Nation the community college has proved immensely successful at filling exactly this need for specialized, advanced training. Over 700 such institutions are bursting at the seams, and 20 to 30 new ones are opening each year, in response to the tremendous need to upgrade our labor force. That need can be demonstrated by one simple statistical comparisons. In 1930 only 10 percent of all jobs in the United States required any education or training beyond the high school level, by 1970, 68 percent of all jobs will demand more than a high school education.

Obviously the community college is a desperate need in the District, but what about the 4-year college? It has always been intended that such a college would fill two crucial needs.

First, it would provide a broad choice of college training for the District of Columbia students who could qualify for it, but had no chance of obtaining it except at a public institution with minimum tuition and fees. And, second, the 4-year college would incorporate District of Columbia Teachers College, providing the broad liberal arts context which has won universal acceptance across the Nation as the best environment for teacher training.

In State after State the old normal school or specialized teachers college has given way to the broad gage liberal arts college or university-it is time this revolution reached the Nation's Capital. In addition, it would belabor the obvious to point out how inadequate the half-century-old facilities of District of Columbia Teachers College are for even its limited present mission. A new college will obviously require new facilities and the teachers college will benefit accordingly. The five local private universities-with respect to the five existing local universities, it is perhaps enough to say that each properly considers itself a national university with a national-and increasingly international-mission. Howard is the only one which serves any substantial portion of the current local high school graduating classes-about 10 percent, which is approximately twice as many students as the other four combined.

The reason is obvious-Howard, with half of its support from Federal sources and strong private funding, has tuition rates less than half