NATIONAL DEFENSE EDUCATION BILL TO COME BEFORE THE HOUSE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06365A000200060015-9
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 89
• Document Creation Date: December 9, 2016
• Document Release Date: November 9, 1998
• Sequence Number: 15
• Publication Date: July 28, 1958
• Content Type: OPEN

16742 CONGRE.Itix.A
Approved For Release zu uunnshFUIRDHSRMA0002C10060015-v
Aml,asandor agarivihart Mehta, India,
mbass.uior to the United States, in May
.754
Ambassador Eiktchl Amid. Japan, Am-
bassador to the United States, in December
1953.
Ambassador and Mrs. Eban, of Israel, in
Mz'y 1953,
Mohammed Qudrat-I-IChuda. Minister of
Defense, of Pakistan, in December 1952.
Ambassador and Mrs. Feridun C. Erkin, of
Turkey, in October 1952.
Adm. Renato de Almeida Cluillobei, Secre-
tary of the Brazilian Navy, in September
1952.
Former Prime Minister Hans Hetoft, of
Denmark, and Ambassador Henrik de Kauff-
mann, of Denmark, in July 1952.
Queen Juliana and Prince Bernhard, Ne-
therlands. in April 1952.
Prime Minister David Ben-Gurion, of Is-
rael. in May 1961.
Prime Minister Joseph Phonon, of Belgium.
In April 1951.
President Gabriel Gonzales Videla, of Chile,
In April 1950.
Dr. Franz Bluocher, Vice Chancellor, of
West Germany, In February 1950.
Prime Minister Pandit Jawaharlal Nehru,
of India, in October 1940.
President Enrico Gaspar Dutra, of Brazil,
in May 1949.
Right Honorable Hector McNeil, British
Minister of State, in April 1949.
The Khan of ICalat, ruler of !Wet, Pakis- National Defense Education Bill To Come
tan, in April 1949
Prince Charles, Regent of Belgium, in April Before the House
1948.
economy in a way to assure ? constant and
lovely prosperity. When it became evident
last year that the business turndown was
going to be of niore than a few months dura-
tion and probably more severe than most
recent recessions the pressure inevitably
grew for the Government to do something.
Just as inevitably, from some quarters them
was pressure to do nothing.
Dr. Gabriel Hauge Was in the spot where
his counsel to President Eisenhower was a
mak, element In administration policymak-
ing. In simplest terms, the policy was a
middle of the road one?holding the line on
taxes, refraining from gigantic public works,
but accelerating the flow of expenditures
which already were planned over a longer
period. Dr. Hauge himself, attributing the
course to the President's own judgment, re-
ferred to it as "sensible economics, not
razzle-dazzle substitutes." In answer. Mr.
Eisenhower called It "your own economic
philosophy."
There is evidence, in any case, that the
economy has turned back uphill and that the
policies followed are entitled to some of the
credit. In this circumstance, it seems fair
to transfer a share of this credit to Dr.
Hauge and to wish him well in the private
banking career he has decided to undertake.
7--re
Abdel Meguid Pasha Saleh, Egyptian Min-
ister of Public Works, in July 1947.
Prince Self Al-Islam, Abdullah Hamidud-
dln, of Yemen. in July 1947.
President Miguel Aleman, of Mexco. in May
1947.
Tribute to Dr. Gabriel Hauge
EXTENSION OF REMARKS
OF
HON. LEVERETT SALTONSTALL
Of IliASSACHIJISIMS
IN THE SENATE OF TUE UNITED STATES
Monday, July 28, 1958
Mr. SALTONSTALL. Mr. President,
I ask unanimous consent to have printed
In the Appendix of the RZCORD an edi-
torial which appeared in the Evening
Star of Monday, July 21. It very ap-
propriately commends an able public
official of the Eisenhower administra-
tion, who, after 6 years of devoted serv-
ice, is now returning to private life. I
have a very high regard for Dr. Gabriel
Hauge. His counsel and guidance
through a difficult period in our coun-
try's history have been of tremendous
value to the American people.
I wish to join with his many friends
In offering my congratulations and best
wishes to Dr. Hauge.
There being no objection, the editorial
was ordered to be printed in the RECORD,
as follows:
[From the Washington Evening Star
of July 21, 19581
Da. HACTGC.19 Szaviez
This has not been the easleat imaginable
period In abieh to serve as a Presidential
special assistant for economic affairs. For
one thing. It has become almost axiomatic
In the public mind that the Government
should, or at least can, manage the national
EXTENSION OF REMARKS
OF
HON. EDWARD P. BOLAND
OF 14 ASSACHUSZTTS
IN THE HOUSE OF REPRESENTATIVES
Monday, July 28, 1958
Mr. BOLAND. Mr. Speaker, I want to
commend Chairman CARL Etuarr and
members of the House Subcommittee on
Special Education for drafting the na-
tional-defense education bill which will
soon come before the House for con-
sideration.
This is the first time that legislation to
provide scholarships and loans for well
Qualified but needy students has been
reported out of committee in the House,
although some of us have been pressing
for such a bill for a long time. Shortly
after taking my seat as a Member of the
House in the 83d Congress, I filed a bill
which would establish a Federal scholar-
ship loan program. I filed the bill again
in the 84th Congress and in the 85th
Congress, the latest bill numher being
H. R. 95. I am very pleased to know that
the House Education Committee has in-
corporated my scholarship loan feature
Into the National Defense Education
bill.
Mr. Speaker, since I filed H. R.. 95
in January 1957, the need for a broader
Federal scholarship program has been
sharply brought into focus by the scien-
tific advances made by the Soviets with
the launching of their first earth satel-
lite. As I told the members of the Edu-
cation Subcommittee in January, the
problem of financing higher education
for the vast number of exceptionally
bright American high-school graduates
transcends all of the other problems with
which this Nation is faced because of the
cold war.
28
I think that these young people should
be given the opportunity to develop
their intellectual potential, not only tor
,,their own benefit, but for the benefit of
their growing country sipdeUEsee
work th
l. If e United Stu Is
remain ahead of the Soviets in the pres-
ent race for survival, it cannot afford to
lose its vast reservoir of brainpower In
the fields of engineering, science, and
the humanities merely because these
young Americans cannot pay for a col-
lege education.
To meet this emergency. Mi. Speaker.
I think that the Federal Government'
has now got to establish some direct
Federal scholarships and student loans
for young Americans who have achieved
brilliant records in private, parochial,
and public high fehools. However, as a
permanent program. I am still in favor
of a Federal scholarship revolving fund
from which loans can be made to stn- -
dents sincerely desiring a college educa-
tion in the years ahead.
Mr. Speaker, I want to emphasise
again that I am wholeheartedly in
favor of the national defense education
bill and will vote for it when it comes to
the floor of the House. I certainly hope
that the Rules Committee will grant a
hearing on this legislation soon and
clear the measure for House action.
Crisis In
Declining
Relations
Middle East and Our
enc. in International
25X1 X8
EXTENSION a P REMARKS
HON. JOE EVINS
or
Di THE ROUSE OF REP ATPTES
Monday, July 28,1958
Mr. EVIN13. Mr. Speaker, er leave
to extend my remarks In th ppendix
of the Raman, I include a
commenting on this Nation's
Influence in international
The newsletter follows:
Tire Carus nv TM Moo= Easy arro
DZCLIND/0 Ixrcurneca Di Inseam
Rst.suows
The action of the President in
American troops to Lebanon in the N
East is an action fraught with grave dangers
and consequences. But the failure to act
would have indicated weakness on our part
and the President's decisiveness and forth-
rightness has undoubtedly won the support
of a majority of our citizens.
Our Nation is committed both legally and
morally to help our friends and allies main-
tain their independence and resist Com-
munist aggression. The murder of the
leaders and citizens of Iraq and the coup to
take over the Government or that country
were merely the latest and most extreme of
a, whole merles of Communist-Inspired moves
to take over the Arab nations 1 by 1. To
fall to prevent this movement from spreading
would be to surrender and to yield to Com-
munist aggression.
American troops were sent to Lebanon at
the request of the Lebanese Government and
following our country's promise to provide
such aeststenee when needed and requested.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
1958
Approved For Re?ASie1atatif3IRCellWRIDOW3168365A000200060015-43911
There being no objection, the state-.
merit was ordered to be printed in the
HeeneD, as follows:
MATIMICNT 1T MA11014 B. FOL41011, SieciLSTART
or Timms EatintriOar, WAD Waxman
? In the next few weeks Congress will have
the best opportunity in many years to take
new action of far-reaching benefit to Ameri-
can education.
The opportunity is provided in the bill
voted out by a 23 to 2 bipartisan majority of
the House Committee on Education and
Labor and now awaiting action by the House
of Representatives.
Thi? bill Is the product of long and
earnest consideration of a wide variety of
proposals to help our educational system
respond to the challenge of our times. The
committee has performed a splendid serv-
ice in developing an admirable bill in a field
that is complex and diflicult?and crucially
important.
, The basic Purpose of the bill is to help
our schools and col/sexes meet certain emer-
gency needs which are4sartlottlerlY and the national
Import-
ant to national 'Wuxi
interest In the irght of world condition',
today, the need for action Is greater than
ever.
The bill would ROD improve and broaden
the teachinr of science, mathematics, and
foreign languages. 7t would provide Fed-
reel echolarships basted on student ability
and financial need, and ha addition w
establish student loan funds to be financed
by Federal funds and colleges. The bill
would help reduce the waste of young tal-
ent, through improved testing and counsel-
ing In and secondary schools,
And it would bans train more cone*,
teachers.
Tb. billbolds molting prospects for Im-
provement in American education. It pro-
vides support In fields where additional
support is urgently needed. And' it will
serve, both directly and indirectly, as a
stimulus to greater State, local, and private
effort for better education.
The President has urged that action on
behalf of education be given a top priority
in the remaining weeks of Congress. As he
had indicated, the administration hopes the
pending bill can be even further improved
as it progresses through Congress.
I believe this bill represents the best hope,
almost the only hope, for effective new action
at this session of Congress to advance
American education.
I believe a sound bill can and will be
passed if all of those who really want to
improve education will unite in vigorous
support of action on this bill now.
Enactment of the bill would demonstrate
an awakening national recognition of the
critical importance of education to the fu-
ture of the country. Failure to act now
could be viewed as indifference to the role
of education in these grave times. I believe
the American people will be deeply dis-
appointed if Congress neglects the national
interest in education at this critical point.
In education, the hour is late. We must
begin to act before it is too late.
world Their exploits, with limited and boats and 573 bridges, and killed 66,700
ramshackle equipment, and the later exploits
of his Regular Army command in China,
make a separate chapter in the history of
air warfare and made a world figure of Gen-
neral Chennault.
Twenty-one years ago the then Captain
Chennault retired from the United States
Army Air Corps. He had been grounded for
months because of illness, partly due to over-
work and partly due to frustration in a per-
sistent effort to win support for his theories
of aerial warfare The day after his retire-
Ment he was on his Ito China to do what
he could with the :mil thing he had left,
the ability to fly and teach others to fly.
HIS PLAN= inorniza
For almost two decades he had made no
progress at all in .his attempts to substitute
formation tactics for fighter planes for the
dogfight style of World War I. He had been
a part of the successful but uphill campaign
by the airmen to get recognition from the
high commands of the Army and Navy.
in 1934 be had seen his future in the Army
blasted when his name was removed from
the list of candidates for Command and Gen-
eral Staff School. In 1936 his persistent
fight within his own branch was lost when
the Air Corps Tactical School stopped teach-
ing fighter tactics. Bombers were going to
win the next war in the air, and they needed
no righter escorts. Nor could fighter planes
keep bombers from hitting their targets.
His Three Men on a Plying Trapeze, him-
self and two other pilots who flew intricate
maneuvers, diving and looping, with their
planes roped together, was intended to dem-
onstrate the possibilities of formation flying.
It was used only as an Air Corps sideshow,
to enliven public interest. Captain Chen-
nault also had experimented briefly with
dropping troops by parachute, only to be
told, "Stop that nonsense."
Friends who had quit the service and gone
to China, including his two flying trapeze
partners, had written optimistically of the
possibilities there, especially with lime.
Chiang Kai-shek taking over the reform of
the nation's air arm. China seemed to be
his only hope.
His first assignment was a survey of the
Chinese airpower. It was supposed to have
500 planes. It had 91 fit for combat. No
one knew how many pilots there were who
really could fly. Before Chennault could
even get started on a reorganization. Japan
attacked, and he spent the next 4 years try-
ing to keep enough planes in the air to
stave off the Japanese.
Late in 1940. Chennault was sent back to
the United States by Chiang Kai-shek in a
desperate rearch for help. He managed to
get hold of 100 P-40's and effected an ar-
rangement whereby Army and Navy pilots
could leave the service to fight for China.
The first contingent of the American volun-
teer group, soon to become the famed Flying
Tigers, left for the Orient in July 1941.
By the time the Flying Tigers were in-
ducted into the United States Army Air
Force in April 1942 they had achieved a for-
midable reputation, particularly in the
fighting over Rangoon. There, with barely
score of P-40's. of times fewer than that,
they destroyed 217 enemy planes in 31 en-
counters.
Chennault was given command of the new
Chinese air task force with the rank of brig-
adier general. In the 9 months of its exist-
ence the CAT? destroyed 149 enemy planes
in the air, broke up more than threescore
enemy bombing missions and dropped 314
tons of bombs.
In March 1943. the CAT? was absorbed into
the 14th Air Force with Chennault com-
manding as major general. In its 3 years. the
14th destroyed 2,000 enemy planes plus 1.500
probably': sank or damaged 2.230.000 tons of
enemy shipping, 44 naval vessels. 13,000 river
enemy troops.
General Chennault retired after 8 contin-
uous years of fighting the Japanese. The
Chinese Government at the time felt they
were losing their best American friend.
The General was born et Commerce, Tex.,
and raised by his father to be a cotton
planter. But he struck out on his own early,'
worked his way through Louisiana State
University and later through Louisiana State
Teachers College and taught for a while be-
fore enlisting in the Army in World War I.
In 1E20, he transferred to the Army Air
Corps.
HAD ITZADQUARTICRS 014 70114055
After his second retirement in 1945 he de-
cided not to return to America. Instead, he
founded the Civil Air Transport, a com-
mercial line at first designed to serve trade
into and out of China. With General
Chennault at the helm, it had difficulty re-
maining strictly civilian.
As the Communists took over China, the
CAT moved gradually to its present head-
quarters on Formosa. At the time of the In-
dochina war. 26 of its American civilian
pilots formed the airlift that helped sus-
tain Dienbienphu until it capitulated.
General Chennault was married in 1911 to
the former Nell Thompson. They had 6 sons
and 2 daughters. They were divorced in
1946. The next year General Chennault
married a Chinese girl, Anna Chan. He was
57 years old at the time and she was 24.
They had 2 daughters.
The lung cancer which caused hie death
was first detected during a routine
ewni-
nation In 1955. The General kept it a secret
until failing health led him to make an an-
nouncement of it shortly before Christmas
in 1957.
Survivors include General Chennauirs sec-
ond wife and their 2 daughters, Anna Claire,
10. and Cynthia Louise, 8.
Other survivors include the 8 children by
his first wife, Mrs. Nell Thomas Claennault,
of Waterproof, La.: Col. John S. Chennault,
air attach?t the United States Embassy,
Madrid, Spain; Max T. Chennault. Atlanta,
Ga.; Mrs. Robert Lee, Loa Angeles: M. Sgt.
Charles Chennault, Mobile. Ala.: Maj. Claire
Patrick Chennault, United States Air Force,
Eglin Field, Fla.: David Chennault, Monroe,
La.: Robert Chennault, Waterproof, and Mrs.
Rosemary Marten, Natchez, Miss.
Also, 3 brothers, Joe Chennault, Alexandria,
Va.: William S. Chennauft, Sweetwater, Tex.,
and Ernest N. Chennault, San Antonio .
THE EDUCATION SIP
Mr. SALTONSTALL. Mr. President,
President Eisenhower has given impetus
to a vital program designed to stimulate
our education system and meet the chal-
lenges of today's rapidly changing tech-
nology and to meet the scientific and
educational needs of our Nation. The
President has asked for a "shot in the
arm" for American education. The ad-
ministration proposals give support to
our educational system for which addi-
tional support is urgently needed for our
Nation's security. It in no way inter-
feres with the traditional concepts of lo-
cal control over our educational system
and facilities. The pending legislation is
designed only to supplement and aid, in
the national interest, our national edu-
cational objectives.
Mr. President, I ask unanimous con-
sent to have printed in the body of the
Rscoso, following these remarks, a state-
ment by Marion B. Folsom, Secretary of
Health, Education, and Welfare.
LAUNCHING OF ANOTHER. EARTH
SATELLITE
Mr. SPAREMLN. Mr. President. all
of us were delighted a few days ago
when another earth satellite was suc-
cessfully launched into orbit. The ve-
hicle used was the Jupiter "C." This
Is the third satellite which that vehicle
has placed in orbit around the earth.
Mr. President, I think something of
perhaps even greater significance than
the recent firing of the Jupiter was the
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
'1 /ILL 1A-11-A-A-11A-Ll Alkr ?1.L' /JUAN.
t latio6 be col/ducted within that inter- wh. recruit. The 24- to 45-age group in
natiorlal organization originated-1oz the alreguiceiltlis=
purpose. Ap rovea-For Kifieas pain litr
'ion years this group will actually decrease
in the next decade, Just when the student
population is reaching new heights. Faculty
reduction by death and retirement appears
likely to accelerate at a time when the stu-
dent population is increasing trona the
resent 3 million to an estimated 6 million.
Meanwhire, 1et us pray divine guidance
for the President in this historical hour
while we remain united behind
Graduate Educatioa
in the Proposed Natioaal Edaralioa
Defense Act of 1958
EXTEN REMARKS
SIOltr?OF
or
HON. LEE METCALF
OP mosey/Dia
/N TRH HOUS1 OF RIPRESZNTATIVIIS
Friday, July 25. 1958
Mr. METCALF. Mr. Speaker, in the
Interest of national security, especially
during these tense times of international
turmoil, the provision in the proposed
National Defense Education Act for the
expansion of the Nation's graduate ed-
ucation programs is of unprecedented
significance to the American educational
system. The urgency of our need dic-
tates that we provide more adequately
for the staffing of our institutions of
higher education.
This need for assistance to graduate
education programs existed long before
the stark realization of sputnik's chal-
lenge and the resultant widespread rec-
ognttion of America's educational short-
comings In fact, many of these educa-
tional deficiencies had already .been
analyzed by the President's Committee
on Education Beyond the High School
and presented in their second report to
the President last July. I was especially
Impressed by the foresight of the Com-
mittee members when, in their consid-
eration of graduate education, they
affirmed that?
At the present more than 225.000 ful-time
and part-time instructional staff Members
serve in 1,900 colleges and universities, of
which over 1,300 grant at least one kind of
degree.
A number of variables. Including the speed
with which enrollments rise, student-teacher
ratios and the rate of faculty turnover, will
affect the total needs for college teachers
in the next several years. Taking conserva-
tive estimates with respect to these variables,
somewhere between 180.000 and 270.000 new
college teachers must be recruited in a dozen
years?between 15.000 and 22,500 annually.
Less conservative assumptions would indi-
cate a considerably higher need.
The graduate schools, source of the most
advanced education for college teachers, are
currently awarding about 9,000 doctoral de-
grees annually. Into teaching go probably
La more than 5,000 of these candidates, a
considerable proportion of whom are already
engaged In teaching before receiving their
doctorates. The cumulative deficit at the
doctoral level is an alarming prospect.
About half of the new college teachers now
come from other sources than graduate
schools. One source is high-school faculties.
But since the quality of college education is
heavily dependent upon strong secondary
schools, this is robbing Peter to pay Paul.
Further aggravating tbe problem Is the
aging at the population of college teacher',
more than U percent of whom are already
45 or over, and the relatively small pool front
The President's Committee Anther
reported:
Important areas of knowledge such as the
field" of elasticsl learning, history, litera-
ture.'" philosophy, the social Wadies and
theoretical science have their principal. if not
unique, sponsorship in the universities and
colleges. Salaries in these fields are not lie
affected by outside demand as is the pro.
Sessional and technological fields.
Yet we dare not concentrate on attain
fields of serious present shortage In the cam.
petitive market, to the exclusion of Mhos
fields, for we must look forgard to long-
range progress in all fields of knowledge.
Indeed, in a society with increasing tech-
nological bias It becomes increasingly
he-
portent that high talent be attracted into
research and teaching in the social studies,
the humanities, and pure science.
More evidence of the need to assist in
programs for graduate expansion to pro-
vide for the staffing of the Nation's Col-
leges and universities was presented
during the recent house hearing* on
scholarship and loan programs when Dr.
Lawrence Derthick, United States Com-
missioner of Education, testified that:
Attention has been called repeatedly to the
critical shortage of first-rate teachers in this
country today. The need is great Mall Inds
of education, and it is becoming Inereas-
Logly pressing in the institutions of higher
education. The colleges and universities
will soon be flooded with students far beyond
their present numbers, and they will there-
fore require greatly increased numbers Of
teachers.
It will take more of an effort to find and
train theee teachers than is generally real-
ised because today the graduate schools of
our universities award annually someernat
less than 5.000 doctoral degrees. This degree
represents the desired and standard prepa-
ration for teaching in college. It is to be
hoped that In the years ahead more stu-
dents will receive it, but present trends are
not reassuring. The output has been al-
most at a standstill for a number of years.
Here I want to say a word about the quali-
fications of new full-time college teachers.
Recent studies indicate a deterioration in
these qualifications. For example, In 1053-54,
40 percent of all college teachers held doc-
toral degrees, but in this same year only 91
percent of the new college teachers had such
degrees Three years later the latter figure
had dropped to 23 percent, which represents
a serious loss Indeed.
In the same statement. Dr. Derthick
emphasized the need to improve college-
level Leaching in certain essential fields.
Dr. Derthick said:
The quality of new full-time college teach-
ers is uneven as between the different sub-
Ject-matter fields. The deterioration is felt
more severely in fields with which the Nation
is now much concerned?physical science.
mathematics, and engineering. In theme the
percentages of new full-time college teachers
with the doctorate declined in 3 years by 15
percent. 40 percent. and 30 percent. reapeo.
lively.
Many of the graduate schools have few
students because the schools do not have
the resources to instruct larger numbers.
tttm ."nis
Graduate e ? ion is costly. /t requires
6 galtbOV=eastixinttceje
uden
is largely on an individual basis. which Meal
that the ratio of timbers to students la
necessarily high. Moreover, many graduate
students have families for wban living ern.
oonunottations must be made available. This
heavy cost limits the number of universities
that can offer acceptable oPPorimultlen tog
graduate study.
coasequsouy. fraaay there are esny Win
1419 institutions mai or a astional total
Lase that soda, ftetoral degrees naked so
grafts** inetrueelen. INMY-Iilliatit *MO at*
lusdier puha* control and all are.teseer
pet-
vats control. In the year 1055-611. IC Mee,
testions
each conferred fewer then ?to 4sort-
local daimon and 109 eaMemed 10 or IlliMee*-
0aly a few-17 to be mast?awarded Men
Shea 100 melt degrees. It agmears, there-
fore. that a onianierabie potential MAN 140
lassearing the output of our gradvose
shoots.
' The extreme Importance of the rote
St the Irederal Government In slaw, the
expansion of graduate education through
a program of fellowships was supported
by the testimony of Dr. Philip Coombs.
rooter of the Pont Foundation's Pond ?
for the Advancement of lkluostioni, when
be stated before the subcommitte4: 4
I believe the Federal Government can do
more than it is now doing to amend in this
direction without is any mem taking over
sonkroi or education. ,
. First _Weer education' In the United
States today is seriously threatened by an
mottos of quality. This erosion. Is already
taking place, due In nommen measure to
adequate economic resources and to the In.
ellident use ad those resources. The decline
of educational quality, which we can Ill af-
ford at this point In history. cast Only be
averted If can eolieges and unimesittis are
better anenced. If they succeed ta getthig
larger share ot the Nation's finest Manpower
for teaching, and it they snake the most
efficient um at that manpower and ?thin'
resources.
It seems to mnthat there are two fainntre
here. The first and most basic Is that one
economy. our ,society as a whole.. up
against an overall shortage at wilt abaft/
manpower, not only in science and engineer.
Ins, but in other fields as well. 'Ms not
because we have a smeller supply than we
used to have but, rather, because the dy-
namic growth of our economy Ms name
a much greater demand than ever.
, The mono Mace is that iseening is at an
Increasing competitive disadvantage in bid-
ding for its share of this limited supply of
well-educated manpower. We hare allowed
economic rewards for teaching to deteriorate
in relation to the rewards for onus occu-
pations. We have allowed the preeuse OC
teaching, apart from the economic rewards,
to deteriorate relative to other fields de-
manding the same quality of manpower.
To correct the situation, it seems to me,
we must move in two directions. PIM, we
must do everything we can to expand the
overall supply of highly trained manpower.
This we can only do through strengthening
education, and it is a slow process. We can-
not perform miracles in a year or two, but
we =tut start promptly toward this long-
run goal.
Secondly, we must put teaching In a
stronger competitive position, parlay by
Wang salaries substantially. but also by
utilising good teachers as effectively as we
can, thereby making the sapid, go further.
We mut maks teaching much Mote attrso.
Ova not auras In fhimselia *awards but is
the elalisage at the work Itidt., so that tatt
ablest young people veal enter the Add hi
large numbers.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
1958 CONGR,' 'IONAL RECORD ? APPENDIX A6709
The ingenAPPreivektfor Release1201011108121naalk-litiaRZEft-06a6rakidW11080600454lly full
ram of kraduate felowships was also and Labor report on the proposed Na- time to study or research in the field in
.t:', I'l:S.Sed by Dr. Charles C. Cole, Jr.. of tional Defense Education Act?House which the fellowship is awarded. Fel-
Columbia University who urged on be- Report 2157?points to this same neces- lowship holders will not be permitted to
half of the Association for Higher sity for a fellowship program: engage in gainful employment other
Education that: One great need of the Nation is to in- than part-time employment by the is..
Congress ? provide Federal funds for
crease the number of highly trained per- stitution in teaching, research, or Anil-
? ?
the support of a program of fellowships for sons produced by the graduate schools of lar activity.
5.000-graduate students the first year of its our universities. There Is a special need I believe that the report of the Presi-
operation, to increase the number of graduates who dent's Committee on Education Beyond
We also urge that students granted scholar- will teach in the colleges and universities
ships and fellowshipe under any new Federal since today the number of persons with the the Kish School and the facts presented
, program that may be enacted be left corn- degree of doctor of philceophy the stand. to the House subcommittee by prom!-
pletely free to choose their own subject- ard degree for college teachers) who enter nent leaders in the field of education
matter fields of study and occupational ob- teaching is decreasing. Per example. ? re- C011SrAtUtet more than ample evidence of
jectives In the recognised institutions they cent study found that among 1139 0011411.11 ? role to be fulfilled by the Federal Gov..
choose to attend, without any limitations and universities in 1964 ? total or 1496 erninent In the expansion of graduate
imposed by their acceptance of such scholar- teaching positions remained unfilled. In education programs in the United
ships or fellowships. 1963-64, 40 peroent of all muses temiehers States. The National Defense Educe.
held doctoral degrees. but In this seine year
The value of Federal assistance for the only 31 percent of new college teachers hod tion Act of 19511 under the provisions of
expansion of graduate education pro- such degrees. Three years later the latter title VI would establish this vital Pled- ,.,..
grams was again underscored by the figure had dropped to 23 percent, welch eral alleistance.
testimony of Dr. John Tyler Caldwell. represented a serious loss. -.?-o-...,,..........f
representative of the American Assoc!** Only some 160 institutions of higher *ela-
tion of Land-Orant Colleges and State cation confer earned doctoral degrees.
Universities and the State Universities About SO confer fewer than 10 degrees seen Defense Reariathation for Essential
n 25 and 30 award mere than
100 between Association and president of the lJniver- an . Military Unity
100 each. Thuh.. about 75 institutions eon-
sity of Arkansas. when he noted that: tarring between 10 and 100 degrees provide
Most of the proposals before Congress in- a considerable potential for increasing the
volve increasing the supply 01students, while output of graduate doctortil degrees. With =TENSION OF REMARKS
the primary need of our colleges and untver- some financial assistance to these Instil:a-. or
sities is for help with which to make it poa- dons and financial aid to graduate etudente.
sible to educate the students now enrolled graduate education will be materially .:- HON. HAROLD D. DONOHUE
and to be enrolled, whether measures to in- panded. or alassaCnuserre
crease this number are adopted or not.
This is not to say that there is no place A majority of the full House Commit- IN TEN 50081 OP PIPRZIMPITA1TVI8
for scholarship and loan programs and we tee on Education and Labor concurred Tuesday, July 15, JOSS
do not wish to be categorical on that, but with the testimony presented to the sub-
we do say that if we want to talk about committee, thus decisively subatantiat- Mr. DONOHUE. Mr. Speaker, In the
quality education we have to talk about morenear future we will be called upon to
Mg the demand for Federal assistance in
than increasing the supply of students in exercise our responsibility of enacting
this area. As the committee reported:
the colleges and universities. legislation essentially needed to provide
I just say that we often debate in this The =pressed aim of the program is. in military unity and restrain the unhappy
country now the either-or of quantity and addition, to further the objective of Incress-
mass education as against quality. Certain- ing the facilities available in the Nation for rivalries existing among the separate
ly we need to do both: that is, we need to the graduate training of college or nniefr-
branches of our armed services.
educate all the people and we need to pro- say level teachers and of promoting a wider We can each have sincere and con-
vide quality education at every level, geographical distribution of such recitalss scientioos differences as to the precise
I cannot speak too strongly in support of throughout the Nation, legislative provisions to accomplish the
these measures to provide graduate fellow-
ships. The program would provide for the desired objective. For Instance, some of
Baccalaureate-degree graduates. particu- award of 1,000 fellowships for the first us very earnestly feel that the right of the
larly in sicence, engineering, and mathe- year and 1,500 for each of the 3 suc- individual services to come directly to
matics, have many immediate and well- ceeding years. Fellowships can be re- Congress with complaints and recom-
paying offers of employment In industry. tamed for 2 years following the initial mendations should be preserved, while
The alternative road to a doctoral degree and year of award, others do not so feel. Some of us may
qualification for high-level basic and applied Fellowship holders will receive a ati- disagree as to the retention of congres-
research and teaching is long and the finan-
cial problenis serious, particularly at the pend of $2,000 for the first academic year atonal veto power over changes in combat
normal time of marriage and establishment of study following the baccalaureate de- functions within the services, but few of
of a family. Adequate fellowship help is gree. $2.200 for the second such year and us will disagree that, in time of war or
essential. $2,400 for the third such year. An ad- imminent hostilities. the President's
such
The vital need for this program was ditional amount of $400 for each power should be unlimited,
outlined more fully in Dr. Caldwell's year will be awarded for each dependent Despite any differences that Members
prepared statement for the aubcornmit- of the fellowship holder. may have about the measure to be pre-
tee in which he a.sserts: Fellowships are to be awarded by the sented, the bill, in my opinion, does pro-
The provision of additional and substan- graduate schools of universities follow- vide some substantially forward steps.
Cal graduate fellowships is essential in both Ing approval of the Commissioner of It. is designed to give the Defense Secre-
the long and short run. It will have an early Education based upon a finding that the tary clear power to assign weapons to
Impact on our supply of highly qualified graduate program of the university has services of his choice and to centralize
personnel. Baccalaureate-degree graduates, been expanded or is a new program. On research and development under a single
particularly in science, engineering, and the basis of such finding, the Conunis- director. The power of unified corn-
mathematics, have many immediate and stoner shall pay to the Institution the menders over all forces under them
well-paying offers of employment in Indus- sum of not less than $500 or not more ought to be, and is, spelled out to prevent
try. The alternative road to a doctoral de-
gree and qualification for high-level basic than $2,500 per academic year which is conflicts of authority among and be-
and applied research and teaching is long determined by the Commissioner to con- tween rival service commanders.
and the financial problems serious, particu- stitute that portion of the cost of a new It is our clear duty to conscientiously
holy at the normal time of marriage and graduate program or the expansion of attempt the enactment of a measure that
establishment of ? family. Adequate fel- an existing graduate program which Ls will remove, so far as reasonably possible.
lowship help Is esaential, reasonably attributable to each fellow- the disastrous jealousies that admittedly
We need to strengthen and expand gradu- ship authorized to be awarded by the exist among the services, and that will
ate schools through Che Nation and one very
practical way to do it is to give aid to quail-
approved institution, provide for the centralisation of research
fled graduate schools and to award some Holders of fellowships will be required and development under one director, in
fellowships through the graduate schools, to maintain satisfactory academic order to stop the appalling waste of
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
40r1
A6692 *Approved For FuoTtroeif4goi64' in?cAmtk-HR-ipiaVit-iiagAdoo2000600i 5191Y
? center 1 the greatest city in the world.
This i& 'a project in the finest tradition of
ei viz planning. ' )
But slum clearance is not the cause of
better housing. It is the result, the end
product of a soundly planned rehousing
program.
WIICA believes that, before a single build-
ing is torn down, aubsidized public housing,
equal In quantity to the number of families
to be evicted, and the rentals paid in those
buildings must be built to house the ten-
ants. You can put aside of beef in cold
storage for a year. You cannot do the 'same
to an American family. '
Near17 twenty thousand human beings are
being evicted or will be evicted in connec-
tion with the Lincoln Square project. WMCA
believes that our immediate and pressing
problem is to address Ourselves to helping
them. Let us not neglect their plight. Let
Us not forget that rehousing is for people.
rNeglected Areas of Educa ti o n and the
National Defense
1958
EXTENSION or REMARKS
-
HON. STEWART L. UDA
OF ARIZONA
IN THE HOUSE OF REPRESENTATIVES
Monday, July 21, 1958
Mr. UDALL. Mr. Speaker, the time
has come for us to fully realize what it
means to live during times of explosive
scfentific development. Now we know
that man's entry into space is limited
only by the boundaries of time needed
for research. This scientific research is
man's last barrier to new adventure and
discovery in the universe. Only an edu-
cational system alerted and equipped for.
the times can trigger a projeption
capable of surmounting science research
barriers.
In the interest of the, national survival
we must provide stimulus to the states
for the improvement and the further de-
velopment of their public school pro-
grams of education and training in the
sciences and foreign languages. We have
more than sufficient evidence of the im-
mediate dire need for this type of assist-
ance to our public schools. In fact, as
the committee reports on H. R. 13247
stated:
There is no question as to the need for
strengthening and expanding the teaching of
mathematics, science and modern foreign
languages in our elementary and secondary
schools. 'the vital importance of these sub-
jects to our natural defense and to the con-
duct of our foreign economic, cultural, and
diplomatic relations is inescapable. Instruc-
tion in these subjects?utilizing modern
techniques and equipment?must be ade-
quate at the elementary and secondary
school level if we are to produce the educated
people our Nation needs in the years ahead.
The plain cold fact is that these subjects are
neglected ones in all too many of our schools
today.
Ir. Lawrence Derthick, United States
Commissioner of Education, described
the background of the situation when be
testified before our committee that?
It scarcely needs to be said that we have
entered a new era, an era unfolding as a
Edlucatioil Act of
result of new knowledge of the uniVerse and
the continued development of netv sources
of energy. In many respects what recently
was in the future, as conceived in the minds
of men, is already here. We have been
startled by recent developments and the
'accelerated pace with which the doors to
nature's secrets are being opened.
The relative recency of the entrance of
the laboratory sciences into the curriculum
undoubtedly is one factor limiting the char-
acter -and degree of science offerings in the
schools. Many of our schools never have
had suitable laboratory facilities, and in
school after sehool the few science courses
that are taught are often' of a very inade-
quate nature, with instruction by teachers
with less than desirable qualifications for
the task. In recent years even the more
favored schools have suffered sharp limita-
tions on their science programs, as we shall
show. These and other conditions have con-
tributed to a critical imbalance in the cur-
riculum, instruction, and student enroll-
ment. * *
Today most of the states do not have the
leadership needed to promote the necessary
modernization and upgrading of instruction
In mathematics and science.
Resulting in part from lack of personnel,
most of the States have not developed
modern mathematics and science courses of
study and teachers' guides.
The need to improve the science cur-
riculum in pur public schools is de-
scribed in an article by Mr. Elbert P.
Little in the Science Teacher Magazine,
as follows:
The teaching of science has changed, and
changed substantially, in the half century,
both in content and in technique. But on
the whole,- the changes have consisted in ad-
dition to the structure that existed 50
years ago, or in alterations to the existing
structure. Lately there have been repeated
Intimations that this piecemeal reconstruc-
tion has long,since failed in its purposes;
that a new structure is now necessary; and
that it must be designed from the ground
up.
The expense of equipment for science
laboratories has forced many, schools to
,resort to nonlaboratory methods of
teaching. In many instances, it was re-
ported during our subcommittee hear-
ings, it is not uncommon to find a com-
plete absence of laboratory facilities in
the required general science and biology
courses, to say nothing of those sciences
requiring more complicated and expen-
sive laboratory equipment.
The cost of science laboratory facil-
ities was outlined by Dr. John R. Lud-
ington, of the United States Office of
Education, during our hearings when he
pointed out that?
A general science laboratory would run
$6,000; a biology laboratory, $6,700; and phys-
ics labs tend to run about $9,600; chem-
istry laboratories a little higher?$12,600.
In addition to those figures, we have var-
ious items of student apparatus and teacher
demonstration equipment, chemicals and
consumable supplies.
These figures for a general science labora-
tory run about $1,200 to $4,300, depending
upon the size and the desires of the school.
A biology laboratory would run from about
$3,200 to $8,200. A physics laboratory would
run from $3,400 to $8,900; and a chemistry
laboratory, $2,400 to $7,200.
The propleni of the lack of adequate
science facilities and equipment in many
of the Nation' schools is further com-
plicated lpy the most vitally important
25
need of all?a shortage of science and
mathematics teachers. This fact was
underscored during the subcommittee
hearings when it was pointed out that?
A number of factors contribute to the
difficulties which school systems face in
developing adequate programs of 'thathe-
mates and science. However, let us con-
sider the problem of the teacher. Certainly
all of us would agree this is a prime factor.
It applies in other fields, of course. But the
shortage is considerably more severe in the
fields of mathematics and science. Moreover,
the preparation of those presently engaged
In these fields is less adequate than in other
subjects.
The competition for teachers qualified in
mathematics and science is definitely more
critical today than heretofore. Several
States which have conducted studies of
teacher supply in science and mathematics
report- that only about one-third of the
science teachers are full-time teachers of
science and two-thirds -teach these subjects
merely on a part-time basis. Information
drawn from 32 States indicates that in 1956
less than half of both the science teachers
and mathematics teachers were devoting
full time to the subject. This situation is
most common in small high schools.
There has been an, alarming drop in the
number of science teachers trained annually.
In 1950, 9,096 qualified science teachers
graduated from our colleges. In 1956, only
4,320 were graduated a decrease of more
than 50 percent. A slight improvement over
the latter figure was noted in 1957 when
the number increased to around 5,000.
Moreover, for a variety of reasons, of those
graduates prepared to teach science only
about 60 out of every 100 actually accept
teaching positions. In contrast, more than
80 percent of those who prepare for elemen-
tary schoolteaching enter teaching immedi-
ately.
On the basis of these facts and addi-
tional evidence presented to our sub-
committee it is my opinion that the pro-
vision in the proposed National Defense
Education Act to provide Federal assist-
ance to the States to strengthen science,
mathematics, and modern foreign lan-
guage instruction is urgently needed and
fully warranted.
As outlined in the committee report
on H. R. 13247:
This title authorizes grants to the States
to assist over a period of 4 fiscal years in
establishing and maintaining a 2-part pro-
gram for strengthening science, mathe-
matics, and modern foreign language in-
struction in public schools, both admin-
istered in accordance with a single State
plan (as approved by the Commissioner of
Education) for accomplishing the purposes
of the program.
First, there is authorized the appropria-
tion of $60 million for the fiscal year ending
June 30, 1959, and for each of the three suc-
ceeding fiscal years for payments to State
educational agencies for the acquisition of
special equipment suitable for use in pro-
viding education in science, mathematics,
and modern foreign languages in the public
elementary, and secondary schools of the
State, and for minor remodeling of labora-
tory or other space used for such equip-
ment.
Secondly, there is authorized the appro-
priation of $5 million for each of the 4
years for payments to State educational
agencies for the expansion or improvement
of State supervision and, related services in
the fields of science, mathematics; and mod-
ern foreign language instruction, and for the
administration of the State plan.
Approved For Release 2000/08/31.: CIA-RDP78-06365A000200060015-9
'Approved For Release 2000/08/31 : CIA-RDP78-06365A0002000/600g161X8
Is Rehousing for People?
? EXTENSION OF REIVIAAICS
OF
HON. JOSEPH S. CLARK
OF PENNSYLVANIA
IN THE SENATE OF THE UNITED STATES
Thursday, July 24, 1968,
Mr. CLA_RIC. Mr. President, I ask
,
unanimous consent to have printed in
the Appendix of the RECORD an extremely
able address entitled "Is RehouSing,for
People?" which was delivered by Nathan
41
Straus, of New York, one of the lea. ng
, experts in the entire housing field ch1/4
in g
...,,
the last p5 years. In his stimulating and
interesting address, he poinIed-out the
enorrnOus difficulties with which we are
faced in connection with the relocation
of families by reason of the urban retie-
yelopment and the highway progthms
? the complete friability to dealvirht
those programs in the absence , of ade-
quate housing for families of low, in-
comes.
There being no objection, the address
was ordered to be printed in the RECORD,
as follows:
IS REHOUSING FOR PEOPLE?
(By Nathan Straus)
?Is the objective of an urban redevelop-.
meat and rehousing program to help people
or to beautify the city? The question, is not
intended facetiously. It comes to mind al-
most inevitably, if any serious study is made
of the effect of the New York 'City redevelop-
ment program.
-We are informed that about 5,000 families
Will be relocated over the next 3 years-in
connection with the building of the Lincoln
Square project. The word "relocated" is a
convenient evasion of the fact that these un-
fortunate families are being thrown out of
their homes?many of them, with nowhere
else to go.
Here are a few typical examples, as re-
ported in the daily newspapers.
A 70-year-old widow occupying an apart-
ment ror which she pays $06.80 per month
is one of those evicted. She has been unable
to find an apartment execpt at a monthly
rental of $50. That is, she will be forced to
pay one-third more rent than she has in the
past. It iS true that she will receive a one-
time relocation bonus amounting to $312.92.
But' that money will he swallowed up in mov-
ing expense and the increase in_rent, in ss
than a year. Her case is typical rather than
unique. '
Another family consisting of a man, his
wife, their baby son and his wife's mother?
four in all?occupy a flat for which they pay
$22.70 a month. It consists of '4 rooms, so
the rent is less than $6 a room, The apart-
ments to be built on the Lincoln Square site
are going, to rent for upward of $47 a room.
A$ one Of the evicted tenants says: "We
couldn't even rent a closet in them."
The real-estate concern in charge of re-
location fratikly admits that It has only 400
apaiiraents available in all Parts of the city
and that these apartments rent for from $50
to $85 a month. `
It is a fact that 1 family out of 4, now liv-
ing in the Lincoln Square area, is theoreti-
cany eligible for an apartment in a subsidized
public housing project. However, the eli-
gibility is largely a theoretical benefit, an
empty gesture, since, in fact, there is a long
waiting list for apartments in public sub-
-sidized housing in this city.
Even though many of the tenements in
the Lincoln Square area are firetraps and
even though many of them may be vermin
infested; nevertheless, on a cold night, any
roof over the family's head is better than a
park bench.
The plight of low-income families, to be
evicted in connection with the Lincoln
Square project, is characteristic of urban re-
development throughout the United States.
Things are no worse in New York than
in any other American city?excePt that
redevelopment of slum areas has proceeded
at a more rapid pace here than elsewhere.
While our newspaper headlines read "High
Rent Apartments Still the Trend in Man-
hattan" and "Lincoln Square bros Ask the
Planners: Where Do We Go?" as far out as
the west West, the pattern is duplicated.
One of the worst examplat- of mismanage-
ment in thk United States is that of the city
of Los Ang les. There, a fine program of
subsidized p?lic housing, approved by the
Federal Goverhinent, was rejected by the
voters, just as was all ready to go Into
actual constructi This negative result
was the product of campaign of vilifica-
tion and misrepresen tion by the National
Association of Real Es te Boards and the
United States Savings an oan League, un-
fortunately abetted by the o leading news-
papers of that city.
The Outstanding success ach ved by this
campaign of misrepresentation Thc the real-
ettate lobby is well indicated by he fact
that even as generally reliable and istin-
guished a re-presentative of the Na n's
press as the Wall Street Journal on July
1951, printed the following headlines: "UR'
Angeles Folk Fume Over Huge Project."
"Roar of Protest Against Public Housing."
_ The truth was that the city council had
approved the public-housing program by a
vote oft 10 to 5. The truth was that the
public-housing program had been endorsed
by every local veterans' organization, all lo-
cal-labor organizations and more than 70
other civic groups.
The low-income families of Los Angeles
are today paying the penalty for the suc-
cess of this N4cious propaganda. Thus the
New York Times, writing of the Los Angeles
project on last June 8, reported, under the
headline "Vast Building Plan Is Set in Slum"
that "the 9,000 present residents of the hill
will be resettled, virtuelly all the buildings in
the 22-block area raZed, and the tract re-
landscaped 'and rebuilt to accommodate 6,000
to 8,000 residents in style. What will be-
come of the people who live in the firetraps
and rabbit warrens atop the hill is an un-
settled question. The redevelopment will
be on somewhat a luxury basis, with apart-
ments renting upward from $50 a room a
month.
It Inuit be unpleasent Indeed to be the
head of a family, worrying about where to
'find a roof to shelter wife and children, only
to be informed that his fate is an unsettled
question, Tearing down slum buildings may
be esthetically satisfying and einotionally
soothing but does not, of Itself; improve the
living conditions of low-Income families. On
the contrary, it may aggravate their plight.
The basic fact is, that even with Govern-
meataid under the FHA program and other
forms/ of assistance, very little of the new
housing provided by private speculative
builders is within the means of even a
family of average income. Obviously none
of it is within the means of families in the
lowest .income groups, those who, of neces-
sity, are compelled to live in slum areas.
About one-quarter of the families in the
United States can afford to buy the cheapest
new three-bedroom houses available at the
end, of 1957. Three-bedroom apartments
are even scarcer and even more expensive
than three-bedroom houses. A three-bed,-
room apartment rents for a minimum cif
about $110. This condition is true across
the Nation. To afford such apartments, a
family should have an annual income of not
less than $7,000.
The_problem of rehousing is essentially a
national one that can be solved only on a
basis of national financial assistance.
WMCA calls again for the establishment of
a Department of Housing and Urban Devel-
opment in the Federal Government.
Moreover, WMCA would like to suggest
that, just as a would-be automobile manu-
facturer in another country comes over hex e
to study what has been done so success-
fully in Detroit, or physicians and surgeor s
come to New York City study the best in
medical science, so officials in charge of our
urban redevelopment and rehousing pro-
gram might well study what has been done
successfully abroad--especially in England
and in Sweden.
' According to Mr. Eric L. Bird, editor of the
Journal of the Royal Institute of British
Architects, "In Britain new construction
Afenerally precedes slum elimination." This,
let it be noted, is said of a housing program
that has been continued under Conservative_
and Labor governments, with only minor
"..inodifications since 1922. The 2 top years of
131IpliC housing construction in England were
unteg Conservative governments?in 1928
and 1 .
In Sweden, which has carried out, in the
opinion of dtialifled observers, the most suc-
cessful rehousing program anywhere in the
world, the philosophy of housing and the
pattern followed is similar.
The best of Sweden is represented by
Velingby, a new satellite town a few miles
outside of Stockholm. It was completed
last year. Velingby is not a group of tall
apartment houses, huddled together in a
few acres. It coneists of hundreds of acres,
laid out as apartrnents, individual homes,
groups of two-story housing for -elderly
people, playgrounds, recreational parks,
decorative fountains as well as wading pools.
There are restaurants, there are. bandstands.
There are office buildings, where employmer t
will be provided for those who live in the
new city. There are sites available for leas-
ing to private concerns, on which factories
will be erected, to provide more employment,
This is real redevelopment, having as its key
a better life for the people of Sweden.
Let it fie understood that WMCA has
nothing but admiration for the ideals of
urban redevelopment and specifically for the
Lincoln Square project, which will replace a
rundown area of antiquated tenements and
superannuated buildings with a cultural
, ' A61i91 .
?
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-8
Approved For Release 2000/08/31 : CIA-RDP78-06365A0\00200060015-9
.4
BEST COPY
AVAILABLE
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
jp584pproved For ReleakibRORN
slativePgram maiks
'eder,a, 09Yer.Pnient's first cleat' re-c
tricint4, they :vital relatiOnahiP edu
atiog.,to the s ep,gthJ' jeeta411,:dp,Sneecrt,Y.Of .
e,
,P)3e1
btfl
ntribilte Most
9?!1...0.1-otir Ott
as ..my
endment-redii,
Ola. IPS Ptalf.4
t have decAed,,,
ffiti-PAPC in Iltght.44,
Ouse ac n_on. Jest 'Prides, which
tirely eliniinated the scholarship t
.2tEiknEc9E, gE9fillusfip00
_ 200060015-9 ,45-61.--
the-,:d.....14. ''ar!rnesd ef' of 'prc0,, arr-wi-
:7turie?
P-14? A
ett4 u3A,
ep?ai
en,pe4::,iltiottlio,711ietPit, z
..mpoitOrnEn,en
US and, I m1bL add;
use 'ni ,ticsPefUt .4440c*
ent on act iStateunana IP
ternaillate Weil-service *Jule and
, -
?We:apo'ke g ed-,tnr tee t
were, en irelY deae.
t;ave The honor o
Ofl in connectiotr,:.
b1,11;, ?, ,
certainly NYarraP
*hick ilaYeekV
.1-he e:wharo-
froth. ,the, usjveiioiof the ?bill
In the 'beliet that t. n9*- seezs
-
able to go --Ttootiference:tvitli,?;Otir
scholarabtlit'ONFrathf.:
.)n-
eatokgettIng to c9Pference,as:_qttickly,
as Possible, ,T shall peek passage Of_Sen- ,
25X1X8 ate bil1,41,23tstibsteritially in the forth
which it, WIcOorted to the Senate
I am-!deeply-disturbed by the House
action in regard to the scholarship title.
The'achelarship program proposed in
the bill symbolizes national recognition
of the Importance of intellectual achieve-
ment. It gives added integrity to the
guidance and testing provisions of the
bill by creating a further impetus for
highly talented students to pursue a
higher education. The competition fo:
national defense scholarships will chal-
lenge a large number of students, there-
by stimulating a State-by-State reex-
amination of educational standards.
These purposes are eminently desir-
able, and are entirely distinct from those
of the loan program, which simply aim>
to broaden the opportunities for able
studenLs to go to, and remain in, college.
I agree with the President. that 10,000
.,..Lolarships' will provide an adequate
program for these purpaes. The present
bill authorizes approxitn ?ly 4,001 a
substantially larger nun.ber. Howe-"
I nov.- feel that a reditt!oil of the schol-
arship title by the Senate w...eald make t:
difficult to come out of e,mierence
a program large cnou-1, to be mem.-
ingful
Therefore, Mr, President. my conclu-
sion is That the Senate should pass the
bill in the form in whicii it has reen
reported to 'the Sena i ---111ClUdiill-t tire
1,1-ovision of 23,000 scholarships. because
b,. proceeding in that pi.atably we
sha:!.be able to arrive V.nally at, a
ion o i a reasol.tti -le ,r?int,er of selial-
.:.ship: In view of that in tin
?Jose t scholars...lip provision a as
eln.tina',ed, it is rn7.' hope that as et re-
:I! (;f the prwedt.te I now propose,
senolarship figure finally leached
,:onferces will be in line with the
!!mt's recommendation for 10,00t,
Mr JAVITS. Mr. President, will the
from New Jersey yield to rue!
The PRESIDING OFFICER 'Mr
tisi.irzr.tt, in the chain Does the
i-4.natot from New Jersey yield to the
nator from New York?
Mr. Si1/44rni of New Jersey. I am glad
t,t yield
Mr. JAVITS Mr. President Me
'!1,r-!' nay all of u. had much
were kind will glyait,thestlyPkt
VeTn? en?e4tiator 4de6eI,wrveLas One of- those who; felt
y 8thade tO thes,bill. dent tiriceild go before the
,of New XerseY.., tions.- I am Pleased he 04
-pa New York
plO so. He-ehan have re",,e11P,
efforts. - ,.a
Mr. SMITH of New Jersey.
44 glad
entify- Myself with 'th 're/narks
Made by the Senator from New ort and
the Senator from Mirmerota, .;:klid not
have the privilege of foUowint through
on the matter, so I am not familiar with
the details. I am very happy Indeed that
our colleagnes have realized the effect of
the President's personal presence before
e United Nations. I am glad the
Pr 't's contribution to world Peace
tions has bee ? theningasoizfed.the United Na-
and the
"PRisrbErirs STA
THE UNITED NATIONS' 0
LE EAST
THE .
Mr. JAVIT President, the Pres-
ident of the Unite has hist made .
,
a Veit important, id- - . historic,
speech . to the United Natio he
Middle East.
His essential points are:
First, that our Nation will aid the
small nations to maintain their inde-
pendence, We have shown we are will-
ing to do that, even at the risk of the
commitment of our forces.
se,:ond, that a United Nations force
should be created to deal with the prob-
lem of direct and indirect aggression.
Third, that monitoring of radio broad-
casts should take place, as radio can be
the or grin for .iadirect aggression, as
Radio Damascus and Radio Carlo have
shown in the last fCW days.
Finally, tl,t the great American ex-
ample ei the Ma-.hall Flat- of self-help
mutz;,,! be car-
ried Mid:!h- East Economic
Devt,:apinen:. Uoria ration by the Arab
?her..qe!%,,, :1 they wish to join
:? !lie glit,tanee and leadership
of trio .-.ecr,ii,-try General of the United
Nations, to hihhi we will contribute.
rlhc President's speech shows the sin-
sad tz-dth of the Unitul
Stal.c.s And it sun-vs that we mean to
exett out' beL dTorts to unite the free
wui Id it should be clear, also, that our
count y will not tw ttlackntailed or
d.,.erte! I rw:, its dr:-cnargt. of free amid
head, I .1! V..311(1 p,-ace.
It i-.,Icoch points out the construe-
I've of Arab nationalism, and
shows a t'espeet V inch should impress
anyone v id, is not trying to get together
a private power empite, but who has a
true respect for Arab nationalism.
Mr HUMPHREY. Mr. President, will
the -,t.itator yielct?
Mr JAVITS I yield.
Mr HUMpHREY. I read in this
morniii'-:'S newspaper of the President's
1.1,,it to the United Nations General As-
Nembly, and, of course, have had the
privilege of reading the President's mes-
sage on I i.e ticket of the Associated Press
and the United
I for tont? wa-d !o loin the Senator
tie
ECONOMIC TRAGEDY IN
ljTs
Mr. ALLOW. Mr. President,?aVshOrt
time ago the Senate passed a bill called
by the short title of the minerals sta-
bilization program. I ask unanimous
consent that an editorial from the
Rocky Mountain News be included as
a part of, my remarks at this point in
the RECORD. 11.118 - editorial points up
very definitely what the real problem
and trouble is with our minerals indus-
try, and how it, has reacted in a par-
ticular situation in the town of Lertcl'-;
ville. Cob.
There being no objection, the editorial
was ordered to be printed in the REtORD,
as follows:
ECONOMIC TRAGTDY IN LEADVILLic
The 2-mile high city of Leadville is now
experiencing its greatest economic hardship
since gold was discovered In California
O ulch.
As a result of the 18-day-old strike against
the Cliroax Molybdenum Co., there is not a
single miner w in the entire area.
Only 05 men ar, etup.oyed in the smelter.
and they aro imndling ore front riotO
America.
The bells of Antrinciation Church lire
caning people to daily prayer that the strike
might be ended. And well the bells might
toll mournfully, for the economic results of
this strike have been tragic to the whote
city.
More than 1,100 men are out of jobs. The
only large payroll In the whole area has been
cut drastically. Everyone In the city in one
form or another is feeling the pinch.
The strike wts railed when Climax Molyb-
denum wits forced to reduce its working
schedule from 6 days h, 5 because of high
reserves of concentrates and narrowing mar-
ket.,
This meant that the mon would I. s.
day's wages tit time and a half. With an au-
tomatic wage Incres?e 8 cents air hour
iii July. the bkeit a? feCe:vIng
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Approved For Relea*20-00/08/31 : CIA-RDP78-06365Aft0200060015-9
1958 CONGRESSIONAL RECORD -'SENATE 15831
and It goes to the very heart of our
problem with the Communist head of
the Yugoslavian Government.
I believe that this is a clear-cut in-
terpretation of Tito's methods, and I
commend it to the reading of the Mem-
bers of Congress'and the public in gen-
,
era.
Mr: President, I ask unanimous con-
sent to have this article made a part of
my remarks and printed as such in the
body of the RECORD. In addition, I refer
to an editorial Which appeared in the
same newspaper -Ind published on the
same date, entitled "We're Our Own
Worst Enemy." This editorial also re-
lates to Communist Yugoslavia, and I
ask unanimous consent that it also be
made a part of my remarks.
There being no objection, the article
and editorial were ordered to be printed
In the RECORD, as follows:
[From the Manchester Union Leader of
Monday, August 11, 19581
TITO?THE SWINDLER
(By Victor Riesel)
Mumcx.?Eviderice of a multi-billion-dol-
lar scandal has just been reported to a
trusted few here by a special observer who
has been in Tito's Yugoslavia for exactly
1 year.
Ever since Stalin's death, it can now be
revealed, Nikita Khrushchev and Marshal
Tito have been plotting to defraud the
United States of billions of dollars. Until
recently, they were intimate personal friends
chuckling at the ease with which they have
sucked billions of dollars from us.
It is now absolutely 'certain that they
even planned the crushing of the Hungarian
anti-Communists long before the ghastly
Budapest revolt. Evidence brought into the
little briefing room of the crusading Radio
Free Europe headquarters here by an ob-
jective observer with whom I lunched exact-
ly a year ago on his departure for Belgrade
reveals that Marshal Tito disdained the West
and approved of the use of Soviet Army
tanks and troops in splattering the Hungar-
ian freedom fighters on that grim night in
October 1956.
Mark this well, for Tito has our gold and
Hungary's blood on his hands?and this gold
could have propped up our oWn Army and
our own recession economy.
Tens of thousands of jobs in the United
States could have been saved if the gold had
gone for paving our roads, budding schools
and low-cost homes, or simply for military
purchases and aid to truly friendly nations.
Evidence that Marshal Tito was certainly
not one of our allies or even really neutral
begins with his flying visit to Khrushchev
In Yalta not long after Stalin's death, There
Khrushchev told Tito that the Russians
could crush the wayward satellites with
tanks, but that they didn't want to be bare-
fisted Fascists before the world. Therefore,
Tito, as the so-called rebel highly respected
by the dissidents?revisionists, Khrushchev
called them?could soothe them into line.
-Comrade Khruschev was particularly con-
cerned over the growing unrest in Hungary.
Tito was eager to get back into the green
pastures of Moscow's Communist Mecca. So
he agreed to try.
This failed. Tile Budapest revolt, led by
Hungarian steelwbilters and students, flared
against Moscow like some political magne-
sium. On the night before Khrushchev de-
cided to move in his troops and slaughter
women, kids, and men alike, he and his
silent colleague, Anastas Mikoyan, secretly
contacted Tito.
They asked the Yugoslav's reaction if they
shot the workers 'down in the name of his-
torical necessity. Tito approved.. The work-
ers were splattered in 'Budapest.
There was only one humane act by the
fearful marshal.
He did tip rebel Hungarian Premier Imre
Nagy that something was about to happen
and that Hagy should take refuge in the
Yugoslav Embassy in Budapest.
But on the same morning that Buda-
pest's streets were washed with workers'
blood, the central committee of the Yugo-
slay Community Party issued leaflets in Bel-
grade saying that the Soviet crushing of the
Hungarian uprising was correct in the per-
spective of history. This leaflet is in the
possession of the man who briefed the truly
brilliant analyst of Radio Free Europe here.
I was in on this briefing. Add to it one
more ghastly Russian move. They had a
radio station behind the Khrushchev cur-
tain which broadcast messages to the Hun-
garians imitating anti-Communist broad-
casts, urging the rebels throughout Hun-
gary to continue fighting. Thus Khrush-
chev provoked more people into the streets
and fields and they, too, were slaughtered
or captured. Up to this very minute, the
survivors are being executed or shipped to
prison camps.
That's second act curtain. The third act
began recently when Khrushchev decided
the time had come when he didn't care
what the world thought. Thus he no long-
er had any use for Tito. Comrade Krush-
chev then demanded complete surrender
from the elderly marshal. Tito's own Com-
munist Party central committee balked.
They felt they had been taken. Inside Yugo-
slavia now, Tito's control of his own party
has been shaken.
He is taking guff from a bloc made up
of workers' leaders, military men, youth
group officials and anti-Communists such
as these in the central committee who still
axe behind the imprisoned Milovan Djilas.
This bloc feels that Tito alienated the
United States in the past year by playing
with Khrushchev, thus costing Yugoslavia
considerable arms and money.
This bloc wants to woo the United States.
In retaliation, Tito is trying to drive Djilas
to suicide in prison. Tito feels that Djilas
who is being deprived of many routine
privileges in his horror jail, is the symbol
of opposition.
Seems to me a world grand jury should
be impaneled to try Tito, the swindler, in a
global court of public opinion.
[From the Manchester (N. H.) Union Leader
of August 11, 19581
WE'RE OUR OWN WORST ENEMY
Senator STYLES BRIDGES' one-man cam-
paign to have the Senate Appropriations
Committee cut out aid for Communist Yugo-
slavia and Poland, although unsuccessful,
brings nought but credit on himself.
It is indeed one of the great tragedies of
our times that only a handful of Congress-
men are intelligent enough to see the folly of
aiding Communist dictatorships that will
turn against us like vicious dogs the moment
the shooting begins.
It is obvious that the No. 1 weapon in
the Communist arsenal is not the ICBM, nor
the hydrogen bomb, nor even subversion and
espionage.
It's our own stupidity.
;
DEFENSE EDUCATIONAL ACT OF 1958
The PRESIDING OFFICER. If ,there
is no further morning business, the Chair
lays before the Senate the unfinished
business, which is S. 4237.
The Senate resumed the consideration
of the bill (S. 4237) to strengthen the
national defense advance thecause of
peace, and assure the intellectual emi-
nence of the United States, especially
in science and technology, through pro-
grams designed to stimulate the develop-
ment and to increase the number of
students in science, engineering, mathe-
matics, modern foreign languages, and
other disciplines, and to provide addi-
tional facilities for the teaching thereof:
to promote the development of technical
skills essential to the national defense;
to assist teachers to increase their knowl-
edge and improve their effectiveness; to
inform our scientists promptly and ef-
fectively of the results of research and
study carried on in the United States and
throughout the world; and for other pur-
poses, which were ordered to lie on the
table, and to be printed.
Mr. HILL. Mr. President, the Senate
consideration of the National Defense
Education Act of 1958 comes at a time
of great decision. A severe blow?some
would say a disastrous blow?has been
struck at _America's self-confidence and
at her prestige in the world. Rarely
have Americans questioned one another
so intensely about our military position,
our scientific stature, or our educational
system.
The Soviet Union, which only 40 years
ago was a nation of peasants today is
challenging our America, the world's
greatest industrial power, in the very
field where we have claimed supremacy:
the application of science to technology.
Americans are united in our determi-
nation to meet this challenge. Ameri-
cans know that we must give vastly
greater support, emphasis, and dedica-
tion to basic scientific research, to quality
in education, to instruction in the phys-
ical sciences, to training in foreign lan-
guages, and to developing to the full our
intellectual, cultural, and scientific re-
sources. Americans know we must mo-
bilize our Nation's brainpower in the
struggle for survival.
This is a task for all our people, for
both great political parties, for both the
executive and the legislative branches
of our Government, for the States, the
counties, the cities and towns and local
communities, for the schools, the colleges,
and universities, and for all the other
private and public resources that con-
stitute the basis of our scientific and
educational endeavors.
The particular task of the Senate is
to consider how best to stimulate and
strengthen science and education for
the defense of our country and at the
same time preserve the traditional prin-
ciple, in which we all believe, that pri-
mary responsibility and control of edu-
cation belongs and must remain with the
States, local communities, and private
institutions.
The United States truly has reached a
historic turning point, and the path we
choose to pursue may well determine the
future not only of western civilization
but freedom and peace for all peoples of
the earth.
I believe we all agree that the great
motivation for the formation of our
Federal Government was the responsi-
bility for what the Founding Fathers
called the common defense and for the
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
L
pproved For Release 2009108131 : CIA-RDP7A-06365A0002,00660015=-9
August 13
CONGRESSIONAL RECORD SENATE
Uct of our foreign affairs. Prom
e Very beginning this responsibility of
cigral government has been im-
?4, direct. The Constitution
r41111A 9 ? aeed upon the Federal i Gov-
.4;44' 441 wsibility for the na-
_ . we call t today, and
tnecOnciarafeofour foreign affairs.
Presiden , Qeaking on the floor
Of the Senate same, 10 years ago, I said
that America's first line of defense is the
science laboratory. At the same time, in
the same speech on the Senate floor, I
declared that foreign affairs are no
longer foreign.
If that statement was true 10 years
ago, it is tr,ue now. There can be no
Miestion as to its truth and validity.
Surely, America's first line of defense
today is in the science laboratory, and
Vareign affairs are no longer foreign.
We had before our Committee on
Labor and Public Welfare Many wit-
nesses, including distinguished scien-
tists, distinguished educators, and dis-
tinguished leaders in American public,
life. All those witnesses, without excep-
tion, took cognizance of the vital rela-
tionship between a good educational sys-
tem, arid national survival. Witness
after witness testified to the fact that
the highest grade of public education,
especially in the sciences, mathematics,
engineering, and modern foreign lan-
guages, is absolutely essential to an
adequate national defense. Our first
witness, Dr. Detlev A. Bronk, former
president of Johns Hopkins University
and now president of the Rockefeller
Institute of Medical Research and presi-
dent of the National Academy of Scien-
ces, stated:
We cannot compete with Russia and China
and other potential enemies in terms ,of
numbers of men and women. Because of
that, it is especially important that we have
a very high level of education in our coun-
try in order to compete against greater num-
bers with men and women of greater com-
petence. Only this way can we defend our
national strength and be effective champions
and defendants of the human freedoms on
which the whole free world depends.
Then Dr. 13ronk laid great emphasis
on the fact that we must, within the
next 10 or 15 years, double the number
of scientists and engineers we are grad-
uating from our schools and colleges,
Dr. Edward Teller, commonly known
as the father of the hydrogen bomti, in
speaking of the situation in the world,
and speaking particularly with reference
to science 'education, declared:
The tide Is clearly and definitely running
against us.
Then Dr. Teller emphasized that we
inlist train more scientists, more mathe-
maticians, more engineers, more persons
versed in foreign languages, if we are
to tinn the present tide and properly
defend our country and its freedom. Dr.
Teller said, among many other things,
and I think this is important:
I am quite sure that in science more than
In other fields the young generation is the
one which carries the greatest burden, and
therefore the children who are now in e9,hool
will be the ones on whom we will have tO`
depend primarily 10 years from today.
Te chairman then a
as iced. Dr Teller:
to encourage time,
and develnp as
ge andr!ihue as move forward
ible. Is that
We sho,,ld n ph. t rmio, do all we can
not true/
Dr. Teller's answer was:
That is what we have to do or I think our
way of life will not survive.
- There also appeared as a witness Dr.
Wernher von Braun, who made the
greatest contribution to the design and
development of our satellite Explorer,
Which, as will be recalled, was our first
satellite to be successfully put into outer
space. When this distinguished scientist,
a man of great vision and knowledge, as
demonstrated by the work he did in the
development of the Explorer, was before
the committee, I, as chairman of the
committee, asked hian if he thought it
important that we go forward with
greater emphasis on the training and
preparation of scientists, engineers, and
technicians, so that we might move more
rapidly into the space age., Dr. von
Braun's answer was:
Yes, sir; I think it is a matter of national
survival.
The Chairman of the President's Com-
mittee on Scientists and Engineers, in
transmitting the Committee's second
in-
terim report to the President, recently
summarized our , situation_ in these
words:
Today, Russia has more scientists, engi-
neers, and technicians than the United
States, and is graduating more than twice
as many each year. Competent American
observers report that in certain fields Rus-
sian scientific work is comparable in quality
to that done here. Certainly the manpower
and effort devoted to research and to the
education of future scientists exceeds our
own. ,
Mr. President, listen to this statement,
which is in the Committee report:
The rate of Russian progress in most scien-
tific fields is so rapid that, unless we broaden
and strengthen our own efforts, there is
little question of Soviet superim?ity 5 .or 10
years from now. '
We recall President. Eisenhower's
speech in Oklahoma City last Novembei,
in which he said, in speaking of the ne-
cessity of training, educating, and pro-
ducing more scientists, engineers, and
technicians:
according to my scientific advisers this is
for the American people the most critical
problem of all.
My scientific advisers place this problem
above all other immediate tasks of produc-
ing missiles, or developing new techniques in
the armed services. We need scientists in
the 10 years ahead. They say we need them
by thousands more than we are now pres-
ently planning to have.
The Federal Government can deal with
only part of this difficulty, but it must and
will do its part * * *.
We should, among other things, have " * *
a system of incentives for high-aptitude
students to pursue scientific or professional
studies; a program to stimulate good-quality
teaching of mathematics and science; pro-
vision of more laboratory facilities; and
measures, including fellowships, to increase
the output of qualified teachers.
Mr. President, I could stand on the
floor for many hours quoting the leaders
of thoUghli and, the leaders of action in
science and education in this country.
All of them would tell us the same story.
The distinguished Senator from Texas,
our majority leader, who is chairman
of the Subcommittee on Military Pre-
paredness of the Committee on Armed
Services, and who is also Chairman of
the Committee on Space, heard many
witnesses. If Senators will read the
hearings before his subcommittee, they
will find that witness after witness testi-
fied and emphasized that the need for
more scientists, ngineers, and techni-
cians must be met if we are to meet the
challenge, if our Nation is to be defended,
and if we are to `survive.
Mr, JOHNSON of Texas. Mr. Presi-
dent, will the Senator yield?
Mr. HILL. I yield.
Mr. JOHNSON of Texas. I deeply ap-
preciate the generous reference to me by
my friend, the distinguished Senator
from Alabama, who is chairman of the
Committee on Labor and Public Welfare.
No Member of Congress has, over a long
period of years, made a greater contri-
bution to his country than has the senior
Senater from Alabama [Mr. HILL]. lam
very Much pleased and am very proud
that under his leadership there has been
reported a bill which I think meets the
minimum requirements. I hope it will
be debated and that the Senate can act
upon. it and pass it before we recess to-
day.
I hope this bill is only the forerunner
of better things to come. After Sputnik
I, a committee of this body sat for more
than 4 months and heard from some of
file great statesmen of our time and
some of the most learned scholars of our
Nation. I came away from those 4
months of deliberations with one firm
conclusion, namely, that we must take
advantage of time, money, energy, imag-
ination, and everything else available to
us and devote them to our educational
system if the Republic is to be preserved.
I think history may well record that
e saved liberty and saved freedom when
e undertook a crash program in the
field of education. We have not gone
far enough, fast enough. I do not think
the people of the Nation iealize the com-
petitive struggle which exists. There
must be an awakening, not only in Con-
gress, but throughout the country, and
first things must come first.
I know of nothing which has higher
priority than the education of our chil-
dren and their preparation for the needs
of the modern world. I know of no one
who has contributed more or to whom we
can look for better leadership than the
solid, constructive? progressive Senator
from Alabama [Mr. Hua]. I commend,
him for the great work he has done far
so many years in Congress.
Mr. HILL. I thank my distinguished
friend from Texas. I not only appre-
ciate his kind and most generous words
because they come from him, but also be-
cause there is no man in America who
has done more to try to strengthen edu-
cation, to strengthen the national de-
fense and to insure the survival of our
Nation than has the distinguished Sena-
tor from Texas. Considering the many
Approved For Release 2000/08/31 : c1A-RDP78-06365A000200060015-9
Approyed For ?Refeabe,2000/08/31 : CIA-RDP78-06365/4900200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
OnerOUS and overwhelming duPes which
are upon him, and the burden 5)TtliCki he
carries, it really has been astomiding
that he has been able to give so much of
his ime, thought, effort, and brilliant'
learlership to the eaus e qf trying to make
certain that we ,meet the challenge,
that we move 'forward as we should, for
the defense and, indeed, the survival of
Our Nation. ,
I may say one other iver,c1 in_connec-
ton with what ,the distinguished Sena-
tor has said, because certainly he speaks
with great authority,
As he spoke, there came to me the
lines of that Wise man of another clay,
Sir Prancis Bacon, who declared:
What man Will not alter for the better,
time, the great innovator, will alter for the
Worse.
Unless the Senate, the House of Rep-
resentatives, and the American people
are willing to follow the brilliant, devot-
ed, and distinguished leadership of the
senior Senator from Texas, time will al-
ter, and time will alter for the worse.
This is our opportunity; this is our chal-
lenge.
Mr. JOHNSON of Texas. Mr. rresi-
dent, will the Senator from Alabama
yield to me?
The PRESIDING DOes the
Senator from Alabama yield to the Sena,
ter from Texas?
Mr. HILL. X yield.
Mr. JOHNSON of Texas. Mr, Presi-
dent, the remarks of the Senator from
Alabama remind Me of the contributions
made to my State by a great Georgian,
President Lamar, of the Republic of
Texas, who went to Texas from Georgia.
One of his statements was something like
this:
An educated mind is the guardian genius
Of democracy. ;-t is the only dictator that
free men recognize, and the only ruler free
men desire.
President Lamar made that statement
more than 100 years ago; but it is just
as true today as it was on the day when
he made it.
? Just as President Lamar, first a citizen
Of the State of Georgia, made such great
contributions to my State,, today the
Senator from Alabama [Mr. HILL] is
making a great contribution, in my
opinion, not only to the Nation, but also
to the entire free world, because it can
;truly be said that an educated mind is
the guardian genius of democracy.
I hope this bill is but a forerunner;
but certainly it will produce more edu-
cated minds than would be produced if
we simply ended the session and went
home without doing anything in this
Aeld.
Mr. HILL. I thank the Senator from
Texas for his contribution. As I have
said before, no one speaks with greater
authority than does he, because no one
has given more ,time, effort, and devoted
and brilliant leadership to this cause
than,has the distinguished senior Sena-
tor from Texas. We are seeking to sup-
port and sustain, him in his leadership
for the defense of our country and the
survival of our Nation.
Mr. JOHNSON of Texas. I thank the
Senator from Alabama.
_
Mr. MANSFIELD. Mr. President, will
the Senator from Alabama yield to me?
Mr. BILL. I yield.
Mr. IvIA.NSFIELD. Mr. President, I
wish to join the distinguished majority
leader 'Mr. JOHNSON a Texas] in com-
mending the Senator from Alabama
[Mr. HLL1,l, the chairman of the Com-
mittee on Labor and Public Welfare, for
bringing this vitally needed education
bill before the Senate today. It is a good
bill, and one of which my distinguished
colleague, the senior Senator from Mon-
tana [Mr. MURRAY] and I are proud to
be cosponsors. We are proud to follow
the leadership of the great Senator from
Alabama, who is doing such magnificent
work in this field. Not only is he doing
it at the present time, but during the
years his work in this, field has made
his name immortal.
If the Senator from Alabama will per-
mit me to do so, I should like to join in
what he had to say about the distin-
guished majority leader, the senior
Senator from Texas [Mr. JOHNSON].
Mr. President, the record of accom-
plishment of the 85th Congress is to be
seen in the activities of distinguished
majority leader, the senior Senator from
Texas [Mr. JOHNSON]. When he is on
or about the floor, we can be assured that
the situation is well in hand and that
progress is being made in the considera-
tion and the disposition of proposed
legislation, as is the case at the present
time. In my opinion, he is one of the
greatest leaders this country has ever
produced. He has displayed sagacity,
understanding, and tolerance in his
dealings with his colleagues on the floor.
If any saying can correctly be regarded
as an indication of the personality of the
majority leader, I believe it is one which
he is so fond Of quoting from Isaiah;
"Let us reason together."
Certainly, the President of the United
States Should be extremely happy and
grateful for the fact that he has, in the
person of the majority leader, a man
who understands the true meaning of
responsibility, statesmanship, and the
welfare of the country as a whole. The
senior Senator from Texas [Mr. JOHN-
SON] would not give much comfort to
the theories expounded in the books on
political science. However, he has, in a
practical way, carried to the summit the
art of politics and government. His ac-
complishments speak for themselves, be-
cause what he has done is to weld to-
gether the diverse elements of the Dem-
ocratic Party, and at the same time de-
velop an understanding with the Re-
publican Party in connection with the
conduct of business in the Senate. It is
not an easy job to create and to main-
tain a degree of tolerance and under-
standing among the many individuals
who comprise the membership of this
body. That this has been done is in-
deed to the great credit of the majority
leader, and it speaks well for the con-
duct of the legislative branch of our
Government.
I would be remiss in my remarks if I
did not state that much of this coopera-
tion and a great deal of this accomplish-
ment are due to the harmonious work-
ing relationship between the majority
15833
leader and the distinguished minority
leader, the senior Senator from Cali-
lornia [Mr. KNOWLAND]. Because of
the efforts put forth by these two men
and by other Members of this body, the
85th Congress will be able to adjourn
with a record of accomplishment and of
responsibility which no other Congress
in recent years can approach.
Mr. President, the bill now under de-
bate is but another indication of the
responsibility which the majority leader,
the minority leader, and the chairman of
- the Committee on Labor and Public
Welfare, the senior Senator from Ala-
bama are displaying in the conduct of
the affairs of the Government.
Mr. President, with the permission of
the distinguished Senator from Alabama,
I should like to ask unanimous consent
that an article entitled "Yodels for a
Texan," which was published in the New
York Times of August 12, be printed at
this point in the RECORD, in connection
with my remarks.
Mr. HILL. I shall be glad to have
that done.
There being no objection, the article
was ordered to be printed in the RECORD,
as follows:
YODELS FOR A TEXAN?LYNDON JOHNSON
LAUDED FOR GETTING BILLS PASSED WITHOUT
AR6USING ANGER
(By James Reston)
,
WASHINGTON, August 11.?When the lead-
ers of Washington, Republican and Demo-
cratic, executive and legislative, start yodel-
ing in unison about the virtues of a single
Senator, it is fair to conclude that the Sen-
ator (a) has just died, or (b) retired from
the Senate, or (c) won a very special place
for himself Hi the Capital. This Is what is
now happening in the case of Senator LYN-
DON B. JoHNsoN, of Texas. The Democratic
majority 'leader has not died or retired; he
is merely coming to the end of another con-
gressional session in which he has managed
to win approval for a lot of controversial
legislation without making anybody angry.
Other Senate leaders with large majorities
and powerful Presidents have pushed through
more legislation, but it has seldom, if ever,
happened that so much controversial legis-
lation has gone through a divided Govern-
ment with so few cuts and bruises.
IN TROUBLE AT FIRST
When the 2d session of the 84th Congress
started last January, the administration's
foreign economic program was in serious
trouble. Mr. JOHNSON himself feared that
the Reciprocal Trade Agreements Act and
the foreign-aid appropriations would be cut
to pieces. Both have come out, not precisely
as the administration wanted them, but
solidly intact.
Much the same was true of the Pentagon
reform bill, but it, too, has survived the
interparty and interservice rivalries. Of all
the really major objectives, only the labor
bill is still in trouble, and House Speaker SAM
RAYBURN, who taught JOHNSON much of his
parliamentary skill, may save, that at the
last minute.
All this, of course, is not Senator JOHN-
SON'S doing alone. He has developed a
strange but genuine partnership with the
Senate Republican leader, WILLIAM F. KNow-
LAND, of California. He worked closely with
Mr. RAYBURN and the House Republican
leader, JOSEPH MARTIN.
On the tariff, he had intelligent support
from C. Douglas Dillon, Under Secretary for
Economic Affairs, who is one of the few
good things that has happened to the State
Department recently, and on Pentagon re-
organization, he established a firm and even
Approved For= Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
01.1k
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
15834, CONGRESSIONAL RECORD -- SENATE August 13
onate" alliance with Neil N. McElroy,
eyerthess, everybody from President'
IllisenhoWei to `Senator EvEntrr intursnx
agr?Ses -tat-Ben-40' jOrnrsOrr is primarily
resporieri tor rhe' reoth afid nobody quite
knows ho W it _wag-Voile:
Even,17xider-Sifirgairffill'On; who followed
the tariff bill for the- State Department,
-cannot' explain even Yet how Senator Jolty-
sort disentangled the bill from a number
of complicated, personal, and parliamentary
difficulties.
It is impossible to have a conversation
With Senator Joarlsorr on the' subject. No-
body has a conversation with the Texan.'
He does all the talking all the time and his
taa4 is as detailed and complicated as his
tactics.
Aas a strategist, he is the best quarterback
,
to come oit of Texas- since Slingin' Sammy
Baugh. e seldom originates legislation
himself, but he can take complex human
bein'gs and ideas and select or invent vrEi
sad ineand of winning, consent for effective
Compromise legislation.
His assumption is that the Senate is not
a seminar in theoretical political ideology
laut a workshop for passing Irma, and while
this emphasis on parliamentary skill has
earned Mtn the reputation of a pellitical me-
Ohanic, it is probably significant that even
the theorists in this city are beginning to
- -
loin in his praise.
, 'Next to his gift for dealing with compli-
cated details and -Cantankerous human be-
ings, vitality is his great strength. This
is one of the odd paradoxes in a very corn-
piex man' He has had a severe heart attack
and yet burns up moreenergy than a tank.'
Washington is very conscious of this qual-
ity at the moment. The heart-of the trouble
in the executive branch of the Government
is the lack of sustained energy at the cen-
ter. It is not that there are no ideas or
programs but that there- is very little driving
force in the White House to carry things
through.
Senator' JOHisTSCAS,_ like President Eisen-
hower, has Politiaal power. But, in addition,
he allies immense energy to skill and ideas.
The ideas May come from Other then, but
lie ,will Work IS hours a day putting the
thing over and, because he has both po-
litical power and physical energy, he achieves
objectives other men cannot reach.
He has his weaknesses, like other mortals.
The Inalor defect in Congress is that every-
body is Worldng on tt few trees at a time,
and "few 'maraige to see the whole forest.
Senator JonrisoN does not escape this epi-
sodic and narrowing aspect of the Congress,
yet even here, his record is-better this ses-
sion than last.
Part,of the reason for this is that he has
developed an excellent staff in his office.
He discovered during the civil-rights debate
in the -last session that the intellectuals of
his party outside and inside the Congress
CoUld be useful in defining goals and de-
vising compromise legislation, and he is
now using them more than ever before.
As a result of all this, he will go home
at the end of this session with broader sup-
port within the, Democratic Party and the
press than he has ever had before. For his
cheering section now runs from John Foster
Dulles to Dean Acheson, and from HOBERT
HOMPHILEY to TIERAIIAN TArrrAnbE, and that
is quite a distance.
Mr. jOHNBON of Texas. 'Mr. Presi-
dent, will ,the "t enator from Alabama
yield to me?
Mr. TIILL. Yield.
Mr. JOHNSON of- Texas. Mr. Presi-
dent, nlY' friend, the Senator from Mon-
tana [Mr. MairstrELDl., surprised me. I
was about to leave the Chamber, when I
'heard him speak about me.
I wish to say that, unworthy as I am,
I am veld/ grateful that I have friends
like him; and I shall try to be humble,
worthy, and dedicated to the better
things of life which he so well represents.
Mr. HILL. Mr. President, let me say
that the cause of education, the cause of
the defense of our Nation, and the cause
of survival for our Nation, have no bet-
ter, truer, or more devoted friends than
the two distinguished Senators from
Montana [Mr. MURRAY and Mr. MANS-
FIELD]. They always give of their time,
their thought, and their best efforts, in
working and fighting for the cause of
education for the defense of our country.
I know, of no better indication of the
accuracY of what the distinguished junior
Senator from Montana [Mr. MANSFIELD]
has said regarding the majority leader,
the distinguished senior Senator from
Texas [Mr. JOHNSON], than the fact that
I had no disposition to bring up the
pending education bill until I could be
sure that the distinguished majority
leader would be on the floor. ?
The testimony of witness after witness
before -our committee showed very clearly
that this Nation must more effectively
discover and encourage potential intel-
lectual talent, create wider opportunities
for advanced training fox gifted young
people, and provide better teachers and
better teaching equipment to develop the
scholastic resources of American youth.
A study conducted by the United States
Office of Education indicates that during
their high school training only 1 out of
3 students takes a chemistry course;
only 1 out of 4, physics; only 1 cut of 3,
intermediate algebra; and only 1 out of 8,
trigonometry or solid geometry. The re-
port shows that about 100,000 seniors at-
tend public high schools where no ad-
vanced ffiathemathics of any kind is
taught. Sixty-one thousand are in
schools which provide instruction in
neither physics nor chemistry. Last year
14 States did not require a single course
in science or mathematics for gradua-
tion.
Mr. President, we know that there is
nothing so important for the transmis-
sion of ideas as a common language.
Yet we find that our people in the United
States are about as poorly versed in for-
eign languages as the people of any great
nation could perhaps be. I think the
testimony before our committee, given
by many eminent witnesses who spoke
With authority, could well be summarized
by an article which appeared in the New
York Times just a few days ago, July
27 last, which stated as follows:
Last winter, at the height of the concern
about the content of Russian education, the
United States Office of Education obtained
the thirty-odd mathematics and science
textbooks used in the Soviet elementary-sec-
ondary schools.
Six months later?and 10 months after
sputnik?those books are still largely un-
evaluated, because the Office has been un-
able to find persons with dual competence
In Russian?
That is,,the Russian language?
and in thesubject matter?.
That is, the scientific subject matter?
to, Make comparisons from partial transla-
tions with American school texts.
ApprOved For Release 2000/08/31
This is one illustration of the consequences
of the poverty of the American schools' of-
ferings in modern foreign languages and for-
eign cultures, an area ranked in importance
immediately behind science and mathe-
matics.
Testifying for legislation intended to help
provide more and better language teaching,
administration officials last winter told con-
gressional committees that for a nation with
worldwide interests we are linguistically un-
prepared either to defend ourselves in the
case of war or to -exercise the full force of
our leadership in building a peaceful world.
They said we are linguistically the most
backward major nation in the world, that
few Americans available for overseas assign-
ments have had any foreign language train-
ing.
In other words, we have to send rep-
resentatives of our Government and of
our Nation to other nations who cannot
even speak the language of the other
nations, who cannot exchange and
transmit ideas, because they cannot
speak the common language.
This lack of language preparation on
the part of our representatives overseas
- has been a major handicap in our f or-
-eign policy. Because of this deficiency,
our representatives are too often unable
to engage in the kind of person-to-per-
-son relationship which plays such a
Vital part in many aspects of our for-
eign affairs, as well as in gaining friend-
ship for our country throughout the
world. All of these facts underline the
urgency for action now. Fully trained
and competent personnel, whether the
training be in science, mathematics,
technology, or foreign languages, can-
not be produced overnight. There can
be no crash programs in this type of
education. America's position 5, 11k, or .
.20 years from now will be determined
largely by what we do today.
While I speak of the compulsion of
the hour, of the compulsion to act
today, I wish to call to the attention of
the Senate a few excerpts from the re-
port which the United States Commis- -
sioner of Education, Dr. Derthick, made
upon his return not many days ago
from .Russia. Dr. Derthick, as will be
recalled, accompanied ten American
educators to Russia, and upon their re-
turn Dr. Derthick said:
The slogan we saw most in posters, films,
and everywhere was Reach and Overreach
America.
Dr: Derthick went on to say:
In education the spirit is a race for
knowledge, for supremacy in a way of life
and in world leadership. The Russian at-
titude is, as one SoViet official told us, "We
believe in a planned society, you in in-
dividual initiative. Let time tell.
And Dr. Derthick added:,
They?
That is, the Russians?
are convinced that time is on their side and
they can win world supremacy through edu-
cation and hard work.
This conviction is basic--
He said?
to all of their efforts and all of their plans
for the" future. Education is paramount.
It is a kind of grand passion?this conviction
that children, schools, and hard work will win
them their place in the sun, and on the
moon.
CIA-RDP78-06365A000200060015-9
1958 1958
Dr. Derthick summarized the situation
by reporting the following evidences of a
total Soviet co9Mitment,to education;
Classes are Of reasonable
Teachers are cji. Peen on a highly selective
baste. _
Then he added;
We Sa,i,
no Indication of any shortage (of
teachers).
Foreign languages are widely taught.
The education4 process extends after
school hours and during the summer under
professional direction.
TescherP and ,PrIncllasis liaVe an abun-
dance of staff assistants; curiculum experts,
doctors, nurses, laboratory assistants, and
so forth, ,
School money is available to do the job.
Approved For Releas10d0/08/31 : cIA-RDP78-06365A040200060015-9
CONGRESSIONAL RECORD - SENATE
He added:
We were told repeatedly. "A child can be
born healthy, but he cannot be born edu-
cated."
Dr. Derthick concluded:,
These factors insure vigor and quality in
any school system, whether in a communistic
society or a democracy.
Then Dr. Dertmck added these words
about the trip, to Russia taken by him
and the 10 other educators:
What we have ,seen has amazed, us in
one outstanding particular; we were simply
not prepared for the degree to which the
U. 5, S. Pt., as a nation, is committed to edu-
cation as a means of national advancement.
Everywhere we went we saw indication after
indication of what we could only conclude
amounted to a total commitment to educa-
tion. Our major reaction therefore is one
of astonishment * * ? a; the extent to
which this seems to have been accomplished.
Mr. President, that is the challenge
which faces us today. That is the chal-
lenge which faces us as Members qf the
United States Senate, in this legislative
body of the Federal Government, with its
direct and immediate responsibility for
the defense of our Nation and, in part, for
the conduct of our foreign affairs. This
brings home to us in emphatic and ring-
ing terms the fact that our Nation must
more effectively discover and encourage
its potential intellectual talent, must
create wider opportunities for advanced
training for gifted young people, and
must provide better teachers and teach-
ing equipment so as to develop the
scholastic resources of American youth.
If we are to do that, Mr. President,
nothing is more *portant than that we
provide incentives to encourage, to stim-
ulate, and to challenge the boys and
girls, the youth of Araerica, to develop to
the fullest, to make the most of their
God-given talents, to train their minds
to think, to train their minds to work, to
train their minds to analyze, and, when
possible, to create.
Of course, this was the thought Presi-
dent Eisenhower had in his mind in his
speech last November in Oklahoma, when
he urged that Congress pass legislation
to provide these incentives, these en-
, couragcm.ents, these stimulants, and
these challenges to the youth of America.
In reporting 8, 1237 to the Senate, the
committee has approved a coordinated
program for strengthening the national
defense through an interrelated set of
proposals designed to assist State, local,
and private effort to develop America's
No. 139-3
brainpower for defense, by stimulating
students, teachers, parents, and school
authorities to seek the highest possible
attainment in learning.
Scholarship awards are offered to
stimulate and challenge high-school stu-
dents to do their best, and to stimulate
parents to insist not only that their chil-
dren work hard, but that their schools
provide the proper courses of instruc-
tion. Additional scholarship grants
based on need will also aid scholarship
winners to complete a 4-year college edu-
cation. Student loans will be available
to other highly qualified college stu-
dents needing financial assistance.
A limited number of fellowship grants
are offered those who advance into grad-
uate school to obtain their doctoral de-
grees and thus better qualify themselves
to be college instructors.
Secondary- and elementary-school-
teachers will have the opportunity to at-
tend special institutes where they may
increase their knowledge of the subjects
they teach. Able students will be en-
couraged to become teachers by a for-
giveness feature in the student loan pro-
gram' under which recipients who later
enter the teaching profession will have
their loans canceled in 5 years at the
rate of 20 percent for each year they
teach.
The bill provides for aptitude testing
of children as they are entering high
school, in order to identify the particular
talents and potentialities of each child.
To assure that, all of our children, and
especially those most gifted intellec-
tually, can be encouraged to develop
their abilities to the maximum, guidance
and counseling services will help high-
school students along paths of study best
suited to their individual capacities, and
will give particular attention to urging
that the ablest and most promising take
the courses that will qualify them for ad-
mission to college.
Provision is made for research and ex-
perimentation in the use of television
and other modern mediums of communi-
cation for educational purposes.
To enable students to secure the most
benefit from courses in science, mathe-
matics, and modern foreign languages,
grants will be made to State educational
agencies, on a matching basis, for pur-
chase of modern laboratory equipment.
To help meet the de`fense and foreign
relations needs of the Nation, language
and area centers will be provided to give
instruction in the language and culture
of foreign peoples, especially those in
Africa, the Middle East, Asia, and the
Soviet Union.
To help assure an adequate supply of
technical personnel to assist scientists
and engineers, area vocational educa-
tional schools will be created to give in-
struction in techniques and skills essen-
tial to the national defense.
To asanre that scientists and research-
ers shall. have available to them the
latest developments in their fields, there
is established a Science Information
Service for indexing, abstracting, trans-
lating, and distributing to American sci-
entists the findings of scientific research
throughout the world.
15835
We recognize, of course, that the pri-
mary responsibility for a sound educa-
tional system in our country in the fu-
ture, as in the past, rests with the States,
the local communities, the parents, the
colleges, and universities, and to this end
we specifically and categorically provide
in the pending bill that no Federal officer
shall exercise any direction, supervision,
or control over the curriculum, program
of instruction, administration, or per-
sonnel of any educational institution.
But, Mr. President, we can adhere
steadfastly and wholeheartedly to this
policy and at the same time provide Fed-
eral aid, as set forth in this bill, because
we have many illustrations of Federal
aid which has been provided without in-
terference and without any attempted
control on the part of the Government,
and in connection with which we have
left the primary' responsibility with the
States, the local communities, the par-
ents, the colleges, and universities.
We of the committee recall that when
the very able and distinguished Secre-
tary of Health, Education, and Welfare,
the Honorable Marion B. Folsom, was
before our committee, he emphasized
this very proposition.
Before the Federal Union came into
being, in 1785, there was passed the first
ordinance making large grants of land
to what were to be the States of these
United States for educational purposes.
Two years afterward, in 1787, there
was passed what is commonly known as
the Northwest Ordinance, which, inci-
dentally, Daniel Webster stated was the
greatest law of any, because of its rec_
ognition of education and because of the
large land grants made for the cause of
education.
Senators will recall that in the ordi-
nance of 1787 it was declared:
* * * knowledge being necessary to good
government and the happiness of mankind,
schools and the maintenance of education
shall be forever encouraged.
And then, as we know, at a later date,
In 1862, there was passed what is com-
monly known as the Land Grant College
Act. In that connection, Mr. President,
it is interesting to note that when a sim-
ilar measure was first passed by the
Congress it was vetoed by the then Pres-
ident of the United States, President
Buchanan. If Senators will read Presi-
dent Buchanan's message vetoing the bill
at that time, they will find pretty much
the same arguments made about that
bill as are being made against aid for
education today. But the Congress in
its wisdom and with its vision broadened
repassed the bill. We then had another
President of the United States, a man
who, by hard struggle through difficulties
and adversity, had won for himself an
education, a man of far greater wisdom
and vision, Abraham Lincoln. President
Lincoln pigned the bill into law and gave
to us our great land-grant college pro-
gram. In all the nearly 100 years we
have had that program no one has ever
come forward with any serious charge
that the Government has in any way
sought to interfere with or attempted to
control the great colleges established
under that act.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
15836
04.
Approved For Release 2000108/31 .% CIA-RDFC78-06365A00009960 15-9
CONGRESSIONAL RECORD -- SENATE August 13
Of course, we are all familiar With
our vocational education program*, Which
came into being at another time of great
stress, the time of World War I. The
act was passed in 1917. The needs and
the necessities of that great struggle
brought home to us the need for a pro-
gram for vocational education, and the
Congress passed thatact. In. all these
years the program has worked with great
?sithceSs and provided many, many bene-
flt-fOr the people and for the Nation,
Without spy question of Federal inter-
ference or attempted control.
,We all know what the Government of
the United States has done under the
01.- bill of rights. In all these different'
programs the Federal Government' has
responded to special national needs in
eclocation without Federal interference
or any attempted control by the Federal
Government.
Mr. President, we must pass the pro=
peSed legislation because it will stimu-
late a more rlgorous training of the in-
tellects which we must have to meet the
challenges to, our Nation today. The
proposed legislation recognizes that in-
Ilectual discipline is essential to our
national purpose. Passage of the bill
will do much to encourage the American
people, and bring thein'to a fuller real-
ization that we must have in America
people with understanding of the proc-
ess Of learning and with respect for
knowledge and intellectual attainment
Mr. JAVITS. Mr. President, will the
Senator yield when he feels the proper
InOment has arrived?
Mr. HILL. I am glad to yield to the
distinguished Senator from New 'fork.
Mr. JAVITS. I am distinctly grati-
fied by that portion of the bill Which
deals with the student loan fund, and-I
*hall 'support every phase of it, includ-
ing the scholarship provision,
The distinguished chairman of the
cOMmittee is entitled to the gratitude of
all the people of the country for render--
ing such a monumental service and
drafting legislation so needed in the na-
tional ?:defense. He has been able 16
reeoncile a great many diverse points of
view and to arrive at a sound conclusion.
I had the privilege of testifying before
the committee in connection with the
propdsai outlined in Senate bill 1727,
which I introduced, and which was
sponsored also by the senior 'Senator
from New York [Mr. Ivzs], the Senator
from Kentucky [Mr. COOPER], the Sen-
ator from Maine [Mr. Paym], and the
Senator from Maryland [Mr. BEALL].
That bill caned for substantially the
program now set forth in title 3 of the
bill in direct loans to State agencies, in
$0124150 million.0stiiesame amount We asked for
There is another phase of that pro-
gram about which I should like to ask
the Senator, and that is the idea of a
$750 million revolving guaranty fund,
to apply an FHA type of gunranty to
student loans, made either by State
agencies, by banks and other institu-
tions, or by educational institutions
themselves.
There are certain fiscal limitations;
ad certainlythe bill before h
that attention has been paid to the fiscal
liniitations. The type of approach
,
Approved or Release 2000/08131: CIA-RDP78-06365A000200060015-9
which in mind is the teehnique
which has been employed in connection
with housing, and which might be em-
ployed in connection with education,
in order materially to expand student
loan opportunites. All of us must
reco-gbize the essentiality of the stu-
dent loan approach, in order to en-
large the possibilities with relation to
scholarships, no matter, how generous
we might wish to be in the field of
scholarships.
I am delighted with the bill. I believe
the Senator from Alabama has rendered
a great service to the country. The
Senator from New York was interested
in knowing whether any consideration
had been given to the FHA type of ap-
proach in connection with the student
loan program, going beyond the Pro-
gram in the bill.
Mr. HILL. The Senator from New
York made a very fine and helpful state-
ment before our committee.
In reply to his question, there is a loan
program in the bill, but not the FHA
type of program to which the Senator
has referred. There is a loan program
in the bill, but not that particular type.
Mr. JAVITS. Does the Senator feel
that the door is open for the considera-
tion of that type of program if enough
supporters can be found for it?
Mr. HILL. The door is open. I will
say to my distinguished friend What the
distinguished majority leader said
earlier. I believe that this bill is the
first step. In a short time the Senate
Committee on Labor and Public Welfare,
in consultation with other Members of
the Senate, such as the distinguished
Senator from New York, who is very
much interested in this subject, will con-
sider most carefully another step that
should be taken to promote the aims and
purposes we have in mind in bringing
this bill before the Senate.
As chairman of the committee, I as-
sure the Senator from New York that
the proposal which he presented has re-
ceived my study, and will continue to
receive my most careful thought and
study.
Mr. JAVITS. I thank the Senator. I
hope that next year those of us who are
still in the Senate will join in an effort
to put the proposal in the form of legis-
lation.
I thank my colleague, and congratu-
late him for the monumental service
he has rendered to the people of the
country.
' Mr. HILL. The Senator from New
York is most generous and kind. How-
ever, the bill is the result of teamwork.
Members of the Senate Committee on
-Labor and Public Welfare seek always to
work as a team, and they did work as a
team in bringing this bill before the
Senate.
/ note the presence in the Chamber of
the distinguished ranking minority
member of the committee, the Senator
from New Jersey [Mr. Murrill and also
the Senator from Colorado [Mr.
ALLorrl, the ranking minority member
of the Subcommittee on Education. The
bill Was the work of the team, in an ef-
fort to bringbefore_the Senate the best
Possible bill.
_
Mr. JAVITS. tjoin my colleague in
recognition of the work of the other
committee members. When I spoke of
the chairman, I was speaking of him in
a representative capacity.
Mr. HILL. Mr. President, I might
continue for many hours discussing this
subject. Our committee held hearings,
the printed record of which comprises
some 1,700 pages of testimony. We
sought to go into this subject with great
care, and with the consideration which
the challenge compelled.
I close by quoting the words of Ed-
mund Burke, spoken some 200 years ago.
He declared:
Education is the chief defense of nations.
Burke has long been held to be per-
haps the foremost and most prophetic of
British statesmen. Surely those words
were words of wisdom. "Education is
the chief defense of nations." Those
words have a peculiar and appealing ap-
plication to our country today.
At a little later date Horace Mann, the
great pioneer and leader in the Ameri-
can public education system, declared:
Education is our only political safety.
Outside of this ark all is deluge.
In 1920, about 38 years ago, one of
the foremost historians in the record
of nations, H. G. Wells, declared:
Histoiy becomes more and more a race
between education and catastrophe.
I could select no words which would
better summarize the situation which
confronts us today, and the challenge
which faces us as Senators and faces
the American people, than those words:
History becomes more and more a race
between education and catastrophe.
The bill before the Senate, as reported
from the Committee on Labor and Pub-
lic Welfare, bespeaks the determination
of an aroused American people, and of
both great political parties, to unite in
an effort to meet the present challenge
to the defense of our country, the pres-
ent challenge to the survival of our na-
tion, and to insure the continued in-
tellectual eminence of the United States.
It is a challenge to keep America strong
that we may keep America free.
Mr. ALLOTT. Mr. President, will the
Senator yield?
Mr. HILL. I am happy to yield to my
distinguished friend from Colorado.
Mr. ALLOTT. I did not desire to in-
terrupt the Senator in his very stirring
address, but I wish to express to him at
this time my appreciation for the many
hours, days, and weeks of fine and de-
voted serv.ice he has rendered in con-
nection with the hearings and in the
drafting of the proposed legislation
which is now before the Senate.
In doing so I also wish to pay tribute
to the ranking minority member, the
Senator from New Jersey [Mr. SMITH],
and the other members of the commit-
tee, who also have worked Very hard on
the bill?not without disagreement?in
bringing the proposed legislation to its
present point. I particularly wish to
express publicly my appreciation for the
fine and great work whichthe chairman
of the committee has done on the bill.
Mr. HILL. I thank my distinguished
friend from Colorado. The record will
Approved For Releas64000/08/31 : CIA-RDP78-06365A04)0200060015-9
1958 CONGRESSIONAL RECORD -- SENATE
4
show that in j41 tile days and weeks we
cOnsiclered tile bill the . distinguished
Senator from cplored.O was .always there.
We hod y hearings--mornings and
afternoons, And Many hours of execu-
tive ,session, both by the subcommittee
and bY the Pall geininittee-.,-and the man
\ who, always was there, making his con-
tribution and giving us the benefit of his
fine thought and work in the cause of
eelticat4o.n, was the distinguished Sena-
tor from. Colorado, I thank him for the
many fine contributions he has made to
the bill.
Mr. ALI0QTT. I thank the Senator.
. Mr, surni of New Jersey. Mr. Presi-
dent, before I begin my own remarks on
the subject I wish to associate myself
With the Arie rma,rks which have been
made by the majority leader and by the
Senator from. Colorado [Mr. Attorrl
with regard to the services rendered by
the chairman of our committee, the
Senator from Alabaraa [Mr. HILL], in
this work. The Senator from Alabama
and I have been Members of the Com-
mittee on Labor and Public Welfare for
14 years, and in our struggling through
many hearings in the consideration of
many subjects we have acquired an ap-
proach which is free of partisan poli-
tics, which is as it should be in consider-
ing these subjects.
Aside from my great personal affec-
tion and respect for the Senator from
Alabama, I wish to commend him par-
ticularly for his willingness and eager-
ness to confer on this type of proposed
legislation, which has to do with the
security of our country, on the basis of
an all-American front, which all of us
are trying to work for, and without con-
sidering politics. I have in mind par-
ticularly his participation, for example,
in the conferences we had with the Sec-
retary of Health, Education, and Welfare
from time to time when the bill was
progressing in committee, and his co-
operation with my good friend the
Senator from Colorado [Mr. ALLorrl,
who was the ranking minority member
of the subcommittee.
My association with these Senators
has been one of the bright spots of this
year and of all the years I have had an
opportunity to work in this field of
human welfare. I congratulate the Sen-
ator from Alabama on his inspiring pres-
entational the subject today.
Mr. xrub The Senator from New
, Jersey will recall that on Thursday of
last week I endeavored to speak of my
appreciation of the distinguished Sen-
ator from New Jersey, and particularly to
express My deep regret that this is his
last session as a, Member of the Senate.
In MY remarks 011 last Thursday, I re-
ferred to the ane cooperation which has
existed between the Senator from New
Jersey and the Senator from Alabama,
aud how intirnately and closely we have
4cea, together, I wish to say again
oday that io one pould have had a finer
or better teannilate than I have had in
the Senator froni NeW Jersey.
As the ranking minority member of
the committee, he has been there all the
time, making fine contributions and
doing everything he Could through his
\ efforts and his leadership to serve our
country and to bring forth a bill which
would do the very best for the United
States of America. I thank him and
congratulate him.
Mr. SMITH of New Jersey. I thank
the Senator from Alabama.
Mr. ALLOTT. Mr. President, I send
an amendment to the desk and ask that
it be stated.
The PRESIDING OFFICER. The
amendment will be stated.
The CHIEF CLERK. On page 18, begin-
ning on line 10, it is proposed to strike
out all after "shall be given" through
line 14, and insert, in lieu thereof, the
following:
(A) To those persons whose academic
background indicates a superior capacity
or preparation in science, mathematics, engi-
neering, or modern foreign language, and
(B) primarily to persons with a superior
academic background who express a desire to
teach in elementary or secondary schools.
Mr. HILL, The Senator's amendment
very much improves and strengthens the
language in the bill. He called attention
to this matter in committee when we
were considering the bill. He has given
his best throught to this subject? and
I believe the amendment improves and
strengthens the bill. Certainly it clari-
fies it. It is a good amendment, and it
should be adopted. I hope it may be
approved at this time.
Mr. ALLOTT. I appreciate very
much the remarks.of the Senator. I be-
lieve it is a clarifying amendment and
a good amendment.
Mr. SMITH of New Jersey. I endorse
everything the Senator from Alabama
has said about the amendment.
The ,PRESIDING OFFICER. The
question is on agreeing to the amend-
ment offered by the Senator from Colo-
rado [Mr. ALLOTT].
The amendment was agreed to.
Mr. HILL. Mr. President, I ask
unanimous consent that, during the
consideration of the pending bill, con-
sultants to the Committee on Labor and
Public Welfare may have the privilege
of the floor.
The PRESIDING OrtoiCER. With-
out objection, it is so ordered. .
Mr. SMITH of New Jersey. Mr. Presi-
dent, I strongly urge the passage of S.
4237, the National Defense Education
Act of 1958. I believe it offers a sound
and necessary emergency program which
will strengthen our educational system
significantly. Its approach is similar to
both S. 3163, the administration bill
which I introduced, and S. 3187, intro-
duced by my distinguished colleague,
Senator HILL. The committee bill, S.
4237, represents a reasonable compro-
mise between the two points of view.
They and other bills were of great help
in our effort to get together on the
pending bill.
EDUCATION AND NATIONAL SECUREST
I do not claim that this bill will solve
all the serious educational problems
which handicap our schools today. No
one bill, and no amount of Federal funds,
could accomplish that purpose.
What this bill attempts to do is to
strengthen the national defense through
the fuller development of our ,potential
15837
national resources of talented manpower.
Section 101 declares that:
We must increase our efforts to identify
and educate more of the talent of our Na-
tion. This requires programs that will
demonstrate our country's recognition of
and esteem for those of our students who
have striven to develop their intellectual
abilities to the fullest extent; will make
available greater intellectual opportunities
challenging to our youth; will give assurance
that no student of ability will be denied an
opportunity for higher education because of
financial need; will correct as rapidly as
possihle the existing imbalances in our edu-
cational program Which have led to an in-
sufficient proportion of our population edu-
cated in science, mathematics, and modern
foreign languages and trained in technology;
and will provide means to make it possible
for our teachers to enrich their knowledge of
the subject matter which they teach.
To put it another way: in this first
year of the space age, the interests of na-
tional security require that the more ef-
fective mobilization of our national
brainpower should receive the top
priority for Federal action in the field of
education.
Last February when Gen. Nathan
Twining, Chairman of the Joint Chiefs
of Staff, testified before the Foreign Re-
lations Committee, there occurred this
colloquy:
Senator Pumsarour. Do you think that a
substantial effort directed to increasing the
quality of our educational system would tend
to improve our military posture relative to
the Soviet Union?
General TWINING. I think that is probably
the most important thing this country can
do.
Similarly, when President Eisenhower
gave his state of the Union address last
January, he listed among our imperative
needs an education program designed
principally to encourage improved teach-
ing quality and student opportunities in
the interests of national security and
complemented by a major expansion of
the National Science Foundation's activi-
ties in science education.
To strengthen our position against in-
ternational communism, the President
warned, we must make maximum use
of our tremendous potential resources
in education, science, research, and, not
least, the ideas and principles by which
we live.
The bill provides the means for utiliz-
ing these resources more effectively. As
such, it should be considered as an in-
tegral part of the national defense pro-
gram, an essential security requirement.
This is clearly the way the President
intended his education program to be
considered. -
THE LAG IN THE EDUCATIONAL EFFORT
The bill, then, will strengthen na-
tional security by strengthening the
Nation's educational system. Certainly
there is overwhelming evidence that the
system needs strengthening. The recent
Rockefeller brothers report on education
was simply restating a well-known fact
In its declaration that:
Our schools are overcrowded, understaffed,
and ill-equipped. In the fall of 1957, the
shortage of public school classrooms stood
at 142,000. There were 1,943.000 pupils in
excess of normal classroom capacity. Some
elementary and high schools and colleges
Approved For Release 2000/0/31 : CIA-RDP78-06365A000200060015-9
$38
liligdound ft impoSsible to hire well-quali-
, lied teatherd in Sikh basic subjects as Eng-
lish, languligeS, anti-scic1l sciences; some
have even had to drop Chemistry, physics,
and mathernalfes from their curriculum
since there Werelid teachers to teach them.
It is tragic that this situaffOn haabeen
precipitated by neglect. We, as a peo-
ple, have too long taken for granted the
great free system of public education
which has been such a vital factor in
shaping our national destiny.
The damaging lag in our educational
effort has become a matter of increas-
ing Federal concern in recent years.
In 1955, 1956, and 1957, the Eisenhower
administration proposed broad pro-
grams of aid for school construction.
Then suddenly, almost overnight the
rush of events symbolized by the launch-
ing of the Russian sputniks gave new
emphasis and clarity to national security
requirements. The administration had
to revise its education program in the
perspective of these requirements. As a
result, school construction was tempo-
rarily deferred, and top educational
priority was placed on the program em-
bodied in the bill now before us.
_
THE DittrinimEN'T OF SCHOOL coNsTancrioN.
- This shifting of priorities has been
bath widely misunderstood and unjustly
criticized. It is time to speak frankly on
the. subject.
One of the factors in the decision to
defer school construction was its en-
tanglement in the issue of school inte-
gration. After the tragic incidents of
last fall, the division of national opinion
_ dm desegregation as reflected in Congress
strongly indicated that school construc-
tion this year had become a practical
impossibility. Any consideration of such
a bill, it appeared, would inevitably raise
the integration question and arouse
bitter controversy.
,1n my judgment, the intervening
inenths have net altered this situation.
Per this reason I am convinced that an
attempt to add a school construction
atfiendment to thiS-bill would jeopardize
passage of any legislation this year.
As one who has strongly and consist-
ently supported Federal aid for school
construction in the past, I deeply regret
the prospect of delaying this much
needed assistance for another year.
' nevertheless, I am satisfied that the ad-
ministration acted hi the best interests
Of education when it postponed its plans
for school construction.
-In addition to the fact that significant
rederal aid was needed this year to
ttrengthen the schools, there were plenty
strotig educational reasons to justify
shift 'in priorities from classroom con-
Strildien to the development of talent.
I shall 'now outline some of these rea-
sons. ' - 7 -
s rOri, A./eater Or -EntircATIONAL NEED:
lifAt-POtirEt
e need to develop More trained,
high-talent inaripoWer'has long ranked
high on thelist of educational priorities.
? a need which has increasingly
farsighted leaders in gm/an-
tis-try, and education. Many of,
JiairenTneatedly urged that this
em'sEiiiiTcrreeerve primary atten-
Approved
Forfieleese 2000/08/31 : CIA-RDP78-06365A000200060015-9
CONGRESSIONAL RECORD ? SENATE August 13
Adm, Lewis L. Strauss, then Chairman
of the Atomic Energy Commission,
warned in early 1955 that:
If there is to be another ? ? * war among
the great nations of the world * * ? such
a war will almost certainly be lost by the
country with the fewest resources in trained
manpower.
General Electric Corp., in the fall of
that year, took full-page advertisements
in national newspapers to state that:
For every 5 new engineers industry needed
this year only 3 were graduates from United
States colleges. We have opportunities for a
thousand more technically trained people
each year. The need may double in the next
10 years.
The Subcommittee on Research and
Development of the Joint Congressional
Committee on Atomic Energy reported
In July 1956 that:
The shortage of skilled talent in this coun-
try is a very real problem and one with which
we must come to grips if we are to maintain
the present rate of growth which is so essen-
tial to the Nation's strength ,and well-being.
The report noted, for instance, that
the shortage of skilled manpower in the
field of nuclear energy is the greatest
single deterrent to Progress in our atomic
energy program. At the same time, the
committee stressed that such shortages
should be understood as part of a total
Shortage of trained individuals in every
field, and concluded that our main ob-
jective should be the development of all
our intellectual resources.
EDUCATORS CALL FOR HIGHER STANDARDS
Educators in particular have voiced
their concern over the need for higher
quality in education.
This spring, the educational policies
commission of the National Education
Association summed up the contempo-
rary challenge to American education
as necessarily involving at the least, in-
creased attention to the gifted young
people in schools that are designed for
all young people, improved guidance in
planning programs suited to individual
talents and capacities, and improvement
in teaching and the status of teaching.
Several weeks ago, at their annual
meeting in Cleveland, NEA delegates
heard John M. Stalnaker, president of
the National Merit Scholarship Corpora-
tion, urge the abolishment of the cult of
easiness in the schools. He charged that
the schools, backed by parental indiffer-
ence, have failed to meet the needs of
talented students, and that intellectual
excellence does not rank high enough in
our values.
A Gallup poll last spring which, un-
fortunately, did not receive the atten-
tion it deserved, revealed that a solid
'79 percent of the Nation's high-school
principals feel today's schools demand
too little from their students.
A subsequent poll of American parents
Illustrated that the public has not
yet fully grasped the importance of
strengthening educational standards. In
contrast to the school principals, the
parents polled were not concerned by the
r inadequacies of the curriculum so much
as the lack of bigger and better class-
rooms. With the school men, the priority
of importance was reversed.
The Rockefeller brothers report, while
rightly pointing up the critical need for
greater public support of education, dealt
principally with the problem of quality.
This emphasis wasmade clear in its title,
"The Pursuit of Excellence: Education
and the Future of America," and ampli-
fied in its text:
At the precollege level, the gravest prob-
lem today is to reach some agreement on
priorities in subject matter. This problem is
particularly critical for those academically
talented students who will go on to college.
Particularly with respect to the highest pri-
ority subjects, we must modernize and im-
prove the quality of the courses themselves.
The report found further that?
The crisis in our science education is not
an invention of the newspapers, or scien-
tists, or the Pentagon. It is a real crisis.
* The heart of the matter is that we are
moving with headlong speed into a new
phase in man's long struggle to control his
environment, a phase beside which the in-
dustrial revolution may appear a modest
alteration of human affairs. Nuclear energy,
exploration of outer space, revolutionary
studies of brain functioning, important new
work on the living cell?all point to changes
in our lives so startling as to test to the ut-
most our adaptive capacities. We need
quality and we need it in considerable quan-
tity. ? We must develop guidance efforts de-
signed to reach all able youngsters, and we
must engage in a major expansion of the
facilities for science teaching.
The evidence is undeniable that an
imbalance has developed in our educa-
tional system which has led to insuffi-
cient attention to mathematics, science,
and modern languages in the curriculum
of the average high school. The scien-
tists themselves, however, readily agree
that the primary need is for a general
strengthening of the whole curriculum.
Speaking for the American Association
for the AdVancement of Science, Dr.
Laurence H. Snyder, dean of the gradu-
ate school of the University of Oklahoma,
made this statement before the Labor
Committee last February:
The primary requirement in education to-
day is to improve the quality of education,
especially education in science and mathe-
matics. We need more and better school
buildings. We need to pay our teachers
more adequate salaries. We need to over-
come the handicaps that prevent some
bright students from attending college. But,
above all, we need to offer education in
higher quality to the students who will be
the teachers, the Statesmen, the scientists,
and the leaders in business and other fields
of tomorrow.
THE RUSSIAN CHALLENGE
The need for greater stress on quality
education has been brought into sharper
focus in the last 10 months by the dra-
matic evidence of Russian progress in
science and technology. As Dr. Howard
Bevis warned last fall in submitting the
report of the President's Committee on
Scientists and Engineers:
Today, Russia has more scientists, engi-
neers, and technicians than the United
States, and is graduating more than twice
as many each year. ? " * The rate of Rus-
sian progress in most scientific fields is so
rapid that, unless we broaden and
strengthen our own efforts, there will be
little question of Soviet superiority S or 10
years from now.
ase 2d00/08/31CI -RDF'78-06365A000200060015-9
. '
? Approved For Releas*000/08/31 : CIA-RDP78-06366A
1958 CONGRESSIONAL RECORD ? SENATE
The committee report itself declared:
Not only_ inn. self-interest but this coun-
try's inescapable obligations to the free
world demanclAtiakwe do riot allow our tech-
nological progress to fan behind that of a
power which seelo to challenge the free
world economically, politically, and mili-
tarily.
, 1
Sputnik I proved that these warnings
of approaching crisis were not exag-
gerated, and that we had actually fallen
behind the Russians in some fields.
The central fact about the Russian
challenge is that it is based on A lotal
commitment ,,to ,edueration. alS COMMIS-
siorier Derthic4 observed in June after a
month-long study of Russian schools.
In the pOyieVs grand strategy to achieve
world technolQ8lCal Supremacy, educa-
tion is the primary weapon.
In a rernatkably short span of years.
Russia has progressed from s, nation, of
illiterates to one with, millions in the
schools. These millions are the servants
of the state, pawns in the Communist
strategy. They are given a strong cur-
riculum and 4o4rce,c1 to meet high educa-
tiOnal standards. Attractive rewards
are provided for intellectual acepinplish-
ments, and special incentives encourage
superior minds into KieritificAnd tech-
nological fields, Teacher a are chosen on ?
a highly selective basis. They are well
paid, and are given abundant Staff
assistance.
The Russian emphasis on education is
only just beginning to PredUee Jesuits.
Our real,. problem of competition ?will
Come in anOther d,ecacle. This fact
places on us the heavy responsibility for
action now, Education Is a long process.
As Dr. DetleV Bronk told the Labor
Committee last March:
What we are doing, now educationally is
going to affect our position and our status
nationally 10, 15, and, 20 years from now.
There can be no crash program in education.
mancArrow o Nmsr THE CHALLENGE
We do not know, and we cannot say,
that sputnik was a direct result of Rus-.
sia's commitment to education. But
sputnik was a stark dramatization and
symbol of Rassjan scientific ancl tech-
nological progress. As such, it was a
clearcut Mandate for action to develop
our manpower resources .more effec-
tively. This 4 essentially an educa-
tional problem. Therefore, from ,the
standpoint of the national interest, it
has become the most critical educational
problem. .
Certainly 00, in the development of
our manpower' We must place our hopes
on quality. Our Nation of 1'70 million
is obviously unable to match our oppo-
nents in tern ip of wintity when the
Corrinumlsts' total commitment to edu-
cation is supported by the 800 million
people of Russia and China.
MAJOR AVAS OF VVEMINE,
"Faced wit44 tl RilaSian challenge, we
must aciElloWledge, that we are neither
developing nor,nsing our national Drain-
power and technical talent to anything
alVrOaehing full capacity. We must not
permit this waste to continue. To do
BO would be to imperil the national se-
curity just as surely as would an under-
manned, undertrained military force.
What, then, are the Most important
areas in which Federal action can help
to strengthen the educational system?
Exhaustive study and consultation with
educators throughout the country by the
Office of Education, and detailed expert
testimony during 3 months of hearings
by the Committee on Labor and Public
Welfare, has produced general agree-
ment on three principal areas in which
the weaknesses of the educational sys-
tem are particularly apparent, and in
-which Federal aid could contribute
added strength to an important degree.
These three areas are: the identifica-
tion and motivation of talent; the train-
ing of teachers, particularly in scientific
subjects; and the teaching of these sub-
jects, particularly at the secondary level.
I shall discuss each one.
1. THE NEED FOR TALENT
First, the identification and motivation
of talent.
The estimate of the Office of Educa-
tion is that, each year, between 100,000
and 200,000 young people in the top quar-
ter of their class either drop out of high
school before graduation, or, having
graduated, do not go on to college.
This IS a shocking index of wasted
manpower. It is apparent that, unless
we greatly expand the opportunities for
all students to develop their talents ac-
cording to their ability, we simply will
not have enough highly trained, highly
educated men and women in future years
to meet the demands of our growing
economy or maintain the vitality of our
democratic processes or uphold our posi-
tion of leadership in the struggle of the
free world against communism's atheis-
tic totalitarianism.
Therefore, it should be a matter of
prime concern to all Americans that a
top-quality education is readily available
to all who have the capacity for it.
? 2. THE NEED FOR TE1CIIERS
Second, the training of teachers. The
teacher shortage is particularly acute at
the college level. The need for more
qualified college teachers was singled out
by the President's Committee on Educa-
tion Beyond the High School as the most
Critical single problem facing higher edu-
cation today. ,
The graduate schools of the Nation are
turning out only a small proportion of
the doctors of philosophy needed to meet
the anticipated bulge in college enroll-
ments expected in the years just ahead.
If our nio,st talented youngsters are to
develop their maximum educational po-
tential, the teachers must be there when
they are needed.
Therefore, it is in the national inter-
est to encourage the graduate schools of
the country to expand their facilities and
enrollments now, and to stimulate more
?students to consider ar graduate educa-
tion as a preparation for teaching.
? At the secondary level the teacher
shortage is particularly acute in the field
of nieripe, mathematics and languages.
The biggest single reason why so many
students graduate from high school with
Inadequate preparation in these subjects
is because there al-p not enough teachers
to teach theft.
15839
Half of our high schools, mostly the
smaller ones, offer no modern language
training at all. Better paid jobs in pri-
vate industry attract more than a third
of the already inadequate number of
men and women trained to teach science
and mathematics. Only about a third
of today's teachers of science and math-
ematics majored in those subjects in col-
lege.
Our future national level of scientific
achievement is directly related to a res-
toration of the proper balance of science
to the curriculum. Therefore, it is in
the national interest to encourage higher
standards and greater interest in sec-
ondary teaching in these fields.
3. THE NEED FOR STRENGTHENING CURRICULUM
Third, there is the critical need for a
more balanced program in fundamental
academic subjects, particularly in sci-
ence, mathematics and languages.
Only about 1 out of 3 of our high-
school graduates have taken chemistry,
only 1 out of 4 physics, 1 out of 3 alge-
bra, and 1 out of 8 trigonometry or solid
geometry. At a time when it is so essen-
tial to make ourselves understood
throughout the world, less than 15 per-
cent of our high-school students study
any foreign language. By contrast, all
students in Russia's 10-year schools are
required to study foreign languages for 6
years, and the average Russian student
receives 5 to 6 times more mathematics
and science instruction than is generally
required in American schools.
It is in the national interest that our
young people obtain better training in
.the fundamentals of science, mathemat-
ics, and languages. Those who have in-
terest and ability in these subjects will
then be more likely to discover and de-
velop their talents. They will not have a
scientific or technical career foreclosed
to them later due to the lack of a solid
curriculum in high school. And, wheth-
er or not they enter technical fields of
specialization, all students will then car-
ry into their careers a broader and deep-
er understanding of the modern world
which will make their contribution to
the Nation greater.
FEDERAL RESPONSIBILITY FOR ACTION
I have listed three areas of need which
require a nationwide effort. It would be
unrealistic to expect each local school
district in America to act as promptly as
today's circumstances demand. There-
fore, the Federal Government must as-
sume a share of the responsibility.
The Federal role should be to encour-
age and assist---not to control or sup-
plant?State, local, and private effort. It
should provide leadership by calling at-
tention to critical national needs, and by
offering incentives for the States and
communities to adopt effective plans to
meet these needs. In this way the inter-
ests of the people as a whole will be
served, and the basic American premise
that education is primarily a local, State,
and private responsibility will be main-
tained.
HOW THE BILL STRENGTHENS EDUCATION
Senate bill 4237 provides for a 4-year
emergency program which will strength-
en the educational system in each of
ApproacfM Relea ? 365A000200060015-9
15840
Approved For Release 2000/08/31 : CIA-RDPt8-06365A000200060015-9
CONGRESSIONAL RECORD ? SENATE
the three principal areas of weakness
which I have discussed.
First, the identification and motiva-
i of talent. In this area the bill pro-
Aeries of interrelated programs.
111, ng grants to the States will fi-
ce :111; regular program Of testing to
ntifY the abilities and aptitudes of all
?oridary school children. Under the
sine Provision, guidance and counsel-
ing progranis will be promoted in the
public schools to encourage students of
ttstanding ability to prepare them-
selves for higher education.
A Meaningful program of national
4efense scholarships will place a premi-
urn on academic achievement and give
added integrity to the guidance and
testing provisions. The program will be
large enongh to challenge a great num-
ber Of able students. The resulting com-
petition will Provide added impetus for
them to seek higher education, and will
Stimulate a State-by-State reexarnina-
11D/1 a educational standards. The
scholarship program will, in effect, sym-
bolize a new national recognition of the
-UnPortance of intellectual excellence.
A bread student-loan program will re-
Suit ina major expansion of oppor-
tunity, literally assuring that event quar:
Zed student will have a chance to at-
tend college.
limited and highly selective na-
tional defense fellowihip program will
provide fiirther iiiotiVition for the ablest
students t,4 engage in advanced study in
their fields.
While the scholarship, loan, and fel-
lowship titles stipulate that special con-
sideration shall be given to those with
zuperior capacity or preparation in sci-
ence, mathematics, or a-Modern lan-
gue 1 should like to stress that this
language in no way limits the students'
compete freedom to select their own
-coursei of study or to choose their own
Colleges or universities.
SeCond, the need for teachers: Two ti-
tles qf the bill will provide particularly
rffective aid in this critical area. They
ikre the student-loan and the graduate-
felloWshiP 'programs.
The loan program not only gives pref-
erence te students who plan to teach; it
itisq provides forgiveness of the loan for
*hose 'Who actually engage in teaching.
This ,program will effect a large-scale
increase In the number of able students
iireparing to teach, since it eel's an
incentive at the very time when the fi-
nancial burden of completing an educa-
tion is a most serious deterrent to enter-
such an underpaid profession. It
11 alSo reduce the loss a prospective
teachers and other talented students
who due to economic hardship di-op out
of college.
The fellowship title offers awards pri-
marily' for Persons interested in teach-
ing in institutions Of higher education.
Each fellowship, also carries with it a
ost-of-education grant to the institu-
if it undertakes to expand its grad-
togram for the training of col-
rs. Thus, more outstanding
Mates will be encouraged
vanced study; and the grad-
(OS- WV 1eecouraged to en-
eir teac er- raining programs.
The third of the points we should
-consider if we are to bolster our edu-
cational system is as follows: The need
for strengthening curriculum and teach-
ing. Here, matching grants to the
States will provide funds to strengthen
science, mathematics, and foreign-lan-
guage instruction in the public elemen-
tary and secondary schools. The money
will be used to acquire laboratory and
visual-aid equipment, remodel labora-
tory facilities, and expand the super-
visory services of the States in these
fields. Funds will also be allotted for
loans to enable private schools to pur-
chase similar equipment.
A program of teacher institutes will
be established by the Conimissioner of
Education, through contracts with the
colleges and universities, for the purpose
of improving the qualifications of per-
sonnel engaged in counseling and guid-
ance, modern foreign-language teach-
ing, and the teaching of other subjects
"in which shortages of adequately
trained teaching personnel are imped-
ing the national defense effort."
These institutes will complement the
National Science Foundation's institutes
for mathematics and science teachers,
Which are being greatly expanded this
year, as recommended by the President,
arid will make it possible for teachers
of all the so-called hard-core subjects
in -the curriculum to enrich their know-
ledge of the subject matter which they
teach.
Teaching effectiveness will be further
aided by a federally sponsored program
of research and experimentation in the
use of television, radio, film strips and
other audio visual techniques?a study
which will encourage the States and local
educational agencies to make better use
of these mediums.
OTHER AREAS STRENGTHENED BB THE BILL
Senate bill 4237 also provides for the
setting up of seVeral programs which
promote the more effective use of the na-
tional intellectual resources in other
areas of specialized need.
In addition to the institutes set up to
improve the qualifications of language
teachers, the Commissioner will be au-
thorized to establish centers for language
and area studies, particularly in the lan-
guages of the Middle East, Asia and
Africa. These centers will help meet the
pressing need for Americans whose
knowledge of the languages and customs
of foreign countries qualifies them for
overseas service in the Government or hi
business or industry.
Another title expands the existing
vocational education program "to meet
national defense requirements for per-
sonnel equipped to render skilled assist-
ance in fields particularly affected by
scientific and technological develop-
ments. This provision reflects substan-
tial testimony as to the increasing short-
age of scientific technicians who are
needed to Support our scientists in the
conduct of their research.
Another title directs the National
Science Foundation to establish a
Science Information Service. The dis-
coveries and theories of foreign scien-
tists will be made more readily available
to our own scientists and scholars
August 13
through more effective trail:station tmel
dissemination of scientific information
from abroad.
The final title of the bill contains a
provision for matching grants to improve
the statistical services of the State edu-
cational agencies. This is needed to ob-
tain a sound evaluation of our national
strengths and deficiencies in education.
At the present time, Commissioner Der-
thick testified before the Labor Commit-
tee, we have "less information about our
children than we have about our hogs."
FAR MORE THAN A SCHOLARSHLP BILL
It should be obvious by now that this is
not a scholarship bill, much less a sci-
ence-scholarship bill, as the press has
persisted in describing it, Such a de-
scription hinders public understanding of
the bin, because the scholarship program
is but a component part of this legisla-
tion, no more important than the several
other parts. The heart of the bill lies in
Its several closely related programs for
the early identification of talented stu-
dents and their guidance and motivation
toward the fuller development of their
abilities.
In this view, scholarships are not the
principal means to the objective. They
are, rather, an additional incentive, a re-
I ward for achievement, a tangible evi-
dence of the Nation's serious interest in
the encouragement of intellectual excel-
lence.
Far more than a scholarship bill, this
bill is what it declares itself to be:
namely, a bill which provides a program
to strengthen the national defense by
promoting the fullest development of our
potential resources of talented man-
power. I believe that, under the present
circumstances, this kind of emergency
program must have the top priority for
Federal aid to education.
THE SIGNIFICANCE OF THE BILL
Finally, I wish to declare my confidence
that the enactment of this bill will have
far-reaching significance for American
education. I am convinced of this for
several reasons:
,First. The bill will provide effective
Federal leadership in bringing about a
general strengthening of our entire edu-
cational system.
Second. It will retain primary respon-
sibility for education where it tradition-
ally belongs. Its system of matching
grants will stimulate greatly increased
efforts in support of education on the
part of the States, the local communities,
and private sources.
I wish to emphasize that point the
center of gravity of education in this
country must remain in the States, the
local communities, and the private
sources; that is of paramount import-
ance.
Third, and most important to My mind,
is the more intangible, long-range influ-
ence the bill will have on the national
attitude toward education.
Most of our fundamental educational
problems?poorly paid and poorly qual-
Bed teachers, inadequate classrooms,
anachronistic school districting, and the
rest?have their roots in our national
failure to place intellectual achievement
high enough in our scale of values.
A-.RDP78-06365A000200060015-9
/-
Approved Fo*elease 2000/08131 : CIA-RDP78*365A000200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
our coastline, or the laurel which grows Lawrence Danaher, a real estate and in-
urance man in Meriden.
A member of St. Joseph's Parish,
Meriden, he was named a Knight of St.
Gregory by Pope Pius XII in 1957.
The oldest living praaticing attorney
In Connecticut, Mr. Danaher, who was
admitted to the State bar in 1893,
served as State Labor Commissioner of
Connecticut from 1939 to 1944, and he
was known as the father of the State
Workriien's Compensation Act which he
helped pia through the State legislature
in 1933. Long a champion of the under-
dog, Mr. Danaher was counsel for the
Connecticut Federation of Labor for
more than 40 years and appeared year
after year at the General Assembly urg-
'jug passage of labor bins. In addition
his work with the Compensation Act,
h _established mercury poisoning as an
ocenpational disease and wrote the
clauSe limiting baseball activities to
either the American or National leagues.
A lover of baseball, Mr. Danaher owned
the Meriden and New Haven teams from
1904 to about 1918.
Mr. Danaher, or Connie, as he was
popularly Imawn throughout the State,
was indeed a talented man, a brilliant
orator, and a faithful and devoted public
servant. His activities and accomplish-
ments during his career will long be re-
membered.
There being no objection, the edi-
torials were ordered to be printed in
the RECORD, as follows:
[From theHartford Times of ugust 2, 19581
CORNELITJS JOSEPH DANAHER
Some measure, large or small, af "Connie"
Danaher's infectious enthusiasria always
rubbed off on all who knew him. It made
no difference whether that friendshit was a
passing and casual one or an intims,ta. asso-
ciation of long-years standing. He had that
type of ebullient personality that is 'rare
among men. -
Cornelius Joseph Danaher died , Friday
morning at his home in Meriden, the city,
of his birth (August 10, 1870), where he
was active throughout his long life. The
range of his interests was broad and varied.
He served his church, his city, and his State"
With distinction for more than half a cen-
tury.
Graduated from the Yale Law School in
1893, he quicirly plunged into public affairs
in which his interest remained keen and
alert throughout his life. He was a stout
adyoca:te o all the causes in which he firmly
believed, a skilled orator of the old scnool
Whose resonant and dramatic voice held many
a group in rapt attention. He was a de-
bater whom no one cared to tackle unless
fully informed on the subject at issue.
For many years Mr. Danaher served as
counsel for the Connecticut Federation of
Labor and in that period vigorously support-
ed before general assembly committees many
pieces of progressive legislation in the inter-
ests of the working man. He served as State
Labor Commissioner from 1939 to 1944.
Cornelius Danaher was a man of genuine
charm and high spirit. He had A ready
anecdote to fit most every Situation. He
was a sympathetic and helpful friend to all
who came to him in need of counsel.
Connecticut has lost a faithful and de-
voted pUblic servant whose good works will
be his most lasting monument.
out of our soil so profusely throughout
our State. These shills were built by
skilled mechanical and scientific Con-
necticut know-how in the yards of the
Electric Boat Division of the General Dy-
mimics Corp. They were foreshadowed
by the first submarines which were the
production of the brains of -john Hol-
land and Simon Lake. The Connecticut
cominunities of New London and Groton
have lived with submarines and subma-
riners since there have been either.
Mr. President, the great skill of our
COnnectieut workmen responded' to he
dynamic vision and leadership of
miral Rickover to production of these
atomic marvels which have sailed under'
the North Pole to mark new and great
Scientific strides of mankind.
We in Connecticut, like our fellowciti-
zens throughout the Nation, took great
pride in these feats. We were particu-
larly pleased that our State?the great
manufacturing arsenal of our Republic-
-which has pioneered in the air, on the
_ grotmd, and on the sea, has once again
contributed to further knowledge of the
undersea World of the submerged polar
'region.
In behalf of my fellow citizens, -I wish
to extend our congratulations to the
'officers and men of the Nautilus and the
Skate and to suggest that this body offi-
cially commend and salute these new
beacons of the atomic age, and the per-
sonnel who manned them.
At the same time, Mr. President,
Writing to the Postmaster General sug-
gesting that the first commemorative
4-cent stamp be a replica of the Nau-
tilus and that,
it be issued in recognition
of the first undersea polar voyage.
Finally, Mr. 'President, all of us in
Connecticut are humbly grateful that
once again our greatest natural re-
source?our people?has been permitted
by a kind Providence to participate in
these most significant' events in the fur-
therance of our national knowledge and
of mankind's continuing exploration of
the unknown.
'I now turn to another subject.
The PRESIDING OFFICER. The
Senator from Connecticut has the floor.
CORNELIUS J. DANAHER
Mr. ritTRT'ELL. Mr. President, I ask
unanimous consent to have printed in
the RECORD, following my brief remarks,
editorials from the Hartford Courant,
from the Hartford Times, both of August
2, and the Catholic Transcript of Au-
gust 7, 1958, in tribute to one of Con-
necticut's most outstanding citizens and
Its oldest practicing lawyer, Cornelius J.
Danaher, 87, who recently died at his
' tome in Meriden, Conn.
? Mr. Danaher was a personal friend of
two presidents, Theodore Roosevelt and
Herbert Hoover, and the father of John
A. _Danaher, now judge of the United
states Circuit Court of Appeals of the
District of Columbia, and a former
member of this body; Francis R. Dana-
her, a former mayor of Meriden, Conn.;
Cornelius J. Danaher, Jr., a judge in
he Meriden, Municipal Court; and
[From the Hartford Courant of August 2,
1958]
Connie Danaher had an unfailing interest
in people and things. Whether he was tell-
15859
ing you abot James Gates Percival, a
strange Connecticut genius, or the records
of the New Haven and Meriden teams he
used to own in the old Eastern League, his
booming voice, winning ways, and smooth
command of the language fascinated his
listeners. 'He was a fighter with strong con-
victions, but he was also a charming com-
panion, a devoted family man, and a hard-
working lawyer.
Yet, when you say all those things, how
do you sum up Connie Danaher? You've
missed his record with labor, first as attor-
ney for the Connecticut Federation of Labor
and author of the State's Workmen's Corn-
penSation Act?which averaged about $25
million in payments last-year?later as State
labor commissioner. You've missed the
memory of the political scuffles that Connie
gloried in, his appearances at meetings in
behalf of candidates, of whom it was said.'
that none lost if Connie Danaher was there
to speak for him.
In rough, this was an exuberant man of
great personality, of great worth. He was a
person who loved life, a man with a touch of
poetry on his lips, a fondness for learning,
profound interest in human beings, pride in
his family and their accomplishments, faith
and devotion, and an eternal curiority that
bespoke eternal youth. Any one of these
would mark a man. Connie Danaher had
them all.
[From the Catholic Transcript of August 7,
1958]
Cornelius J. Danaher, who died last week
just before completing his 88th year, was
almost as much a feature of the Connecti-
cut scene and as seemingly indestructible
as the Meriden bills which he knew and
loved from boyhood. A man of many parts,
a personality colorful and zesty, he was a
conspicuous success as a lawyer, a business-
man, a sportsman, a political. figure, and a
public servant. Gifted with notable intelli-
gence, he was not lacking in sentiment, as
anyone who ever conversed with him or
heard him on the platform can readily
attest. In him these attributes were nicely
balanced. He was a vigorous crusader for
good causes, earnestly concerned that jus-
tice be done and goodness prevail. To the
orator's task he brought a ringing voice, a
decisive manner, and a sweeping style. He
let his views be known beyond mistaking,
forcefully supported them with pertinent
argument, and exercised unusual powers of
persuasion. He was not, like some public
men, an actor of a dual role, one thing
when before the general run of people, an-
other, quite different thing in private. Al-
ways and everywhere he was consistently
himself; he had integrity of a high order.
A sterling patriot, devoted to his family, an
ardent and active member of the church, he
shed luster on them all. His was a long.
crowded, wonderfully good life, during which
he made many his beneficiaries.
CONSTRUCTION OF DEMONSTRA-
TION PLANTS FOR CONVERSION
OF SALINE WATER TO WATER
SUITABLE FOR AGRICULTURAL
PURPOSES
The PRESIDING OFFICER laid be-
fore the Senate the amendments of the
House of Representatives to the joint
resolution (S. J. Res. 135) providing for
the construction by the Department of
the Interior of demonstration plants for
the production, from saline or brackish .
waters, of water suitable for agricultur-
al, industrial, municipal, and other bene-
ficial consumptive uses, which were, on
page 3, line 5, after "five" insert 4experi-
'Approved For Release 2000/08131 : CIA-RDP78-06365A000200060015-9
proved For Release 2000/08/31 : CEA-RDP78-06365A000200060015-9
CONGRESSIONAL RECORD - SENATE
!ental"; on page 3, line 12, after "pros-
- asset" insert ",,and each plant shall dem-
=trate a clirePt Process"; on page 3,
? line 12, strike'out all after "processes."
clown throughsnd including line 16, and
-Insert "Ael-eots 0,,n, with: respect to the
ProcesS to be lItJ1zed In thefirst of these
five plants shall be Made by the Secre-
tary viithin 61noritfil after the date of
approval of this joint resolution and-de-
cisions with respect to the processes to
be utilized in the other plants shall fol-
-Um at intervals of not more than 6
moliths, and the construction of such
plants shall proeeed as rapidly as is
practicable."
On page 4, line 3, strike aut "Such" and
insert "The sea water conversion"; on
page 4, line 11, after "States;" insert
"and"; on page 4, strike out lines 12
through 16, inclusive; on page 4, line 17,
strike , out "(C)" and insert "(B)"; on
page 4, line 19, strike out "Territorial
possession" and, insert "Territory or is-
--land area"; on poge 4, lines 20 and 21,
Strike out "and/or additional electric
power"; an page 5, after line 21, insert:
SEC. 3. The Secretary Is authorized to ac-
cept fiinancial and othe,r assistance from any
State or public agency in connection
with studies, surveys, location, construction,
operation, 'or other work relating to saline
or brackish Water conversion problems And
facilities for such conversion, and to enter
int O contracts with respect to such assis-
tance, which contradts shall detail the .pur-
poses for which the asiistance is contributed:
Any funds so contributed shall be available
fOr expenditure by the Secrqtary In like
.manner as if they had been specifically ap-
propriated for purposes for which they are
contributed, and any funds not expended for
these mirposes shall be returned to the State
or public ageney from which they were re-,
caved.
On page 5, line 22, strike out "Ssc. 3."
and insert'Sec. 4."; on page 6, line 1,
strike out "five-year" and insert "seven-
Year"; on page 6, line 4, after "Con-
gress." insert "Upon such sale, there
shall be returned to any State or public
? agency which has contributed financial
assistance under section 3 of this act a
proper share of the net proceeds of the
sale."; on page 6, line 5, strike out "Ssc.
4." and insert "SEc. 5."; on page 6, after
line- 11, insert:
Szc. 6. *hen, appropriations have been
Made for the construction or operation and
maintenance of any demonstration plant
under this act, the sscretary may, in can-
-nection with such )construction or operation
and- maintenane enter into contracts for
construction for materials and supplies, and
for muscellaneous services, winch may cover
such periods of time as he shall consider
necessarY but in. which the liability of the
United States shall be contingent 'Upon ap-
propriations being available therefor.
. On page 6, line 12, strike out "SEC. 5."
4 insert "SE c. 7."
And to anima the title so as to read:,
joint resolution providing for the con-
structiOn of demonstration plants for the
production, from saline or brackish waters,
of water suitable for agricultural, industrial,
rannicipal, and other beneficial consumptive
uses.
Mr. ANDERSON. Mr. President, I
move that the ,Sen5le disagree to the
'amendments of the Bowe at Represent-
atives to Senate Joint Resolution1.35. re-
quest a conference with the House on
the disagreeing votes of the two Houses
thereon, and that the Chair appoint the
conferees on the part of the Senate.
Mr. JOHNSON of Texas. Mr. Presi-
dent, will the Senator yield?
Mr. ANDERSON. I yield.
Mr. JOHNSON of Texas,. I under-
stand the proposed action is agreeable
to the minority leader.
Mr. ANDERSON. Yes; it is.
The PRESIDING O.F.to10EIt. The
question is on agreeing to the motion of
the Senator from New Mexico.
The motion was agreed to; and the
Presiding Officer appointed Mr. MURRAY,
Mr. ANDERSON, and Mr. KocHEL, confer-
ees on the part of the Senate.
CONSIDERATION OF MEASURES
FOLLOWING THE CALL OF THE
CALENDAR TOMORROW
Mr. JOHNSON of Texas. Mr. Presi-
dent, would the Senator from New Mex-
ico [Mr. ANDERSON] be kind enough to
point out the measures to which he re-
ferred when he talked to me earlier to-
day, which he desires to call up for con-
sideration and which have been reported
by the Committee on Interior and In-
sular Affairs?
Mr. 'ANDERSON. They are Calendar
No. 2248, S. 3648, and Calendar No. 2255,
S. 1887.
Mr. JOHNSON of Texas. Order No,
2248, S. 3648 was introduced by the Sen-
ators from New Mexico. It authorizes
the Secretary of the Interior to construct,
operate, and maintain the Navaho Indian
irrigation project and the initial stage of
the San Juan-Chama project as partici-
pating project of the Colorado River
_storage project.
Mr. ANDERSON. That Is correct.
Also Calendar No. 2255.
Mr. JOHNSON of Texas. Calendar
No. 2255 is S. 1887; and was introduced
by the Senators from California. The
purpose of the bill is to authorize the
Secretary'of the Interior to construct the
San Luis unit of the Central Valley proj-
ect, California, to enter into an agree-
/ ment with the State of California with
/ respect to the construction and operation
? of such unit, and for other purposes.
Mr. ANDERSON. That is correct.
Mr. JOHNSON of Texas. I should like
all Members of the Senate to be on notice
that we will have a-call of the calendar
tomorrow. Following the call of the cal-
endar it is my intention to call up several
bills on motion. I anticipate that the
Policy Committee will clear these bills.
I should therefore like the Senator from
Mexico to be prepared-as he always is,
although I should liketo give himk ad-
vance notice now--t6 answer any ques-
tions with respect to these bills, if any
should be raised. Does the Senator from
New Mexico have in mind any other
Mr. ANDERSON. Not at this time.
I thank the majority leader. ,
0 1
NATIONAL DEFENSE EDUC'ATION
ACT OF 1958
The Senate resumed the consideration
of the bill (S. 4237) , the National De-
fense Education Act of 1Q58.
August.
,
Mr. NEUBERGER. Mr.' Pr?dent.
last winter, when the proposal for a
Federal scholarship program first re-
ceived widespread attention in the Con-
gress and among the public, I had occa-
sion to set forth my views With "respect
to such akprogram, as compared With a-
Federal-aid-to-school-construction pro-
gram', in a brief -article /or the'Periodi-
cal Oregon Higher Education. This is
a publication of the Oregon Education
Association, 'edite'd by Dr. David D.
Darland. ,
In this statement of my views for
Oregon ,Iigher Education, I ' explained
why X believe a program of Federal fi-
nancial assistance to grade and high
schools to be the basi.c need of educa-
tional progress in our country, even
though I also approve thoroughly of the
idea of Federal scholarships which is
now before us. I quoted from an ex-
change of correspondence which I had
on this whole subject with our able and
dedicated Senate leader in the field of
education, the chairman of the Commit-
tee on Labor and Public Welfare [Mr.
HILL]. Of course, I have been a spon-
sor of the Federal aid to education bill
introduced by the senior Senator from
Montana [Mr. MURRAY], S. 3311, as well
as my own S. 777.
Rather than review at this time in
detail the reasons for my views on these
subjects, I ask unanimous consent that
my statement for Oregon Higher Educa-
tion of the issue for winter 1957-58 be
printed in the CONGRESSIONAL RECORD at
this point.
There being no objection, the state-
ment was ordered to be printed in the
RECORD, as follows:
STATEMENT BY SENATOR RICHARD L.
NEUBERGER
Long before the publicity of the sputniks
led the administration to propose to Con-
gress a plan for science scholarships, I fa-
vored some program of Federal support for
students at the university and college
level. But it is my conviction that such a
program should not single out science study,
and that it must take second priority to
the financial needs of improved primary
and- secondary education in our country.
If we had unlimited funds we could do
everything at once. But I think Federal
scholarships are the dessert of education-
very much worthwhile, but not quite as im-
perative to our total educational effort as
adequate and effective schooling in the ele-
mentary and secondary grades. Every part
of a meal is important, but I suppose a
family of limited means would buy meat
and vegetables first and then spend money
on the dessert.
I believe a sound foundation comes first,
whether you are educating a citizen or
erecting a skyscraper. The grade school
and the high school comprise the founda-
tion. College is the superstructure built
upon such a foundation. The foundation
is of prime importance.
University and college scholarships are
necessary if all our talented young people
are to have the opportunity to develop
their brains and skills. But these young
people will not be prepared to make the
most of that opportunity on a college
campus, unless they have the earlier bene-
fit of sound schooling in the grade and
secondary levels.
I believe that men like Fermi, Einstein,
Teller, and Oppenheimer have been as much
the products of their grade schools and
hi&li schools as they have been of college
Approved For Release 2000/08/31 : CIA-RDP78-06'365A0002000600159
=mon 5X1X8
.1111MIApprOved For Rele01.1600/08/31,: CIA-RDF'18766365A40200060015-9
1958 CONGRESSIONAL RECORD --SENATE 15861
laboratOrieS and graduate_schools. An il-
literate, cannot enter Oxford or Heidelberg
and become a genius; something has had
to happen fuller., Th.9, .t is why I strongly
urge that cqlege teholarships be goals in
and of themselves, and never substitutes
for a sound a/,Merough program of Fed-
eral aid to mor effective edueation in grade
and secondary schools.
Actually, when we dl cuss the "new" pro-
posals for Federal schOlarships, .,,we should
never forget that in the decade following
World War 71 this country maintained the
largest, most far-retching and most suc-
cessful Government scholarship program in
;history. The educational benefits of the
O. I, bill of rights were milestones in our
democracy's approach to making up the lost
and sacrificed years in the Byes of those
, who fought to defend it. A generation of
our skilled and professional workers--sci-
entists, teachers, doctors, civil servants?
obtained their higher education under the
G. /. bill. This program did not press them
into any specific fields of study?their in-
terests, suitability and success, above a nec-
essary Minimum, were a matter between
them and the academic institutions to which
therisOught admission. ,
When the administrla ion permitted the
Ct. I. bill to lapse 2 years ago, I introduced
legislation to renew it. Perhaps different
conditions of the present time require
changes in the format of a Federal scholar-
ship program, although I strongly believe
it should contain special provisions for the
young men whom we still urge or draft
Into the Nation's armed forces, And I con-
tinue to believe that the Federal Govern-
ment should first funnel much-needed fi-
nancial support into our grade and high
schools, for example through a school-con-
struction measure such as last year's Helley
bill in the House of Representatives, which
I Introduced in the Senate.
Thus, when Senator lzbwint HILL, of Ala-
bama, who as chairman of the Senate Corn-
? mittee on f.abor and Public Welfare has
_long been an outs*ncling leader in the
cause of Federal ald to education, recently
introduced his Federal-scholarship bill S.
3187, I wrote him as, follows in agreeing to
bo-sponsor this bill:
"It has been my own view that we must
not be misled, by the current spotlight
which has been thrown upon the immediate
,r production of scientists to meet an ap-
parent Soviet technological challenge, from
. the fact that it is, the quality of our grade
Sehool and high school education which Will
hi a major measure determine the reservoir
of trained intelligence available to the Na-
tion in the years _ahead. There is much
merit and justice in a program of scholar-
ships to make available advanced educa-
tion to those among our brightest and ablest
youngsters who would otherwise be finan-
cially precluded from it. As you know, I
save long proposed revival of the G. I, bill
educational program as being in part re-
sponsive to that need. I would hope that
any Federal scholarship program?whether
or net it makes special provisions for serv-
icemen?Would not be too predominantly di-
rected at scientific sills.
"However, as I say, I am convinced that
Measures to strengthen the quality of the
eurrlculuul ULcl academic discipline of the
grade and high sclacols are in the long run
most essential to Meet the educational needs
which are BUY( teGaring much widespread
attention." ,
Benatof HILL replied, in a very generous
letter, that "Like you, I strongly believe that
We must buttress our entire educational pro-
gram at all levels"; that "no one proposal
should preempt the field of education"; and
that "the Committee on, Labor and Public
Welfare will cover in its hearings all pro-
posed legislation that the Federal Govern-
ment might carry out to strengthen the basic
educational structure of our country."
The fact is that, apart from its other
shortcomings, the science and language
scholarship plan proposed by the Eisen-
hower administration is--in spite of all the
crisis oratory about education following the
sputniks?actually a smaller total Federal
program than that proposed last year. In
spite of all the science-education hullaballoo
of last autumn, the administration's 1959
budget actually contains fewer funds for
education than that for fiscal 1958. School
construction has been forgotten. The ad-
ministration has even proposed cut-backs
in the program to aid Federal-impact school
districts. And I need hardly mention that
the greatest Federal impact on school needs
in recent years resulted from the policy of
forcing up interest rates, which added so
greatly to the interest burdens and financing
diffloulties of school construction by local
authorities.
As I wrote Senator HILL, I remained con-
vinced that the quality of our elementary
and secondary education has a greater sig-
nificance for our ultimate, output of truly
educated college men and women than any
scholarship program at the college level it-
self, valuable as that would be. Today, it
is the quality of grade and high school edu-
cation that determines the level at which
our colleges and universities can work?
not vice versa. Perhaps, as Adm. Hyman G.
Rickover has suggested, the universities un-
der the present pressure on their facilities
could reverse this by jointly setting uniform
academic standards for high-school diplomas
to be acceptable evidence for admission. But
until now, only a few select centers of
learning have been in a position to impose
that sort of quality control in selecting
freshmen who could maintain a high level
of true university work. In most American
colleges and universities, now under unprece-
dented enrollment pressure, the most bril-
liant freshman has little chance to forge be-
yond an academic program necessarily geared
to the preparation of the normal high school
graduate.
That is why / believe that a scholarship
program alone is an inadequate response to
our currently much discussed educational
needs. True, it would permit a number of
able and deserving students to obtain an ad-
vanced education in our present system. For
this reason, I support it. But it seems to me
that far greater dividends would be ob-
tained from a program which would help?
insofar as money is the need?to strengthen
substantially the foundation upon which the
subsequent education of almost all college
students rests.
A scholarship program alone can help some
tens of thousands of our best high-school
graduates a year. But a program for grade
and high schools that would make possible
better facilities, less overworked and better
paid teachers with more opportunities for
professional preparation, smaller classes with
more chance for fast tracks for the college-
bound?such a program would help not only
th(*ie few thousands but all the millions of
American college students, by permitting
our universities to raise substantially the
level and speed of academic work for all
students. Having already more young peo-
ple in college than any other nation, we
should not then have to worry about main-
taining adequate replacements of academi-
cally-skilled and professional men and -worn-
en for America's future. That would be the
kind of goals and programs I would like to,
see the Federal Government support finan-
cially.
_
EXECUTIVE fir-SSION
Mr. MoNAMARA obtained the floor.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I ask unanimous consent that I
may suggest the absence of a quorum,
then move that the Senate proceed to the
consideration of the Executive Calendar,
and at the conclusion of the Executive
Calendar the Senator from Michigan
[Mr. MoNamaaa] may be recognized.
The PRESIDING 010.KICER (Mr. NEU-
BERGER in the chair). Is there objec-
tion? The Chair hears none, and it is
so ordered.
Mr. JOHNSON of Texas. I hope the
Senate aids will notify all Members of
the Senate that we are about to have a
yea and nay vote and that Senators
should respond to the quorum call. I
suggest the absence of a quorum.
The PRESIDING OFFICER. The
clerk will call the roll.
The legislative clerk proceeded to call
the roll.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I ask unanimous consent that the
order for the quorum call be rescinded.
The PRESIDING 010.1010ER. Without
objection, it is so ordered.
Mr. JOHNSON of Texas. I move that
the Senate proceed to the consideration
of executive business.
The motion was agreed to, and the
Senate proceeded to the consideration of
executive business.
TAX PROTOCOL WITH UNITED
KINGDOM
Mr. JOHNSON of Texas. Mr. Presi-
dent, I move that the Senate proceed to
the consideration of executive A-135th
Congress, 2d session?a tax protocol with
the United Kingdom.
The motion ,was agreed to; and the
Senate, as in Committee of the Whole,
proceeded to consider the supplementary
protocol (executive A, 85th Congress, 2d
session) between the United States of
America and the United Kingdom of
Great Britain and Northern Ireland,
signed at Washington on August 19, 1957,
amending the convention for the avoid-
ance of double taxation and the preven-
tion of fiscal evasion with respect to taxes
on income, signed at Washington on
April 16, 1945, as modified by the sup-
plementary protocol signed at Washing-
ton on June 6, 1946, and the supplemen-
tary protocol signed at Washington on
May 25, 1954, which was read the second
time, as follows:
The Government of the United States of
America and the Government of the United
Kingdom of Great Britain and Northern Ire-
land,
Desiring to conclude a further supple-
mentary Protocol amending the Convention
for the Avoidance of Double Taxation and
the Prevention of Fiscal Evasion with re-
spect to Taxes on Income, signed at Wash-
ington on the 16th April 1945, as modified
by the supplementary Protocol signed at
Washington on the 6th June 1946 and by
the supplementary Protocol signed at Wash-
ington on the 25th May 1954,
Have agreed as follows:
LIkTICLE
Paragraphs (1) and (2) of article VII/
of the Convention cit the 16th April 1945
for the Avoidance of Double Taxation and
the Prevention of Fiscal Evasion with respect
to taxes on income are hereby amended to
read as follows:
"(1) Royalties and other amounts paid as
consideration for the use of, Or for the privi-
Approved For-Release 2000/08/31,7: C1A-RDP78-06365A000200060015-9
Olt
Approved For Release 2000/08/31 : CIA-RDP78-96365A000200060015-9
5862 CONGRESSIONAL RECORD ? SENATE August 13
lege of using, copyrights, patents, designs,
'secret processes and formulae, trademarks,
"and other like property, and derived from
boUrces within the United States by a resi-
dent of the United Kingdom who is subject
,to 'United Kingdom tax on such royalties or
other amounts shall be exempt from United
-States tax (a) if such resident is not en-
, gaged in trade or business in the United
States through a permanent establishment
Situated therein or (b) if such resident is
,so engaged, the royalties or other amounts
are not directly associated with the business
carried on through that permanent estab-
lishment. I
? "(2) Royalties and other amounts paid as
-considerationIor the use Of, or for the privi-
lege of using, copyrights, patents, designs,
secret processed and formulae, trademarks,
and other like property, and derived from
sources within the 'United Kingdom by a
resident of the United States who is sub-
ject to United States tax on such royalties
or other amounts shall be exempt from
United Kingdom tax (a) if such regdent is
not engaged in trade or business in the
United Kingdom through a pertnalrent es-
tablishment situated therein or (b) if such
resident is so engaged, the royalties or other
amounts are not directly associated with the
business carried on through that perraaftent
establishment"
ARTICLE n
Paragraph (1) of article X/// of the said
convention is hereby Amended to read as
follows:
"(1) Subject to sections 901 to 905 of the
United States internal evenue Code as in
effect on the 1st day of January 1956, United
Kingdom tax shall be allowed as a credit
against 'United States tax. For this pur-
p,ose?
"(a) the recipient of a dividend paid by
, a corporation which is a resident of the
United Kingdom shall be deemed to have paid
the United Kingdom tax appropriate to such
dividend, and
For the Government of the United States
of America:
[SEAL] JOHN FOST'ER DULLES,
For the Governmentof the United Kingdom
Of Great Britain and Northern Ireland:
[SEAL] HAROLD CACCIA.
Mr. GREEN. Mr. President, this pro-
tocol amends the 1945 tax convention
with the United Kingdom so as to elimi-
nate double taxation of royalty pay-
ments on patents, copyrights, trade-
marks; and things of that nature.
As the convention now stands, these
payments are taxed twice when they are
paid by a United Kingdom licensee to
an American licensor with a permanent
establishment in the United Kingdom.
In these cases, a United Kingdom tax is
collected from the licensee, and the
American tax is collected from the li-
censor who is not given credit for the
British tax paid by the licensee.
The protocol would correct this situa-
tion by providing an exemption from
British tax in cases in which the pay-
ments are not related to the business
operations carried on by the licensor's
permanent establishment in the United
N.Kingdom. In cases in which the pay-
ments were not exempt from the British
tax, the protocol would make the Amer-
ican 'foreign tax credit available to the
These Provisions operate on a recip-
recal basis.
The SenateShor be aware, Mr. Pres-
ident, that objec Mri- has been made to
this protocol by Ce?and only one?
large American corporatjon, which has a
number of net royalty exrangements
with British firms. Under these ar-
rangements, the American Cbrporation
receives a fixed amount of revities,
after all British taxes have beeriNpaid
by the licensees. The amount of 'the
British tax, therefore, does not affect the.
net payment received by the American
company.
The particular corporation?and the
only one?to which I refer appeared be-
fore the Foreign Relations Committee,
and complained that it would not re-
ceive any relief under the protocol. It
preferred a legislative apProach under
which it would receive a- retroactive
windfall going back to 1950. On the
other hand, it made no showing that it
would suffer disadvantage under the
protocol.
The Foreign Relations Committee was
not persuaded by that single objection;
but I thought that in fairness I should
call it to the attention of the Senate.
At the same time, I point out that the
protocol is strongly supported by the
National Foreign Trade Council and, of
course, by the Treasury and the De-
partment of State.
I urge the Senate to add its approval.
"(b) the recipient of any royalty or other
anionnt coining within the scope of article
Nan of the present convention shall be
deemed to have paid any United Kingdom
tax legally deducted from the royalty or other
amount by the person by or through whom
any payment thereof is made, 1
,
if the recipient of the dividend or royalty
or other amount, as the case may be, elects
' to incllide in his gross income for the pur-
poses of United -States tax the amount of
such United Kingdom income tax."
ARTICLE UT
(1) This supplementary Protocol shall be
ratified and the instruments of ratification
shall be exchanged at tondon as soon as
possible.
(2) This supplementary Protocol shall en-
ter into force upon the exchange of instru-
Merits of ratification and shall thereupon
have effect?
(a) In the United Kingdom: "
(i) as respects income tax and surtax for
any year of assessment beginning on or after
the 6th April 1956;
(11) as respects profits tax for any charge-
Able accounting period beginning on or after
the let April 1956, and for the unexpired por-
tion of _ any chargeable accounting period
cunint arthat,ciav,
(b) tn the-United States: As respenth tax-
able years beginning on or after the 1st day
of January 1966.
In witness whereof the undersigned, being
authorized thereto by their respective Gov-,
ernments, have signed this supplementary
protocol and have affixed thereto their seals.
Done in duplicate at Washington this 19th
day Of August 1957.
ADDRESS BY THE PRESIDENT OF
THE UNITED STATES BEFORE
THE GENERAL ASSEMBLY OF
THE UNITED NATIONS
"Mr. MORSE. Mr. President, while the
protocol between the United States and
Great Britain is under debate, I wish to
take only a few moments to comment on
another matter.
I suppose it is true that / have been
as critical, if not more critical, of many
phases or. American foreign policy under
this administration as has any other
Member of the Senate. I have been par-
ticularly critical of American foreign
policy in regard to the Middle East; and
I still \ am critical of American foreign
policy, as of the past, in the Middle East.
But, Mr. President, in my service in the
Senate whenever one with whom I dis-
agree on some matters follows, in respect
to another matter, a course of action
Viith which I agree, I always try to be
fair and to say so.
Mr. President, I wish to say that I am
proud to be an American, in light of the
speech tile President of the United States
made this morning before the General
Assembly of the United Nations. In
that speech, I think the President enun-
ciated a program of action which, if we
succeed in implementing it, will stand
to the everlasting credit of our foreign.
policy. .
I am fully aware of the fact, Mr. Presi-
dent, that some of the President's pro-
posals were couched in very general and,
in connection with his reference to Jor-
dan, in somewhat ambiguous terms.
Yet, when we read the speech and exam-
hie it from its four corners, and then
compare it with the speech subsequently
delivered by the Russian representative,
-I believe there is no question or doulr.
that the goals of America are peaceful,
whereas the goals of the Russians obvi-
ously are motivated by a desire to stir
up international trouble.
Mr. President, the broad outlines of
the President's program, as set forth in
his speech in the United Nations General
--.Assembly this morning were laid down by
him, I believe, in a very able manner.
NoW it becomes the duty of this admin-
istration to do everything possible to im-
plement that program. In the past
President ,Eisenhower has made some
very fine speeches setting forth some
.very sound objectives but unfortunately
he has railed to carry through on his
words. Even a president should be
judged by the maxim?actions speak
louder than words. I pray and trust
that this time the President will devote
and dedicate himself to. implementing
the program he outlined in his speech.
' Furthermore, it also becomes the duty
of the United Nations, in connection with
its search for peace, to give the support
necessary for United Nations implemen-
tation of the parts of the President's' pro-
posals which require United Nations
action. For instance, the recommenda-
tion of the President with regard to
United Nations forces, and the recorn-
Mendation of the President Wsith regard
to the United Nations as a whole playing
a greater part in maintaining peace in
the Middle East calls upon our friends in
the United Nations to support a program
for United Nations forces and United
Nations guaranties at territorial integ-
rity.
pproyed For Release 2000/98/31, A-RDP78-08365A000200060015-9
1958 CONGRESSIONAL
For Relea*2000/08/31 ; CIA-RDP78-06365A1060200060015-9
CONGRESSIONAL RECORD - SENATE
Senate Committee oh Interior and In-
sular Affairs. After talking to the chair-
man of the subcommittee, I have been
led to believe that favorable action will
be taken on that measure.
Mr. JOHNSON of Texas. I assure
the Senator from California that if the
committee is able to taTke action?and I
know it will if it can?he will have the
cooperation of the leadership on both
sides of the aisle, particularly the co-
operation of the distinguished minority
leader [Mr. KNowLarral, on any matter
affecting California; and I have always
found California Senators to be ir-
resistible. LIAughter.l
Mr. KUCHEL. I thank my friend.
FREIGHT TRANSPORTATION SERV:
ICE IN SOUTHEASTERN ALASKA?
CONFERENCE REPORT
Mr. MAGNUSON. Mr. President, I
submit a report of the committee of con-
ference on the _disagreeing votes of the
two Houses on the amendment of the
House to the bill (S. 1798) to amend sec-
tion 4426 of the Revised Statutes, as
ainended, with respect to certain small
' vessels operated by cooperatives or asso-
ciations in transporting merchandise of
members on a nonprofit basis to or from
places within the inland waters of south-
eastern Alaska and Prince Rupert,
British Columbia, or to or from places
'Within said inland waters and places
within the inland waters of the State of
Washington. I ask unanimous consent
for the present consideration of the re-
port, which is signed by all the conferees.
The PRESIDING 010.VICER. The re-
port will be read, for the information of
the Senate.
The legislative clerk read the report.
(For conference report, see House pro-
ceedings of Friday, Aug. 8, 1958, p.
15369, CONGRESSIONAL RECORD.)
The PRESIDING OFFICER. Is there
objection to the present consideration of
the report?
There being no objection, the Senate
proceeded to consider the report.
The PRESIDING OFFICER. The
question now iS on agreeing to the re-
port.
The report was agreed to.
Mr.' MAGNTJSON. Mr. President, I
ask unanimous consent to have printed
at this point in the RECORD the state-
ment by the managers on the part of the
House.
There being no objection, the siate-
rnent was ordered to be printed in the
RECORD, as follows:
STATEMENT OF THE MANAGERS ON THE PART OF
THE HOUSE
The managers on the part of the House at
the conference on the disagreeing votes of
the two Houses on the amendment of the
House to the bill (S. 1798) to amend section
4426 of the Revised Statutes, as amended,
with respect to certain small vessels operated
by cooperatives or associations in transport-
ing merchandise of members on a nonprofit
b,a.Sis to or frbin places within the Inland
waters of southeastern Alaska and Prince
Hupert, British Columbia, or to or from
places within said inland waters and places
within the inland waters of the State of
Washington, submit the following statement
In explanation of the effect of the action
agreed upon by the conferees and recom-
mended In the accompanying conference
report:
The House amendment was designed to
assure the availability of water transporta-
tion to communities within the protected
inland waters of southeastern Alaska, with
particular regard to the smaller outports
having no or inadequate regular common-
carrier service. Under the House amendment
small vessels owned or chartered by coopera-
tive associations would not be deemed carry-
ing "freight for hire" within the meaning
of the inspection laws, if their operations
were limited to the ports of southeastern
Alaska generally, including operations to
and from those ports having more or less
frequent common-carrier service.
Section 2 of the House amendment fur-
ther restricts the waiver of the inspection
laws only to vessels constructed prior to the
_ enactment of the act and presently in opera-
tion in Alaskan waters. Section 2 further
provides that the act cease to be effective
on and after June 30, 1962. These limita-
tions were intended as inducement to the
present operators to replace their vessels in
the not too distant future with new vessels
suitable for the trade, and complying with
the inspection laws.
The conference substitute would further
amend section 2 of the House amendment
by removing the requirement that the ves-
sels affected be only those "now in opera-
tion in Alaskan waters" and the provision
that the act cease to be effective on and
after June 30, 1962. In lieu of the stricken
language the conference substitute adds a
proviso that on and after March 15, 1960, the
exemption from the inspection laws shall
apply only to vessels engaged in transporta-
tion to and from places within the inland
waters of southeastern Alaska not receiving
annual weekly transportation service from
any part of the United States by an estab-
lished common carrier by water. It is fur-
ther provided, however, that this limitation
is not applicable to the transportation of
cargo of a character not accepted for trans-
portation by any such common carrier.
The conferees recognize the essentiality of
assuring continued availability of water
transportation to the southeastern Alaskan
communities not adequately served by com-
mon carriers by water or other forms of
transpostation. Therefore, it is the intent
of the conferees of th,e House and the Senate
that the situation be again carefully re-
viewed prior to March 15, 1960, in order to
ascertain whether or not further legislative
action may be needed, to assure essential
service to and from such communities on a
reasonable basis.
HERBERT C. BONNER,
ED A. GARMATZ,
FRANK BOYKIN,
THOR C. TOLLEFSON,
WILLIAM K. VAN PELT,
Managers on the Part of the House.
NATIONAL
-
NATIONAL DEFENSE EDUCATION
ACT OF 1958
The Senate resumed the considera-
tion of the bill (S. 4237) , the National
Defense Education Act of 1958.
Mr. McNAMARA. Mr. President, I
call up my amendment, identified as
8-7-58-F, which I offer in behalf of my-
self, Mr. CLARK, Mr. MURRAY, Mr. MORSE,
Mr. NEUBERGER, Mr. CASE of New Jersey,
Mr. LANGER, Mr. COOPER, Mr. DOUGLAS,
Mr. KEFAUVER, Mr. MANSFIELD, Mr. 'JEN-
NINGS, Mr. KENNEDY, and Mr. JAVITS.
The PRESIDING OFFICER. The
amendment will be stated.
'The LEGISLATIVE CLERK. At the end of
the bill it is proposed to insert the fol-
lowing:
15865
TITLE XIII?SCHOOL CONSTRUCTION ASSISTANCE
ACT OF 1958
Short Title
SEC. 1301. This title may be cited as the
"School Construction Assistance Act of
195E."
Definitions
SEC. 1302. For purposes of this title?
(1) The term "school facilities", except as
otherwise provided in this paragraph, means
classrooms and related facilities (including
initial equipment, machinery, and utilities
necessary or appropriate for school pur-
poses), for education which is provided as
elementary or secondary education, in the
applicable State, at public expense and under
public supervision and direction. Such
term does not include athletic stadiums,
or other Structures or facilities, intended
primarily for event, such as athletic exhibi-
tions, contests, or games, for which admis-
sion is to be charged to the general public,
or off-site improvement, or structures or
facilities designed to be used exclusively for
special activities, such as single-purpose
auditoriums and gymnasiums.
(2) The terms "constructing" and "con-
struction" include the preparation of draw-
ings and specifications for school facilities;
erecting, building, acquiring, altering, re-
modeling, improving, or extending school
facilities; and the inspection and supervision
of the construction of school facilities.
Findings and declaration of purpose
SEC. 1303. The Congress finds that there is
an appalling national shortage of public
elementary and secondary school facilities
despite strenuous efforts of, States and local
communities, because their' limited financial
resources simply are not adequate to sup-
port necessary construction programs to
eliminate such shortages. In many cases,
local communities are hampered in their ef-
forts to solve their problems by restrictive
debt and tax limits, by the uneven distribu-
tion of taxable real estate among school dis-
triots, by their inability to borrow necessary
funds at reasonable rates of interest, or
similar reasons.
The Congress, while recognizing that re-
sponsibility for providing adequate school
facilities is primarily that of the several
States and their communities, finds that the
national interest in our public school sys-
tem requires that the Federal Government
assist the States, consistent with their re-
spective responsibilities, in meeting school
construction needs. The Congress recognizes
that the solution of this problem will re-
quire a long-range Federal assistance school
construction program. However, in view of
the emergency areated by the appalling
shortage of classrooms, an immediate Fed-
eral school construction program is neces-
sary. It is the purpose of this title to pro-
vide such emergency assistance to the States,
so that this critical problem of inadequate
school facilities may be attacked immediate-
ly in the light of current and anticipated
school shortages, by authorizing grants to
State educational agencies.
Authorization of appropriations
SEC. 1304. There are hereby authorized to
be appropriated for the fiscal year beginning
July 1, 1958, and the next succeeding fiscal
year, such amounts, not to exceed $1 billion
in either fiscal year, as may be necessary for
making payments to State educational agen-
cies under this title.
Allotments to States
SEC. 1305. Frozia the total funds appro.
priated for any fiscal year pursuant to sec-
tion 1304, the Commissioner shall allot to
each State an amount which bears the same
ratio to the total funds so appropriated Ss
the school-age population of the State bears
to the total of the school-age populations of
all the States.
Approved For Release 2000/08/31 : cIA-RDP78-06365A000200060015-9
Approved For Release 2000/08/31' : CIA-RDP78,46365A000200060015-9
5866 _ .CONGRESSIONAL RECOR1? ? SENATE August Is
Stae plans
.1306. (a) Any State which desires to
Opt the benefits of this title shall submit_
to the 0Mraissioner, through its State edu-
AtiOna agency, a State plan which shall?
, (1) provide that the State educational
enc Y ahall be the sole agency for admin-
ering the plan;
' (2) set forth a program under which
hinds paid to the State under this title will
be expended solely for school facilities con-
struction projects approved by the State
educational agency;
(3) provide for such, fiscal control and
fund-accounting procedures as may be nec-
essary to assure proper disbursement of and
accounting for Federal funds paid to the
-13tate under this title;
(4) provide for the establishment of
standards on a State level for planning and
constructing school facilities; and
(5) provide that the State educational
agency will make reports to the Commis-
sioner, in such form and containing such
information as is reasonably necessary to
enable the Commissioner to perform his
duties under this title.
(b) Any State plan or modification there-
of which compfies with the provisions of sub-
section (a) shall be approved by the Com-
missioner but he shall not finally disapprove
any State plan or modification thereof with-
out "first affording the State educational
agency involved reasonable notice and oppor-
tunity for a hearing.
(c) Whenever the COmmissioner, after rea-
sonable notice and opportunity for hearing
to the State educational agency, finds that?
(1) the State plan approved under this
section has been so changed that it no longer
cc:implies with the provisions of subsection
(a), or
(2) in the administration of the plan there
Is a failure to comply substantially with any
gulch provision,
to further reservations shall be made under
seetion 1307(b) for projects in the State, and
there shall be no further payments for any
project directly affected by Such failure,
until he is satisfied that there is no longer
arty such failure to comply, or, if coniplia,nce
is impossible, until the State repays or ar-
ranges for repayment of Federal funds which
have been diverted or improperly expended.
The Connifissioner, after notice as provided
in this subsection to May State may suspend
further reservations of funds under section
1307 (b) for projects pending the making of
findings under this subsection.
Payments to States
SEC. 1307. (a) Payments under this title
shall be made only to those State educational
agencies which administer plans approved
under section 1806 and which furnish state-
ments to the Commissioner in accordance
with this section. Every statement shall set
forth one or more projects approved by the
State, educational agency under the plan,
the estimated cost of each such project, and
the amount which the State educational
agency desires to be paid out of the State's
allotment for each project.
(b) Except as provided in section 1308, the
Commissioner shall issue, to each State edu-
Cational agency furnishing a statement in
accordance with subsection (a), a commit-
ment reserving, out of the State's allotment,
for each prbject included in the statement,
the amount requested by the State educa-
tional agency for that project. Upon request
of the State educational agency and receipt
of an amended statement from such agenoy,
the Commissioner shall change any amount
so reserved, but only to the extent that the
change is not inconsistent with the other
provisions of this title. Such payments to
the State educational agency shall be made
by the Commissioner through the disbursing
facilities of the Department of the Treasury,
upon certification by the State educational
agency that the financing of the remainder
of the cost of construction Of the project has
been arranged. Funds so paid shall be used
exclusively to meet the -cost of constructing
the project for which the amount was re-
served and for no other purpose.
(c) If any project for which one or more
paynferits have been made under this section
Is abandoned, or is not completed within a
reasonable period determined under regula-
tions of the Commissioner, the State to which
Such payments were made shall repay to
the United States, for deposit in the Treasury
of the United States as miscellaneous re-
Oeipts, the amount of such payments or such
lesser amount, as may be reasonable under
the circumstances (as determined by agree-
ment of the parties or by action brought in
the Federal district court for the district
in which such project is located).
Matching by States
Sze. 1308. The Commissioner may issue
or modify a commitment under section 1307
only if the amount to be 'reserved under the
commitment, plus any amounts paid or to be
paid under other commitments previously
issued under this title to the same State
educational agency, does not exceed one-half
of the sum of (I) the cost of constructing
the project in question and (2) the total
cost of constructing the projects for which
such other commitments have been issued,
and if the State educational agency certifies
that the remainder of the cost of construct-
ing the project in question will be paid out
of funds other than funds paid by the Com-
missioner under Public Law 815, 81st Con-
gress, as amended. Until actual construc-
tion costs are available, cost determinations
under this section shall be made on the basis
of estimates furnished under section 1307
(a) and revised estimates furnished in com-
pliance with section 1306 (a) (5).
Judicial review
SEC. 1309. (a) Any State dissatisfied with
the Commissioner's final action under sec-,
tion 1306, may appeal to the United States
district court for the district in which the
capital of the State is located. Summons
and notice of appeal may be served any
place in the United States and the Commis-
sioner shall forthwith certify and- file in the
court a transcript of the proceedings and
the record on which he based his attion. '
(b) The court shall have jurisdiction
either to affirm the action of the Commis-
sioner or to set it aside, in whole or in part.
The judgment of the court shall be sub-
ject to review by the appropriate United
States court of appeals and the Supreme
Court of the United States, as provided in
sections 1291 and 1254 of ? title 28 of the
United States Code.
Amend the table of contents by inserting
at the end thereof the following:,
Title X1II?School Construction Assistance
Act of 1958
Sec. 1301. Short title.
Sec. 1302. Definitions.
Sec. 1303. Findings and declaration of pur-
pose.
Sec. 1304. Authorization of appropriations.
Sec. 1305. Allotments tci States.
Sec. 1306. State plans.
Sec. 1307. Payments to States.
Sec. 1308. Matching by States.
Sec. 1309. Judicial review.
Mr. JOHNSON of Texas. Mr. Presi-
dent, on behalf of the distinguished
minority leader [Mr. KNOWLAND] and
myself, I submit a proposed unanimous-
consent agreement, and ask that it be
stated.
The PRESIDING OFFICER. The
proposed agreement will be stated.
The legislative clerk rad the proposed
agreement, as follows:
UNANIMONS-CONSENT AGREEMENT
Ordered, That, effective upon the adoption
of this agreement, during the further con-
sideration of 8. 4237, the National Defense
Education Act of 1958, with the exception of
the school construction amendment, ,8-7-
58-F, hereinafter referred to, proposed by
Senator MCNAMARA, on behalf of himself and
other Senators, debate upon any amendment,
motion, or appeal shall be Limited to 1 hour,
to be equally divided, and controlled by the
mover of any such amendment or motion
and the majority leader: Provided, That in
the event the majority leader is in favor of
any such amendment or motion, the time in
opposition thereto shall be controlled by the
minority leader or some Senator designated
by him: Provided, That upon the school con-
struction amendment, debate shall be lim-
ited to 4 hours, to be equally divided and
controlled, as in the case of any other amend-
ment: -Provided further, That no amend-
ment that is not germane to the provisions
of the said bill shall be received. For pur-
poses of this agreement, the said school con-
struction amendment, 8-7-58-F, shall be
considered germane.
Ordered further, That after the third Aad-
ing of S. 4237, it shall be in order for the
Senate to proceed to the consideration of
H. R. 13247, the companion House bill; that
the said bill shall be deemed to be amended
b--y striking out all after the enacting clause
and inserting in lieu thereof the provisions of
S. 4237, as amended; that the said amend-
ment to H. R. 13247 shall be deemed to be
engrossed, and the bill, as amended, to be
read the third time. ?
Ordered further, That on the question of-
the final passage of said House bill, as
amended, debate shall be limited to 2 hours,
to be equally divided, and controlled, re-
spectively, by the majority and minority
leaders: Provided. That the said leaders,-or
either of them, may, from the time under
their control on the passage of said bill, allot
additional time to any Senator, during the
consideration of any amendment, motion, or
appeal.
The PRESIDING 0110ER. The
question is on agreeing to the proposed
unanimous-consent agreement.
Without objection, it is so ordered.
Mr. JOHNSON of Texas. Mr. Presi-
dent, on the miestion of agreeing to the
amendment submitted by the Senator
from Michigan [Mr. MeNAmARA], I ask
for the yeas and nays.
The PRESIDING OFFICER: Is there
a sufficient second?
The yeas and nays were ordered.
Mr. McNAMARA. Mr. President?
The PRESIDING OFFICER. How
much time does the Senator from Michi-
gan yield to himself?
Mr. McNAMARA. Thirty minutes.
The PRESIDING OFFICER. The
Senator from Michigan is recognized for
30 minutes.
Mr. McNAMARA. Mr. President, I
wish to associate myself with many of
my colleagues who have had words of
praise for the distinguished Senator
from Alabama [Mr. HILL], chairman of
the Committee on Labor and Public Wel-
fare, not only for the outstanding work
he has done, in the present circum-
stances, dealing with aid to education
in the form of a. scholarship bill, but
also for his many years of devotion to
the educational system of the United
States.
The Federal scholarship bill now be-
fore the Senate is an important measure.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
ApproVed For Release 00/08/31 : CIA-RDP78-06365A00,200060015-9
195s CONGRESSIONAL RECORD - SENATE
- -
It is important in that it represents
relatively broad Federal aid program
instead of one limited by specific re-
quirements as, are the GI bill and im-
pacted area programs.
Moreover, the scholarship bill is a
Much-needed, recognition of the impor-
tance of scientific education in today's
world to meet the needs of tomorr9w.
We can be thankful for the awakening
from our slumber brought about by the
first sputnik.
However, I regret to say that, fine as
the scholarship bill is, it meets only
about 5 percent of our national educa-
tion problem.
? I do not mean to imply that the bill
? before us is insignificant. In my
opinion it is a very fine bill as far as
it goes.
While it is another acknowledgment
of the right and the duty of the Federal
Government to offer direct financial as-
sistance in the field of edueation, the
measure attacks the problem;at a 'level,
comparatively speaking, where the least
assistance is required.
It, is; to a large extent, like construct-
ing a building by starting with the top
floor.
The place to start is at the foundation.
This is as true in the field of education
as it is in the construction industry.
The proper training of scientists, en-
gineers or members of any other profes-
sion begins long before the college level.
That is so obvious that it should not
even have to be stated. Yet, that very
basic principle is constantly overlooked
or purposely ignored when we discuss
education assistance.
The years a child spends in primary
and secondary schools are the forma-
tive years.
These are the years when he builds
his study habits.
These are the years when he builds his
basic education foundation for his fu-
ture career as a useful member of so-
ciety, whether or not he completes a
formal college level education.
How can we help that student gain
these vital study habits and build this
foundation if the proper primary and
secondary school environment is not
provided.
This is where we must start. This is
where America's, future begins. _
There are two basic problems at the
primary and secondary levels of educa-
tion.
One concerns the critical shortage of
teachers and the low level of teachers'
salaries.
Today thousands of properly trained
teachers are desperately needed to re-
lieve a critical shortage.
The shortage of teachers is not im-
mediately apparent because school dis-
tricts meet it with emergency measures,
such as by recruiting temporary, and
too often poorly trained teachers, in-
AreaSing "the class size or by having
.t/upils attend schools half days.
., None of these measures is in keeping
with America's rePutatthn for greatness,
or is proper for American education.
'Baling wire and chewing gum Might
serve in an emerg,ency to get a car to the
garage for permanent repairs.
But the damage done a student during
these formative school years by ill-
trained teachers, crowded rooms or half-
day sessions isspermanent damage that
cannot be repaired. It will follow that
individual to his grave.
One reason there is a shortage, of
course, is the low level of teachers'
salaries.
The National Education Association
estimates that the average salary for
teachers is only $4,650 a year, scarcely
above the average manufacturing wage,
despite the teachers necessary educa-
tional requirements.
The teachers represent an important
part of our basic education problem,
but it is to another part of the problem
that I wish to address my main attention.
That is the continuing and growing
shortage of classrooms at the primary
and secondary school level.
Let me say here that meeting the
classroom shortage problem through
Federal assistance to the States can help
attack the teacher problem.
Federal financial assistance to the
States for school construction will, in
turn, free some local money that could
then be used to improve teachers'
salaries.
The classroom shortage has been well
documented by responsible authorities.
The most conservative estimate of the
shortage nationwide is 140,000 class-
rooms.
Unfortunately, this is not a shortage
that we can expect to see reduced an-
nually as the States build more class-
rooms. If so, there might be some excuse
for inaction.
From all indications this is a continu-
ing shortage?,..--that will become worse
faster than it can be reduced.
It includes classrooms needed to keep
up with America's increasing population,
'az well ,as those needed to replace the
firetraps and antiquated structures.
The population figures, alone, show
that we must increase the total number
of classrooms, not to speak of enough
classrooms to reduce class sizes and to
replace obsolete structures.
When school resumes next month,
nearly 35 million students will be in at-
tendance in the primary and secondary
schools.
This compares with pw2 million dur-
ing the 1957-58 school year, which was
an increase of 3.8 percent over the previ-
ous year.
Since 1948 the increase in pupil en-
rollment has been a staggering 35.9 per-
cent.
By 1965 the experts expect more than
40 million pupils enrolled.
We have a clear choice.
We can permit today's and tomorrow's
students to continue receiving a second-
rate education because of overcrowded
or antiquated facilities.
Or we do something about it.
The amendment my colleagues and I
offer today proposes to do something
about it.
? The amendment does not pretend to be
a panacea for the Nation's present and
future education problems. It does not
pretend to solve the overall classroom
shortage.
15867
However, adoption of this amendment
would provide us with an emergency pro-
gram that will reduce the shortage sig-
nificantly.
We present no startling new program
pf Federal aid.
Indeed, the principle of Federal aid
in the education field is as old as our
Republic. What is required now is solid
Implementation of this long-established
principle.
I will not attempt, in these brief re-
marks, to trace the history of Federal
education assistance in great detail, but
a few highlights might be mentioned.
The Northwest Ordinance of 1785 spe-
cifically provided that "There shall be
reserved the lot No. 16 of every township
for the maintenance of public schools
within said township."
A similar ordinance of 1787 stated:
Religion, morality, and knowledge being
necessary tci-good government and the hap-
piness of mankind, schools and the means
of education shall forever be encouraged.
These ordinances led to the Land-
Grant Act of 1862 which brought about
the establishment of the land-grant col-
leges, such as Michigan State University
and others.
Let us turn now to more modern times.
In 1931 the National Advisory Commit-
tee on Education, appointed by President
Hoover, had this to say:
From the Revolution to the Civil War,
the Federal Government encouraged and fi-
nancially aided education in the States. It
endowed higher and common schools with
lands, and made grants of surplus tax
moneys; but it did not attempt .1;b regulate
the purposes, define the programs, supervise
the teachings, or otherwise control educa-
tion in the States.
There is no lack of evidence that there
is a firmly establised record of the Fed-
eral Government's right and responsi-
bility to take an active interest in the
promotion of education.
We can turn, for instance, to the fa-
mous GI bill, under which many thou-
sands of our young citizens went to col-
lege under Federal grants.
Or the laws which provide construc-
tion and operating funds to areas. which
have an influx of federally connected
children.
These are examples of how the Con-
gress and the Federal Government have
acted to provide assistance in specific
circumstances.
What we need now is a broad pro-
gram, a program that will really get at
the heart of the education crisis. Such
a program, to my mind, must start with
Federal aid to the States for school con-
struction.
Over the years congressional commit-
tees have held scores of hearings on edu-
cation bills, producing volume after vol-
ume of testimony.
They all boil down to about the same
conclusions: Federal assistance to the
States for education purposes should be
stepped up, and a good place to start is
In classroom construction.
Congress is not the only place where
this decision has been reached.
The same conclusions have been de-
veloped from the local school boards all
the way up to the White House.
No. 139-7
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
15868
_
Approved For Release 2000/08/31 : CIA-RDF'78-06385A000200060,015-9
CONGRESSIONAL RECORD SENATE August 13
ey, are echoed by local parents'
s and national organizations.
Recently, the Detroit Council of Par-
t-Teachers Associations adopted a
eSOlution calling on Congress to pass an '
urgently needed school-cbnstruction bill.
The American Parents Committee told
_ ns last December:
Between 56,000 and 65,000 new classrooms
will be ,needed each year to take care of in-
creased enrollments and replacement of ob-
solete and hazardous buildings. The Fed-
eral Government collects three-fourths of
the country's tax money; it should share in
meeting the expense of this emergency.
The APC deplores the defeat of the Fed-
eral aid for school construction bill in 1957
and believes that the next session of Con-
gress must in some way help States to pro-
vide the classrooms needed for the education
of the Nation's children.
This is the next session of Congress,
and it is almost over.
This is our one chance this year, and
our first chance in the Senate in many
years, to act on a meaningful education
program.
Mr. President, in his address this
morning, the distinguished Senator from
Alabama [Mr. HILL] quoted from a
speech he delivered some AO years ago
to back up his arguments for the pend-
ing .scholarship-loan bill.
I wonder if he would mind if I quoted
from a speech he made less than 4 years
ago to back up my arguments for my
school construction amendment.
- On January 6, 1955, in introducing a
8thoo1 construction bill, the distin-
guished Senator from Alabama told of
the tremendous shortage of classrooms.
Re said:
The picture will grow blacker every year
as the birthrate continues at record heights,
- as costs grow, and as teachers' salaries re-
main below adequate levels. New schools
are needed throughout the Nation, both to
Meet the rising school population and to
s replace outwern or unsafe buildings.
people throughout America are 'demand-
ing, rightfully, that Congress act to remedy
these intolerable conditions. They are con-
cerned not only with the well-being of the
children themselves, but With the danger
that our superiority in the struggle against
Communist imperialism may be threatened
by failure to maintain American brainpower
to overbalance the Soviet bloc's massive
manpower.
As of today, the Russians are outstripping
US in 'engineering graduates, in scientific
speeiallsts, in the production of those skills
essential to national strength arid security.
'We dare not fall behind. We dare not neglect
our elementary and secondary schools, where
training of physicists, mathematicians, en-
gineers, and other highly skilled and edu-
cated personnel must begin. We dare not
neglect our institutions of higher learning.
(From a statement by Senator Hut, on the
growing shortage of classrooms; delivered on
Jialuary 6, 1955, when introducing S. 5, to
provide $500 million a year for school con-
,
struction.)
Mr, President, I submit that the re-
marks made on that- occasion by the dis-
tinguished Senator from Alabama [Mr.
HILL], the chairman of the Committee
Labor and Public Welfare, are even
,pertinent today than they were
en they were made in 1955 by this
at American.
Mr ,resident, a moment ago r men-
tioned that the pled for Federal 'aid for
school construction has gone as high as
the White House. I wish I could say
that the President has been a firm and
consistent fighter for a Federal aid con-
struction bill; but I am afraid I cannot.
It was not until 1955, more than 2
years after he became President, that
he asked Congress to adopt an education
program that included Federal aid for
school construction.
He took the same approach in/his 1956
message. And in 1957, he said:
Of all the problems, one is most
In 1955, and again last year, I called atten-
tion to the critical shortage of classrooms
in many communities across the coun-
try * " ? I again urge the Congress to act
quickly upon thik pressing problem.
Yet, in 1958 the President dropped
completely his support of a solution to
this pressing problem of the classroom
shortage.
I shall not dwell here on this tragic
lack of conviction. I look upon it more
In sadness than in anger.
..But in referring to the White House, I
should like to call attention to the find-
ings of the White House Conference on
Education, which took place late in 1955.
On the subject of Federal aid to
sehools, the report of the White House
conference had this to say:
A substantial majority felt that some
States do not have sufficient financial re-
sources to take care of the essential needs
of the schools.
The participants approved by a ratio of
2 to 1 the proposition that the Federal Gov-
ernment should increase its financial partici-
pation in public education. Of those favor-
ing such increase, the overwhelming ma-
jority approved an increase in Federal funds
for school-building, construction.
The report ended with the following
warning about financing education in, the
future:
The problem of financing our schools * * *
is not lack of capacity to support education
adequately. The problem is national deter-
mination to apply enough of our available
resources to the job.
The people of America need urgently to
re-examine the allocation of tax funds at all
levels of Government. The destiny of our
children and our free society demands that
we use more of our wealth for education.
The recent Rockefeller Brothers Fund
Report on Education notes that "all of
the problems of the schools lead us back
sooner or later to one basic problem?
financing."
This thorough report objectively dis-
cusses the subject of Federal aid to the
States for education, and it fails to find
the fire-breathing monster called con-
trol lurking in the background.
It does lay down one general ground
rule:
Federal funds should he used only to bal-
ance the serious gaps in the total national
educational system?and should be given in
such a Manner as to encourage State and
local governments to use their own re-
sources?and where necessary to remove the
barriers to use of their own resources.
Mr. President, I thoroughly agree with
that ground rule, and I am sure my col-
leagues who support Federal aid do also.
We do not want the Federal Govern-
ment to Supplant State and local efforts
in education. We do not desire to de-
Approved-For' Release 2000/08/31 ?
prive the people of the school district
and the State of their grave responsi-
bilities.
We do wish to aid them in fulfilling
these responsibilities.
Returning to the Rockefeller Report
on Education, Mr. President, it notes
that a popular form of Federal support
for education is the scholarship pro-
gram.
It says the scholarships involve a
minimum hazard of Federal inter-
ference.
Then the report goes on to say:
Another much discussed form of Federal
aid which involves a minimum of hazard
to local initiative is funds for building
construction.
In the years immediately ahead, great ex-
pansion of. the physical plant will be re-
quired at every level of the educational
system.
To the extent that the Federal Govern-
ment can assist in this problem either
through loans or outright grants, it will be
engaging in one of the most helpful and
least hazardous forms of support to
education.
As I said earlier, many organizations
have expiessed themselves as firmly in
favor of Federal aid to education.
I ask unanimous consent that a par-
tial list of 'such national organizations
be included at this paint in my remarks.
There being no objection, the list was
ordered to be printed in the RECORD, as
follows:
American Association of School Adminis-
trators.
American Association of University Pro-
fessors.
American Association of University
Women.
AFL-CIO.
American Federation of Teachers (AFL-
CIO).
American Home Economics Association.
American Institute of Architects.
American Library Association.
American Parents Committee.
American Veterans Committee.
American Veterans of World War II and
Korea.
American Vocational Association.
Americans for Democratic Action.
Brotherhood of Railroad Trainmen (Ind.)
Cooperative League of the USA.
Council df Chief State School Officers.
International Association for Childhood
Edubati on.
Jewish War Veterans.
National Association for the Advandement
of Colored People.
National Association of Social Workers.
National Child Labor Committee.
National Congress of Parents and
Teachers.
National Consumers League.
National Council of Jewish Women,
National Education Association.
National Farmers' Union.
National Jewish Welfare Board.
National School Boards Association.
Order of Railway Conductors and Brake-
men (Ind.).
Railway Labor Executives' Association.
Unitarian Fellowship for Social Justice.
United Mine Workers (Ind.).
Mk. McN.AMARA. Mr. President, an-
other list of organizations opposing
Federal assistance probably will be en-
tered in the RECORD at some point in the
debate. It undoubtedly will be headed
by the United States Chamber of Com-
merce and the National Manufacturers
Approved For Release41000/08/31 : CIA-RDP78=06365A0,0200060015-9
1958 CONGRESSIONAL RECORD - SENATE
Association, two organizations which
steadfastly refuse to recognize the ad-
vent of the 20th century.
Their main argument is the scare
tactic that Federal aid means Federal
control. This unsupported argument
has been knocked down so many times
that one would think these organiza-
tions would be embarrassed to try it
again. Yet they persist in presenting
this strawman for a further mauling.
It is not a new argument, but it is one
the proponents have yet to sustain.
President Hoover's 1931 National Ad-
visory Committee on Education dealt
with it by stating:
The widely current notion that control of
education follows any and all types of fi-
nancial grants is not verified by experiehce.
That etatement has been repeated in
substantia,lly the same form over all the
years. We have recognized the exist-
ence of the fear these organizations
have generated, however.
Seetion 102 of the scholarship bill be-
fore us states:
Nothing contained in this act shall be
'Construed to authorize any department,
agency, officer, or employee of the United
States to exercise any direction, supervision,
Or control over the curriculum, program of
Instruction, administration, or personnel of
any educational institution.
This prohibition would apply equally
to the school construction amendment
which we are offering.
When the argument about Federal
control falls on deaf ears, which it is in-
creasingly, the opponents of Federal as-
sistance cite the cost. They suggest that
such a program will bankrupt, or nearly
so, the Nation. Such an argument is
absurd on the face of it. It is simply an
excuse to undermine the Federal Gov-
ernment's responsibility to the States.
The school-construction program
Which we propose in this amendment
would cost $1 billion a year for each of
2 years. One billion dollars is a lot
of money, and I have not become so
mesmerized by the billions we deal With
in this Congress that I fail to recognize
that. However, let me point this out:
-Our annual budget for the fiscal year is
about $80 billion. Of this, about $40 bil-
lion is for the national defense.
I will not argue that no one would no-
tice another billion or so for school con-
struction tucked into this gigantic
budget, although that would not be a
bad argument. Instead, I will argue
that we should add this billion for
school construction to the defense ap-
propriations, because education is Ines-
capa:bly a part of our national defense.
In fact, I firmly believe that the
proper education of our young people is
15869
more important to our country than the
biggest Army, Navy, or Air Force in the
world. Education is defense, any way
we look at it. If we can afford $40 bil-
lion for defense, we certainly can afford
the 41st billion for the same purpose.
In fact, I do not see how we can afford
not to spend it if our children and our
hopes for their future and the coun-
try's future means anything to us.
I shall turn now to an outline of the
specific amendment which we are offer-
ing. As I stated, it would provide $1
billion a year for 2 years, to assist the
States in school construction. The Fed-
eral funds would be made available to
the States on the basis of their school-
age population. The States would
match the Federal contribution ac-
cepted under the program. During the
2-year program envisioned by the
amendment, it is estimated that more
than 105,000 classrooms could be built,
significantly reducing the shortage.
I ask unanimous consent that a table
showing the estimated allocations to
each State, together with the number
of estimated classrooms that could be
constructed under my amendment, be
printed in the RECORD at this point in
my remarks.
There being no objection, the table
was ordered to be printed in the
RECORD, as follows:
Estimated annual allocation to States under 2-year, $2 billion school program
State or Territory
School-age
children,
5 to 17 years,
as of 1964 1
Annual
allotment
based on
$27.09
per child
Potential
classrooms
provided for,
one 50-50
matching
basis '
per year
State or Territory
School-age
children,
Ito 17 years,
as of 1954 1
Annual
allotment
based on
$27.09
per child
Potential
claSsrooms
provided for,
on a 50-50
matching
basis'
per year
Total 1
36, 910,000
$1, 000, 000Q0
S2, 632
New Jersey
1,045, 000
$28, 330, 910
1,491
Alabama
227,000
22,300,295
1,179
New Mexico_
214,000
5, 796, 190
305
Arizona
234, 000
6, 337,690
333
New York
3, 024. 000
81, 905;040
4,311
Arkansas
490, 000
13, 271, 650
699
North Carolina
1, 123, 000
30, 416, 455
1.001
California
2, 540. 000
68,795, 900
3, 621
North Dakota
059,000
4,106, 515
227
Colorado
311,000
9, 019, 305
475
Ohio
1, 860,000
50, 540, 610
2,600
Connecticut
441, 000
11,944, 485
629
Oklahoma
827, 000
14,273, 745
751
Delaware
77, MO
2,085, 545
109
Oregon
359, 000
9.723, 515
512
Florida
,
703, 000
19,040, 755
1, 002
Pennsylvania
2, 305,000
62,691, 775
3, 299
Georgia
944,000
25, 568, 240
1, 345
Rhode Island
164. 000
4,441, 940
234
Idaho
106,000
4,225, 260
222
South Carolina
646, 000
17, 496, 910
921
Illinois
1, 807,000
50, 567, 695
2,800
South Dakota
159,000
4, 306, 515
227
Indiana
943, 000.
25, 541, 155
1, 344
Tennessee
846, 000
22, 013,910
1, 29(1
Iowa
592, 000
16, 034, 320
844
Texas
2,027, 000
.64, 901,295
2,809
Kansas
438, 000
11, 863, 230
624
Utah
200,000
- 5, 417, 000
285
Kentucky
767,000
20,774, 195
1,093
Vermont
80,900
2,410, 565
127
Louisiana
746, 000
20, 205, 410
2,063
Virginia
849,900
22, 995, 165
1,210
Maine'
207, 000
5, 606,095
295
Washington
553, 000
14, 978, 005
788
Maryland
572, 000
15, 492, 620
815
West Virginia
.530,000
14, 355, 050
755
Massachusetts
975, 000
25, 907, 875
1, 364
Wisconsin
806,000
21,930, 510
1, 149
Michigan
1, 573, 000
42, 604. 705
2,342
Wyoming
72,000
1, 950, 120
103
Minnesota
710,000
19, 230, 350
1, 012
Alaska
23, 000
622, 955
33
Mississippi
600, 000
16, 251, 000
855
District of Columbia
148, 000
4,008, 580
211
1VlissourL
846, 000
22, 913, 910
1,259
Guam
11,000
297, 935
16
Montana
147, 000
3 981, 495
'
209
Hawaii
130, 000
3, 521, 050
185
Nebraska
297, 000
8, 044, 245
423
Puerto Rico
718, 000
19, 447, 030
1,023
Nevada
43,090
1, 164, 655
61
Virgin Islands
2,000
216, 680
11
New Hampshire
118, 000
3, 195,030
168
I Figures for Alaska, Guam, Puerto Rico and the Virgin Islands as of April 1, 1950.
Later figures not available.
Mr. McNAMAlt.A. ;The amendment
which we are offering specifically pro-
vides that full control of the funds would
be jmnaled 14, the States through their
educational agencies. While the over-
all program would be administered by the
Commissioner of Education, his influence
over how the funds are spent would be at
an absolute minimum. And, as I stated
earlier, the prohibition against Federal
interference in the State educaticnal Sys-
_
On the basis of an average cost of $38,000 per classroom.
slightly depending on regions.
Items do not total, due to rounding of figures.
tems, as spelled out in S. 4237, would
apply equally to my amendment.
In closing I should like to repeat that
I think the scholarship bill is a thought-
fully worked out program to assist in
the higher levels of education. I, of
course, support this legislation. How-
ever, I think I speak for all the cospon-
sors of this amendment when I say that
it falls far short of what we might desire
in thissritical area. Our amendment is,
Figure would vary'
essentially, an emergency program, one
designed to help meet a critical and im-
mediate problem.
I urge most sincerely that it be
adopted.
Mr. President, I wish to add only a
few words. I think the phrase "survival
of the fittest" originated about the turn
of the century with some English states-
man, but it was repeated approximately
in 1913 by a great Sunday school teacher
Approved For Release 2000/68/31 : CIA-RDP78-06365A000200660015-9
Approved ForAelease 2000/08/31 : CIA-RDP78-06365A000200060015-9
NGRESSIONAL RECORD ? SENATE August 13
15870 ? CO
,
llew York, a man named John D.
Octefeller. He made the phrase "sur-
vi val of the -fittest" more well known
Whenhe used it in a Sunday school class
:to ittielicate there was nothing immoral
about the operation of big business in
thiS-conntrY, that it was a question of
survival of the fittest. I thlhk we should
have this phrase in mind today when we
talk about education, for education really
a contest of survival of the fittest, a
struggle for the minds of men in the
world in which we live. I am sure we
p,re going to see to it that our children,
'time they must compete with the rest
of the world, are the fittest.
Mr. President, in closing I wish to
thank my colleagues who joined with me
in sponsoring the school construction
amendment, and I ask unanimous con-
sent that the names of the Senator from
Maisachusetts [Mr. KENNEDY], the Sen-
ator from Missouri [Mr. KENNINGS], and
the Senator from New York [Mr. Jsvirs]
Stay be added to the list of cosponsors.
The PRESIDING OleisiCER (Mr. PUR-
TELL in the chair). Is There objection
to the request of the Senator from Michi-
gan? The Chair `hears none, and it is
so ordered.
Mr. DOUGLAS. Mr. President, will
the Senator from Michigan yield?
? Mr. McNAMARA. lam happy to yield
to My distinguished friend and cospon-
sor of the amendment, the Senator from
Illinois [Mr. DOUGLAS].
Mr. DOUGLAS. I wish to congratu-
late the Senator from Michigan for the
leadership he has shown in this matter.
The Senator has fought for this measure
throughout the years ever since he came
'to the United States Senate. I had the
pleasure of serving with the Senator
from Michigan for a period of time in
the Senate Committe on Labor and Pub-
lic-Welfare, and I know how devoted he
Is to the cause. He deserves the thanks
of all friends of education in this coun-
try for his work.
I nOticed under the terms of the pro-
posed legislation that with the $2 billion
of Federal money in 2 years, plus the $2
billion of State and local money for con-
struction, there would be a total of ap-
proximately $4 billion.
Mr. McNAMARA. The Senator is cor--
rect.
Mr. DOUGLAS. The Senator has said
that amount of money would build at
least 105,000 classrooms.
Mr. McNAIVIARA. According to the
most recent estimates, that is correct.
Mr. DOUGLAS. I hope the architects
will be sufficiently simple and yet ade-
quate in their planning so that with that
amount of money it will be possible to
build at least 120,000 classrooms. I think
there is frequently a tendency for archi-
teats to be too lavish in their plans. Even
on the basis of 105,000 classrooms, since
between 30 and 35 students can use a
classroom, the result wouldbe classroom
space for a total of from 3.f Million to
- million students, who would be there-
given adequate facilities. Is that
o rect?
r. McNAMARA. That is correct.
.,I will say to the- Senator from Illinois
it was a pleasui.e for me to work with
on the Committee on Labor and
Public Welfare, which wrestles with edu-
cational programs.
The recent figures, which are gener-
ally accepted by educators, show that the
classroom cost is $38,000. That is the
cost for a single classroom, and my esti-
mate of the number of classrooms that
can be built under my amendment is
based on that figure.
The Senator indicates there are too
many instances when there is too much
plush or -too much gingerbread, or
whatever one may desire to call it, put
Into the classrooms. I think there is less
and less of that every year. Classrooms
are now becoming functional to such a
degree that in some communities where
schools are being built the residents ac-
cuse the members of the board of edu-
cation of not being good neighbors be-
cause of the type of school buildings
which are being constructed in residen-
tial areas.
It is possible to go overboard on that
Item. I do not think we ought to con-
demn the architects too much, because
if we push them too far we will have
'children attending schools in factory-
type buildings. I am sure the Senator
from Illinois would be the last one to be
associated with that kind of program.
Mr. DOUGLAS. I am very glad to
have this word of reassurance from the
Senator from Michigan. If and when
the bill is passed I hope the architects
will take notice, because I think the costs
of hospital construction have been sky-
rocketed excessively, and I have noticed
a similar tendency in some parts of the
United States with respect to school con-
struction.
Is it not true that there are now about
4 million students who are either on
part time or are going to school in
grossly defective school buildings?
- Mr. McNAMARA.-- The Senator is
correct. The figures for the Nation as a
whole are constantly increasing. That
situation is really alarming.
Mr. DOUGLAS. The emergency pro-
gram which the Senator from Michigan
is advocating would really help us make
up for the arrearage in school construc-
tion. _
Mr. McNAMARA. It would not even
completely cover that.
Mr. DOUGLAS.' I understand.
Mr. McNAMARA. It would go a long
way toward meeting the deficiency.
Mr. DOUGLAS. The arrears in
school construction accumulated, did
they not, because of the fact that dur-
ing the depression the localities did not
have money with which to construct
school buildings, and thereafter came
the great war, when other needs were
urgent and had priority over school con-
struction?
Mr. McNAMARA. They were not
Only urgent, but proper, I would say.
Mr. DOUGLAS. Yes.
Mr. McNAMARA. We all recognize
we could not use materials for the build-
ing of schools which were needed for the
war effort. First we had to will the war.
Mr. DOUGLAS. Yes.
Mr. McNAMARA. The Federal Gov-
ernment became a part of the problem
at that point, if there, was any question
about it being partly responsible prior to
that time, and I do not think there was.
Mr. DOUGLAS. Therefore, from 1930
to about 1946 there was very little school
construction.
Mr. MoNA1VIARA. It was prohibited
largely because of the war.
Mr. DOUGLAS. And, therefore, the
school plant of the country became more
and more obsolete:
Mr. McNAMARA. The Senator is
co" rrect.
Mr. DOUGLAS. There was some in-
crease in school enrollment in that time.
Mr. McNAMARA. There was quite a
rapid increase in the latter part of the
period.
Mr. DOUGLAS. Beginning in about
1940 or 1941, the birthrate took a big
jump.
Mr. McNAMARA. The Senator is cor-
rect.
Mr. DOUGLAS. The birthrate has
continued to increase, by and large,
since then.
Mr. McNAMARA. The Senator is
correct.
Mr. DOUGLAS. Therefore, the num-
ber of children who go to schools has
swollen into a regular torrent. Is that
not true?
Mr. McNAMARA. The Senator de-
scribes it very well.
Mr. DOUGLAS. Even if we were
keeping up now with the current rate of
inflow, which would be a terrific effort,
we would still have the arrearage to
make good.
Mr. MoNAMARA, The Senator is cor-
rect.
Mr. DOUGLAS. Is it not true that
schoolchildren are now going to school
for a greater number of years than they
used to? Years ago high-school educa-
tion was for the minority. Now, high-
school education is for the vast majority.
Therefore, there is an increasing need
for the construction of high-school
buildings. Is that not correct?
Mr. McNAMARA. That is certainly
correct.
Mr. DOUGLAS. Is it not also true
there would be some indirect benefit to
education aside from school construc-
tion, because in certain localities if the
Federal Government met'half of the cost
of construction some funds would be re-
leased for teachers' salaries, for books,
and for other things?
Mr. McNAMARA. That is correct.
The Senator stresses the point I men-
tioned in my speech.
Mr, DOUGLAS. So it is a blood trans-
fusion into an overtaxed and financially
starved educational system.
Mr. McNAMARA. That is true.
Mr. DOUGLAS. I congratulate the
Senator from Michigan for his ability,
his energy, and the way he has tackled
the whole problem.
Mr. McNAMARA. I thank my good
friend from Illinois.
Mr. THURMOND. Mr. President, will
the Senator yield?
Mr. McNAMARA. I promised to yield
to the Senator from Oregon next, and
then I shall be glad to yield to the Sen-
ator from South Carolina.
Mr. NEUBERGER. Mr. President, I
thank the Senator from Michigan for
Approved For Releas:1000/08/31 : CIA-RDP78-06365A0M200060015-9
CONGRESSIONAL RECORD ?SENATE
' yielding to nie. I point out that the Although bereft of scholarship funds as It
' leadershliwhich the Senator from Mich- passed the House, the measure does provide
some $900 million in various forms of edu-
igan has demonstrated in,the field of cational aid over a 4-year period. One of
education bcqrs out what was said to me the ways it does so is through grants to
4 years ago ,1)Y our !Oregon chancellor stimulate testing and guidance programs.
of education, Dr. john R. Richards, who I term,
other is through the useful device of long-
is seated in the gallery today. When
.. low-interest loans to needy students.
first came to the Senate in January 1955, This provision for Federal assistance may
when, I believe, the Senator from Mich- stimulate a new interest in locally operated
igan also took thes,oatli of office, Chan- nonprofit guidance and scholarship loan
programs, such as the successful one that
cellor Richards told me that one of the has existed In Dallas for over a decade. The
genuine-leaders in the field of education House bill also provides for graduate fellow.
was Senator PATRICK V. MCNAMARA. I ships, for grants to the States to strengthen
believe Chancellor Richards and the dis-mathematics, sciencear rend language d Pe
ageteachinig
tinguished Senator from Michigan, then in theschool s. for research
McNamara, were associated at mentation in the use of mass media feoxredr --
? Wayne University and in other educa- ucational purposes. In all these areas, the
tional enterprises in the great city of bill may furnish a stimulus to State and
Detroit. local action as well.
The pending measure does not say any-
Mr. McNAMARA, That is true. I thing about Federal aid for school construe-
. thank the Senator for calling my at-
t th
ion, a program that e administration
tention to the fact that my good friend dropped this year; but one that must and
Dr. Richards is in the gallery. I want will be revived in the new Congress.
to see him before he leaves Washington. Mr. NEUBERGER. The Senator from
Mr. NEUBERGER. He knew that the Michigan has moved ahead of the New
speech of the Senato,r from Michigan York -Times chronologically, and he has
would bear gut the indications of lead- revived the subject in this session of
ership shoWn by the Senator from Michi- Congress, rather than waiting for the
gan in the many enterprises in which next session.
they worked together in the State of The Senator from Michigan pointed
Michigan. , out in his very able address that Fed-
The Senator from Michigan has per- eral aid to schools is certainly justified
formed a service to the whole country, from the standpoint of finance. I think
particularly future generations of Amer- one of his best expressions was:
leans, by making it possible for the Sen- If we can afford $40 billion for defense, we
Sen-
ate to vote on the issue of whether or not certainly can afford the 41st billion for the
We shall do something, not only for same purpose.
higher educatien, which?as the Senator
has stressed-7-is very important, but alsoHe had already pointed out in his bril-
for those entering the elementary hant speech that education is defense.
schools and high schools of the Nation. Is it not true that almost every for-
After all, a structure is only as sound ward step in the field of education in this
as its foundation. The foundation of our country has been resisted and de-
great colleges and universities rests in flounced? When the Morrill Act was
the kindergartens, the grade schools, and Passed in 1862, in the administration of
the high schools of America. Abraham Lincoln, by which act land
I think it is significant that the New grants were to be used by the Federal
York Times of yesterday states edito- Government to encourage land-grant
rially that the measure which came to us colleges, the denunciation of that act
-from the House?does not say anything was far more severe than the criticism
about Federal aid for school construe- today with relation to Federal aid in
tion, a program that the administra- school construction.
tion dropped this year; but one that Mr. McNAMARA. That is true. The
Must and will be revived In the new arguments were almost the same as
Congress.
A
? I ask unanimous consent that the edi- birth of the public-school system, we
tonal from the New York Times of yes- would find similar resistance all through
terdaY, August 12, 1958, be printed in our history.
the RECORD at this point as a part of my Mr. NEUBERGER. Is it not true that
remarks. the loeal property tax in many areas has
There being no objection, the editorial broken down as an adequate means of
was ordered tp he printed in the RECORD, supporting necessary school construction
as follows: and necessary educational operations?
those used today. If we go back to the
AID TO THE SCHOOLS
Mr. McNAMARA. That is correct, but
_Raving waited almost to the last minute despite that, we are insisting, in the
amendment we propose, that the States
for the Nouse to act, the Senate will now
doubtless put through its own education bill Provide 50 percent of the funds, which
very speedily. We hope it will be a ratter will be matched with Federal funds. We
bill than the one passed 4 days ago by the know that it is a tremendous load to
Rouse.' put on the States, but that is as far
InadeqUate tbough It is, especially in view as we could hope to go at this time in
of the fact that all scholar,ship funds were our history.
eliminated, the House 1411.1s still much
better than nothing. If the Senate insists Mr. NEUBERGER. I recognize that
on some scholarship money, and makes other the Senator from Michigan regards this
? Improvements, a quite acceptable measure measure as an introductory measure, to
can cone out of ?conferenCe Committee and write into legislation the principle that
le adopted by both Houses before the on- the Federal Government has a respon-
? rushing adjournment. In that case the sibility at the very beginning of the
85th Congress will have Made a Modest but educational process.
? definite contribution to relieving the edu-
cational crisis that 1148 been afflicting our Mr. McNAIVIARA. The Senator is
*00On:try for years?long before sputnik was Correct. President, Oregon Department of Class-
ever heard of, Mr. NEUBERGER. Is it not true that, room Teachers.
Approved For Release 2000108/31 ? CIA-RDP78-06365A000200060015-9
15871
every child is a citizen, not only of Mich-
igan, Oregon, Illinois, or South Caro-
lina, but essentially of the United States?
Mr. McNAMARA. That is certainly so;
and it is the responsibility of every citi-
zen to educate every child, regardless of
the State in which he may go to school.
Mr. NEUBERGER. The Federal Gov-
ernment can levy on the child's life if
there is an emergency, and send him to
the far corners of the world to help
defend the United States, as has been
done several times during our lifetime.
Mr. McNAMARA. That is true; and
a certain amount of education is re-
quired in order for a person to be eli-
gible to serve his country. Certainly it
is a national problem, as the Senator
says. '
Mr. NEUBERGER. Has not the Fed-
eral Government some genuine obliga-
tion to see to it that a child, while grow-
ing up and maturing, has an education
adequate to enable him to encounter the
storms and vicissitudes of life?
Mr. McNAMARA. The Senator is
correct. (
Mr. JOHNSON of Texas. Mr. Presi-
dent, will the Senator yield?
The PRESIDING OrTICER. The
time which the Senator from Michigan
allotted himself has expired.
Mr. NEUBERGER. Mr. President, I
ask unanimous consent to have printed
in the RECORD at this point a telegram
in support of Federal aid to education
generally, which I have received from a
number of outstanding educational lead-
ers in the State of Oregon, associated
with the Oregon Education Association.
There being no objection, the tele-
gram was ordered to be printed in the
RECORD, as follows:.
CLEVELAND, OHIO, July 2,1958.
Hon. Senator Raorraan NEUBERGER,
Washington, D. C.:
The voters of several communities in Ore-
gon recently rejected proposed school, bud-
gets, thereby jeopardizing the established
school program of the respective coirununi-
ties. A cause of the defeat of these tax elec-
tions was heavy local property taxes.
This morning the 85 Oregon delegates to
the NEA convention in Cleveland unani-
mously reaffirmed their conviction that Fed-
eral aid to education will provide the only
solution to pressing State school finance
problems.
We strongly urge your continued support
of the Thompson school construction bill
(H. R. 12085) and the Murray-Metcalf bills
(S. 3311, H. R. 10763) which would appro-
priate Federal funds to the States for use by
local school districts for construction and for
supplementing the salaries of teachers in
public schools. Oregon's schools need the
aid proposed in these measures.
These bills adequately safeguard State and
local control of education since State au-
thorities would allocate and supervise use of
these funds.
MARTHA SH17LL,
Past President, National Education Asso-
ciation.
Tom POWERS,
President, Oregon Education Association.
CLARENCE HINES,
President, Oregon Association of School
Administrators.
EWALD TURNER,
President, National Department of Class-
room Teachers.
Lours CORRIGAN,
Approved For Release 2000/08/31 : CIA-RDP78-06365A0002000620151 4i1
CONGRESSIONAL RECORD ? SENATE ugus 13,
JQff?Sc of Texas. Mr. Presi-
wlfl the Senator yield to me?
McVAIIMA, Mr. President, I
rnyaelf such additional tinie asnaaY
necessary to enable me to yield to
na,tor from Texas, and also to
e eratoe from 'gouth Carolina [Mr.
Tarinuatoistil; / yield myself an addi-
tional 10 minutes.
JOHNSON of Texas. Mr. Presi-
sit; I divulge no secret when I say to
Senator from Michigan that he and
X are more aware, perhaps, than any
other Members of this body of the num-
ber of subjects upon which we disagree.
...But there is one thing as to which we
have no disagreement and that is the de-
votion of the Senator from Michigan to
the cause of education.
He has been diligent. Ile has been
effective. A few days ago T said in this
Caaraber that / did not want the Sen-
ate to adjourn, and that it would not
adjourn if it followed any suggestions I
might make, until It had passed an ef-
fective education bill.
The committee of which the distin-
While / am on my feet, and with the
indulgence of the Senator from Michi-
gan, I wish to thank my friend from
New Jersey 'Mr. Sams] and to tell him
how mulch I appreciate his loyalty to
this cause and his cooperation in act-.
ing in behalf of the national interest
whenever I have had occasion to call
upon him.
Mr. McNAMARA. I should like to re-
spond to the majority leader by saying
that he stresses too much our disagree-
ment. I believe we are largely in agree-
ment on aid to education. I have heard
the distinguished majority leader pub-
licly make it an important part of his
program. I know of his sincerity. I
believe we have much more in common
than Ave have in conflict when the chips
are down.
Mr. JOHNSON of Texas. One of the
proudest periods of my life was when
X was a teacher in a small sixth grade
school. There is no satisfaction which
is greater than that which comes from
seeing one's work in the classroom bear
fruit.
guished Senator from Michigan is an Mr. McNAMARA. I thank the ma-
able member has been working on a bill jority leader for the very kind expres-
for several months. It promptly re- sions about my small, contribution and
ported the bill to this body. That bill feeble efforts in this field.
does not go as-far or as fast as mai-IY Mr. SMITH of New Jersey. I thank
Members think it should, but I would not the majority leader for what he said a
Want the Senator to conclude the very moment ago. I should like to join in
able address he is making without af- the remarks made this morning by the
fctrding me an opportunity to say to him, Senator from Montana and other Sen-
as sincerely as I know how, that in my ators in congratulating the majority
opinion perhaps we would not have had leader for the masterly way in which he
any kind of education bill except for his has conducted himself during the ses-
aftaastant prodding all the year long. The sions of Congress. I have derived great
41?rst letter I received from any Member personal happiness and pride in being
cf the Senate on this subject during this able to work with him in a bipartisan
session was from the Senator from way for those things which belong to
Michigan. In that letter he pointed out
us as
the absolute necessity for our takingAmerican, not as Democrats or
Republicans.
proinpt action in the field of education. Mr. THURMOND. Mr. President,
He pointed to the great strides the So- will the Senator from Michigan yield?
:Viet Union had made. He pointed to the
Mr. McNAMARA. The Senator from
Startling revelations which had been South Carolina and I serve on the Corn-
brought out in the Preparedness Sub- mittee on Labor and Public Welfare.
ettrirrnittee hearings. Ile not, only urged As is true with respect to the Senator
that we provide a program such as has from Texas, the Senator from South
been recommended by the corronittee,
Carolina and I do not always see exactly
laart That we provide a much stronger pro-
eye to eye with each other, but I recog-
sariatn,, Such as he has offered in his own
aMenalinent, size his interest in the problem we are
considering and his devotion to the corn-
ile I do not agree with all his con- mittee from which the pending bill has
elisions, I- do bear testimony to his come to the Senate. I am glad to yield
eat interest, to his devotion, to his
to the Senator at this time.
cation, and to the great service he
Mr. THURMOND. Mr. President, I
has rendered In this particular field. As
thank the Senator from Michigan for
, Stated earlier, r believe that when the
his kindness in yielding to me. I should
history of this generation is written we
like to ask the Senator a few questions.
shall stand or fall by what we did, and
Is it not true that this bill, although it
when we did it, so far as the field of edu-
purports to be a bill for the purpose of
cation in this country is concerned.
,promoting the national defense, is, in
eve it is later than we thine. I actuality, a general Federal aid to edu-
very proud that the distinguished cation bill?
aerator from Aphama and the distin-
guished Senator from New Jersey` and
provides general Federal aid to educa-
other menibers of-the-committee, with-
out regard to partisanship on either side tion, which is certainly a part of na-
saf the aisle, have brought to the Senate " tional defense; yes.
tion bill. While I may not Mr. THURMOND. I thank the Sen-
1,b9 Japaaaa arcan midogaso ator for his frankness in admitting that
Ieurpisitss, and some or its---it is a bill of general Federal aid to
ndmente, ,46 say_that we would education.
,y have 'hi& iia-ba-ar all except Mr. McNAMARA. I believe it is.
his persistence andliiirgefra-C-Tpay Mr. THURMOND. Is it not correct
tribute tehon for it. to SI'y'that under the pending bill,
neither the school program nor the stu- ?
dent loan program is limited in any way
to persons undertaking a course of study
considered to be critical to our national.
defense?
Mr. McNAMARA. I believe, as was
brought out in the consideration of the
bill in committee, that instruction in
mathematics, science, languages, or any-
thing else, is in the interest of the na-
tional defense. I agree with the dis-
cussions we had in the committee to
that end.
Mr. THURMOND. Under the bill, a
student could pursue studies in social
welfare, automobile driving, flower ar-
rangement, horse breeding, or tap danc-
ing; is that not correct?
Mr. McNAMARA. That is not cor-
rect. The program will be administered
by a director in the Department of Edu-
cation. I am sure that any logical in-
terpretation of the proposed legislation
would preclude any such use of funds.
Let me say to the distinguished Senator
from South Carolina that I promised
my good friend from New York who must
leave?
The PRESIDING OFFICER. The
time of the Senator from Michigan has
expired.
Mr. McNAMARA. / will yield myself
an additional 5 minutes, so that I may
yield to the Senator from New York. I
understand that the Senator from South
Carolina has made some reservation to
speak on his -own time. I hope the Sen-
ator will not take further or our time on
the amendment. I understand the Sen-
ator from Pennsylvania [Mr. CLARK]
wishes to speak on it also.
Mr. THURMOND. I wanted to ask
some questions of the distinguished Sen-
ator. I should like to have him point'
out in the bill any limitation on courses
which a recipient of a scholarship or a
loan would be confronted with if he were
awarded such a scholarship or loan.
Mr. McNAMARA. I shall be glad to
go into it on the Senator's own time.
We are limited in time. At this point
I should like to yield to the Senator from
New York, who must leave by plane for
Europe later this afternoon.
Mr. JAVITS. Mr. President, I am
with the Senator from Michigan on the
amendment which he has offered for
school construction. I have had very_
profound concern about the per capita
forMula, which is contained in his
amendment. In New York it would work
out very advantageously for us. I be-
lieve, however, that we could minimize
the cost to the Federal Government by
inserting a formula which is based more
on inability of a State to supply its own
needs.
I realize that whenever one tries to get
a result, one must yield some points in
order to get most support. Hence I shall
support the amendment of the Senator
from Michigan. I wish to express my
appreciation to him; also, the apprecia-
tion of a great number of people in my
State. I express appreciation for his
giving us an opportunity, by marshaling
the support which he has marshaled, to
support' a school construction amend-
ment.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
BEST COPY
AVAILABLE
r
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Proved For Releate 2
,
,
nad 1.1.uined to take an gIrnia_rrr
- doct--, out- Or Noir York. I sin glow
er- lint toil srrange a sotneWhat later, de,-
re, IA i anxious am 1 t'so vote on his
,t2zwildnaglit.
FAinallyi I should like to',
thin 1.... which I believe
r , nrest .i\dice.s of competitio
1.l$.4,,-, arid the ALOVieli
tI0'13111g and scheOld. It
,. I le refore.!, that vrertt showtnil
irve Aor:d tliLl le 0$
Tntraction which
teel"eve ttie Senator
wove thin bey -
eral aid iri ordeF b.
In that restatet. I shouji dee to ask
,
the Senatior a (attention. Ile has said
frankly, as is the Senator's mariner, that
this us a liede, red aid to scheole bid. Is
it not troli. *Aso. that in the riallY vital
definition 1. of the tern security--the
lyrtcuritY 141.1eh comes (rain a ',satisfied
and educated people, the security which
Curno.s. Inelii an adequate nut.-iber of
teachers. eand which comes font
1
which a Popairitton learn by ed -
cati )n, sudit security so the , temians
thenise.lveri' are showtagg by t , ir fat -
t,aie: progress in 30-odd years, larael7;
because of educatloo?thls is quite justi-
fthbly a national security bill?
,
Mr. ItfcSAMAJIA. I certainly agree.
I ,,e1I1 be glad to have Une Benabur from
fk.t-w York ,coaponsor my uniehdinent.
which he btu, endorsed. I kboir of the
proweins 'which exist in the States to
which he Makes reference. SctuallY,
the financially poor schools are not re-
stricted to certain States or areas. It
I' the need school dLltricta that count.
We have tirtnn throughout the4 entire
Ihitted States. There are tocoe school
digtricts in tile rich States, bi..cause the,
surround ail!' industrial area. There are
commercial ',arena Where such districts
.ferrec i to as "bodro?. at rolgovini-
" wlIere only resideri ?Al taxes sup-
1,,,)r? e,,rtunuetity activtties Fuld the .schnol
eli.?1. in t. Ti uoise are trillt linter `1411001
iiin,trin ts. wh'ither they arr." Incaii-1 north,
' 'Ai oast, '' ' 'neat, It, it 1A /la 471 /11114,
TILi. Ls in dellsiNe cri
in VP- bill.
Cd freest-1
a guiding prin -
bites: This respect
delnevetrated bur teal
? arm principles
fh its of:Torii
indirect, Sor-e. 44111/f"
iLvL detrstRee iLtern,-
ee t1/1.1.Ld for by
e4.1,,yee tare a
the Ois..tcy
Lis self -defehsa.
ienteL pleat' tiLaal4La- A
the e,14 01 the SOO ;Aka
1relaud Thekey, thr
the filtrwite of
ADDItlliStii BY'
uNrTED sTA
cIAL, Euxua
, SE3d8LY Or
Mr. $110WI
ak unatiinte
printed in the
tin. P1.144 I" 4 01
tbeee occn
nersereerit,-'
sod before it
10 dirstroy ,nral
ADELMAN JIM
$gresi Behros AT
xiiamotricr Oeinskst
is* Varna warichas, atom
1', tias been almost lb Teem
Imre' of actdrisesinpn thla
n spore of atomic pewee and
'hould end the way by which hie
neentieeneas of nine shoukl riot
to his death but ecrimecrated to 11.
Since then great' Nitrides have &On
taken in the use or atomic energy for page-
Sul t,urpormo: 'Trairically'llttle has beta don,:
? errninate the tree or atomic and nucleic
r for weepone purposes.
La dancer.
danger in turn oars rise to
d504eve?the danger that nations under
pee Ire lesi4ers.b1p to =Dieu ow
honing of ear by confrniating the natio
particularlyhiustall nation*. with an apparent
between lupine stireetider, or war.
Tata tactic rirappearixil ? Staring the recent
Near Mt crisis.
ttOine alight mit it liatjuitic biselmaati.
In, moat arommunitisa It la Illatal to cry
-nrei in a weeded aseelly. ,, Should ft not.
be et neidered serious in n111101141 tniasioni
duet"' to manufacture a general weir mare 14
an egort to achieve local political idte
Pre .sttree Such s. thessOrill nem be. sue
ceeefi
II)' pr red snaini4 America.
? .At. ,:salgel'i Illeh ce,11Ita
andI rein, T1 l'han, la why I aave
? he pc, '..iege nnf siren tddreseinii
F ,OM TUE PREMDEN
APPSCATAL, OP RIMS
M. is tn rittris front the est-
de,Ta (n the Ututed States were cornaitilIt-
teel the fnmate by Mr. Millet, one
reta i, and in annout.,'?! thiit
(?n 1P38, the President. nod
tled- Ottefrritowlrigr, ac.tr-?
an in to reinhtaic rtni"iii ier-
170014,,' 1/ 44 1411,1 L'ae ILesses'
ALL ?c?u Li Iii the /Liter ..ale
L itot la rteliciac L?.A tp, rrle,rel,.
..,1A r'etoreAl C re i pr rt Le-,
'Ci, t-LL: pti:LoeLLEet,
A I ,,e) Arreo'Iteel 317.1.1.01,:.ta' AV,
01
oat
s free government t
Ihrigiy forego the,
Iti sovereignty were
applied
Llee
f I did not
reser
the ri;ht
any
In tinptinSize that
al ways to keep w th I
,harlet.
dent Teti:nen 'rasp-owl r.,/
Cut plea cif Greece. tric
elect teist our sissistanice
r, whenever the trilat !al
UGC could take the
Milted State* re-
Of
Lebanon, we
ty' Council mud
tance for I...rhe-
a: of United
non tone 'Eei
Statile run.18.
United Nations Ortir,
an tier Unites \Stater ftwoes already
had it not been triet 2 'MAU-
)P0114d bY e tra.ltiod Stator. tine
by the riprrunatie of Japan,
heratiL a vote- LLL
bare been
Y'
Tir itioia-dirie roasion 15 two small 001171.4
I.& arid JurClalf.,
Tire Catute Is one of universal concern. ,
The :awful and freely elected Clovernrpenti
It reellng Itself endangered by cavti
lilrUe Terneritch from 'irittimit. sent thei
1.71111.4 Staves a desperate call for
help. W reisipondel to that call.
Orilii he basis of that re/mentos sn effort hes
broil. '0 LIIIILii" to create It writ hysteria, Tlie
inipree lion IS --mgi s. to be created that If
ni411!:')Acele.:enri, art! a.,A1Itt..ed I:1_ their tiesirs toT
surrivi rilar7rnilarigisri ICr peace
ia -dawn portraysi.
n I;
ti ri,t Ii al ertnie to help
roil 1*11 Me Indepen4Pnacore
teed the psia inn iy ot conqUipst arc '1
We Will LAVe -Willed the prO-
'"hay". the
torrid Seller"
Id be
tat Ls
line la Lir
halve re-
change
peace f LAI
effrfeC
Nair
ornination,
a
ways.
Zn title
the right cif
Fast to in
from flirty sioutee,
In the serrns tel
Charter of the tYtlti
qT tai Certain imelernii
vett toe earth other.
exercise Of great eare flan
new patter Ilgig *4 .1.r axkLic.'usl 'lieF. re
achle'u ed ti L e itLetLieL tioti or the pee, L LI
tdxrati hir the rade/lei wpuid heooriLL' .%
Mockery.
rAtICI 1,11c
,
FXLe"._. f IV
A '11 er
11.01 n
lit the
4 ,iager
Approvedor Rel0a4T260H07, "8731'`"0114-
ladrv
,,i,I'ti 1 '
D 11,u, y 0a ki
L err a' ' Lit
_ , L s kit "Itp,f114A13
Ola / Art4
lir r? '1 .... AL. evade 4 secoee
ore the Pen- cunist4.,ea or
t.icient of the Ind ted , 'at Ion blLs t-ortgell
C course, * pet.
iin-nt only In.
ry 1/0 CIO .
pm} )rt efi /-11
4115 hidimrr.edi-
Lletb,ssioii becsure
bat, inky prompt
I then
but
poeic of
Approved Fo*eiease 2000/08/31 : CIA-RDP78-0636-5A000200060015-9
1958 CONGRESSIONAL RECORD-SENATE 15875
such arrangements must reflect these coun-
tries' own views.
Ixz
I have tried to present to you the frame-
work of a plan for peace in the Near East
which would provide a setting of political
order responsive to the rights of the people
in each nation; which would avoid the
dangers of a regional arms race; which would
permit the peoples of the Near East to de-
vote their energies wholeheartedly to the
tasks of development and human progress
In the widest sense.
It is important that the six elements of
this program be viewed as a whole. They
are:
1. United Nations concern for Lebanon.
2. United Nations measures to preserve
peace in Jordan.
S. An end to the fomenting from without
of civil strife.
4. A United Nations peace force.
5. A regional economic development plan
to assist and accelerate improvement in the
living standards of the people in these Arab
nations.
6. Steps to avoid a new arms race spiral in
the area.
To have solidity, the different elements of
this plan for peace and progress should be
Considered and acted on together, es inte-
gral elements of a single concerted effort.
Therefore, I hope that this Assembly will
seek simultaneously to set in motion meas-
ures that would create a climate of security
in the Near East consonant with the prin-
ciples of the United Nations Charter, and
at the same time create the framework for
a common effort to raise the standard of
living of the Arab peoples.
xx
But the peoples of the Near East are not
alone in their ambition for independence
and development. We are living in a time
when the whole world has become alive to
the possibilities for modernizing their so-
cieties.
The American Government has been
steadily enlarging its allocations to foreign
economic development in response to. these
Worldwide 'awes. We have joined in part-
nership with such groupings as the Organ-
ization of American States and the Colom-
bo. plan; and we are working on methods
to strengthen these regional arrangements.
For example, in the case of the Organiza-
tion of American States, we are consultIng
with our sister republics of this hemisphere
to strengthen its role in economic develop-
ment. And the Government of the United
States has not been alone in supportingfie-
velopment efforts. The British .litunon-
wealth, the countries of Western--Etuppe, and
Japan have all made significant contribu-
tions.
But in many parts of the world both
geography and wise economic planning favor
national rather than regional development
programs. The United States will, of
course, continue its firm support of' such
national programs. Only where the desire
for a regional approach is clearly manifested
and where the advantage of regional over
national is evident will the United States
change to regional methods.
The United States is proud of the scope
and variety of its development activities
throughout the world. Those who know
our history will realize that this is no slid1
den, new policy of my Government. Ever
since its birth, the United States has gladly
shared ita wealth with others. This it has
40.4e without thdlight Of conquest or eco-
nomic el,ozninatiou. After victory in two
world wars and the expenditure of vast
treasure there is no world map, either geo-
graphie or economic, on which anyone can
find that the force of American arms or the
power of the American Treasury has ab-
No. 139-8
sorbed any foreign land or political or eco-
nomic system. As we cherish our freedom,
we believe in freedom for others.
The thing I have talked- about today are
real and await our grasp. Within the Near
East and within this Asseinbly are the forces
of good sense, restraint, and wisdom to make,
with time and patience, a framework of
political order and of peace in that region.
But we also know that all these possi-
bilities are shadowed, all our hopes are
dimmed, by the fact of the arms race in
nuclear weapons?a contest which drains off ?
our best talents and vast resources, straining
the nerves of all our peoples.
As I look out on this Assembly, with so
many of you representing new nations, one
thought above all impresses me.
The world that is being remade on our
planet is going to be a world of many ma-
ture nations. As one after another of these
new nations moves 'through the difficult
transition to modernization and learns the
methods of growth, from this travail new
levels of prosperity and productivity will
emerge.
This world of individual nations is not
going to be controlled by any one power or
group of powers. This world is not going
to be committed to any one ideology.
Please believe me when I say that the
dream of world domination by one power or
of world conformity is an impossible dream.
The nature of today's weapons, the nature
of modern communications, and the widen-
ing circle of new nations make it plain that
we must, in the end, be a world community
of open societies.
And the concept of the open society is the
ultimate key to a system of arms control we
can all trust.
We must, then, seek with new vigor, new
initiative, the path to a peace based on the
effective control of armaments, on economic
advancement and on the freedom of all p
pies to be ruled by governments of,their
choice. Only thus can we exercise. the full
capacity God has given us 1-enrich the
lives of the individual human-beings who are
our ultimate concern, oup lesponsibility and
our strength.
In this memor task there lies enough
work and enough reward to satisfy the ener-
gies and ambitions of all leaders, everywhere. .
EIDORSEMNT OF SMALL BUSINESS
INVESTMENT ACT OF 1958
Mr. MANS.rizi.D. Mr. President, for
the reason which I have heretofore
given, I ask unanimous consent that the
legislative clerk may read an address
prepared by the junior Senator from
Arkansas Mfr. FuLsarcHrl.
There being no objection, the Legisla-
tive Clerk read as follows:
Mr. FULBRIGHT. Mr. President,
the American Banker of Wednesday,
August 13, has a story entitled "Citizens
and Southern, Becomes First Bank in
United States To Invest in SBA Cor-
poration?$325,000 Approved."
The story refers to an announcement
by the president of the Citizens & South-
ern National Bank of Georgia that it
will invest in the organization of a
small business investment company
under the provisions of S. 3651.
This is a bill which just passed both
Houses of Congress and is awaiting the
signature of the President and which,
when enacted, will be known as the
Small Business Investment Act of 1958.
I believe this announcement by a very
prominent financial institution of the
south will be of general interest, indi-
cating that able financial leaders in the
State of Georgia consider this bill to
be one which will be practicable and
workable and of great benefit to small
business generally. I am very proud
of the fact that as chdirman of the Sen-
ate Committee on Banking and Currency
I had a part in the enactment of this
legislation which has been advocated
for many years by some of the most
knowledgeable persons in this field. I
hope the President will sign the bill
promptly.
I ask unanimous consent to have
printed in the RECORD at this point a
news article about the action of the
Citizens and Southern Bank.
There being no objection, the article
was ordered to be printed in the REC-
ORD, as follows:
CITIZENS AND SOUTHERN BECO1VIES FIRST BANK
IN UNITED STATES TO INVEST IN SBA Coit-
P0RATION-4325,000 APPROVED
SAVANNAH, GA.?An important boost to
Georgia small business was announced today
'by Mills B. Lane, president of the Citizens
and Southern National Bank. The directors,
meeting here, authorized investment Of
$326,000 in capital in a new Georgia corpora-
tion to be sponsored by Citizens arid South-
ern, formed for the purpose---of providing
venture capital for small-- and expanding
business. ,
The step was believed to be the first defi-
nite action in the Nation to be taken under
the terms prthe Small Investment Act of
1958, passed last Thursday by Congress, and
now_aWaiting President Eisenhower's signa-
ture. Under the law, the Small Business
Administration is authorized to match pri-
vate funds invested in development corpora-
tions formed by 10 or more individuals.
The law also authorized Federal Deposit
Insurance Corp. insured banks to invest an
amount equal to 1 percent of their capital in
such development corporations.
In addition to the $325,000 to be invested
in the new corporation by Citizens and
Southern National Bank, $115,000 more will
be sciught from interested individuals or cor-
porations in Georgia, plus $60,000 from Citi-
zens and Southern affiliate banks in Georgia.
This will bring the total private investment
to $500,000 and the total initial funds to
approximately $1 million, including the par-
ticipation in the form of loans and invest-
ments from the Small Business Administra-
tion.
James F. Hollingsworth, regional SBA di-
rector in Atlanta, already has been advised
of the new group's plan to form a corpora-
tion under the provision of the new bill.
PURPOSES OP CORPORATION
According to Mr. Lane, purposes of the de-
velopment corporation will be as follows:
1. To provide a pool venture capital for
small businesses which will enable them to
secure bank credit.
2. To assist small business so there will
be no necessity for them to seek direct Gov-
ernment help.
3. To provide a revolving pool of capital
where expanding or new Isusiness can obtain
capital and management assistance until
they can travel on their own.
4. To provide a clearing house for bringing
together individual investors and businesses
seeking capital.
5. To highlight, emphasize, and partici-
pate in Georgia's industrial growth, both for
existing and new business within the State
and in those coming from outside.
Approved For Release 2000/08/31 : CIALRDP78-06365A000200060015-9
pproved For Release 100p/08/31 : CIA-RDP78-06385A000200060015-9
15816 CONGRESS ONAL RECORD --SENATE August 13
The importance to Georgia of small busi-
ness is shown, Mir. Lane said, by the fact
that of the 6,000 businesses in Atlanta, only
300 employ more than 100. One result of
tr,te development corporation will be that
Profit opportunities may be realized whiah
have been Missed in the past for lack of
venture capital. _ ,
In effect, the corporation will serve not
only to provide capital for plant expansion,
etc., but also will serve to spread the riskOf such loans, Mr. Lane explained, that the
activities of the development corporation
Will tend, to expand rather than curtail the
operations of Citizens and Southern's own
small-business loan department.
Started in Atlanta in 1945, separate de-
partments have been in operation for 21/2
years in all of the 10 Georgia cities served by
Citizens and. Southern. Since 1945, Citizens
and Southern has made 'nearly 8,000 loans
directly to small businesses, totaling $50
NEED FOIL LIEERALIZING SOCIAL
SECURITY EENEFITS
Mr: WILEY. Mr. 'President, T was
pleased to hear today from Mr. George
E. Lewis, representative of the Wiscon-
sin Council of County and Municipal
- Employees, urging the enactment of the
proposed legislation, H. R. 13549, a
measure liberalizing social-security ben-
efits. -
As we know, there are almost 12 mil-
lion people in this country who will be
benefited if this prciPosal is approved by
'Congress, as I believe it should be. In
Wisconsin, the standards of living would
be "lifted"' for more than 281,000 folks.
As passed by the House of Represent-
atives, the provisions of H. R. 13549 are,
of course, extremely modest. If further
liberalization can be accomplished with-
out (a)' too heavy a tax on contributors
to the social security fund, or (b) jeop-
ardizing the actuarial soundness of the
program itself, then I believe this should
be done.
I am pleased that, according to pres-
ent plans, the Senate Finance Commit-
tee will soon conclude its consideration
of this important measure. I resPett-
fully urge expeditious action on the bill
by the Senate so that there"can te final
enactment prior to adjournment.
It was particularly gratifying to have
this expression of' endorsement from
Mr. Lewis, representing 2,000 members
from the American Federation of State,
County, and /sifimicipal Employees, APL-
CIO. I ask unanimous consent to have
- his letter printed at this point in the
body of the RECORD.
There being no objection, the letter
was ordered to be printed in the RECORD,
as II:MOWS:
COLTNCIL OF COLTNTY AND llluNicrpAr..
EMPLOYEES,
ROBERT J. OBERBECK, Executive Director.
Jong A. LAvvrow, General Counsel.
Atigust 11, 1958.
Senator ALEXANDER WILEY,
The United States Senate,
Washington, D. C.
DEAR SENATOR WILEY: I understand that
the Senate Finance Committee has or will
B00/1 be reporting H. R. 13549 to the Senate
floor for action. This bill will increase bene-
fits under Federal old-age, survivors and
disability insurance system, improve the
acturial status of a trust fund of such sys-
tem and make other' improvements in the
social security act. The two thousand mem-
bers of the Arderican Federation of State,
County and Mithicipaftrnployees, APL-CIO,
in the district of 'Wisconsin which I repre-
sent, are very much interested in the im-
provements which are proposed in If. fr...
13549.
As you know, the problem of the senior
citizen is an evergrowing one; the reasons
being twofold. One being the everincreasing
cost of living and the other the everincreas-
ing number of senior citizens.
We were very disappointed to learn that
the Forand bill has no chance in the 85th
Congress, but were pleased to be advised that
the Mills bill has passed the lower house and
would urge your support of the bill in the
United States Senate.
I asp sure that you know, but I will again
call it to your attention that there are many
people in Wisconsin who are retiring after
long years of public employment who will
have no other means of support than social
security benefits. The Wisconsin retirement
plan Is a very good supplement to social
Security, but unfortunately, many counties
and municipalities have not taken advantage
of the plan.
Sincerely yours,
GEORGE E. Lstchs,
Representative.
MESSAGE FROM THE HOUSE
A message from the House of Repre-
sentatives, by Mr. Maurer, one of its
reading clerks, informed the Senate that
the House of Representatives having
proceeded to reconsider the bill (S, 2266)
entitled "An act to provide a method for
regulating and fixing wage rates for em-
ployees of Portsmouth, N. H., Naval
Shipyard," returned by the President of
the United States with his gbjections, to
the Senate, in which it originated, it was
Resolved, That the said bill do not
pass, two-thirds of the House of Repre-
sentatives not agreeing to pass the same.
ENROLLED JOINT RESOLUTION
SIGNED
The message announced that the
Speaker had affixed his signature to the
enrolled joint resolution (H. J. Res. 628)
to facilitate the admission into the
United States of certain aliens, and it
was signed by the President pro tempore.
,
r NATIONAL DEFENSE EDUCATION
ACT OF 1-958
The Senate resumed the consideration
of the bill (S. 4237), the National De-
-tense Education Act of 1958.
Mr. JENNER,. Mr. President?
The PRESIDING OFFICER. How
much time does the Senator from In-
diana desire?
Mr. JENNER. I should like to have .40
minutes,
Mr. HOBLITZELL. Mr. President, I
yield 30 minutes to the Senator from
Indiana.
Mr. JENNER? Mr. President, the dis-
tingutshed Senator from Michigan has
just let the cat out of the bag. He
admits that the bill is a Federal-aid-to-
education program.
It matters not how it is tried to dress
the old gal; it may be called a defense
program; but it is still a Federal-aid-to-
education program.
The people of Indiana do not want it;
my State does not want it. I shall try
to find some way, if the bill becomes law,
to prohibit $1 of the money from going
to the State of Indiana. There is no
other State which cannot do What the
State of Indiana can do, if the State
wants to do it. _
We sit here and act as though the
Federal Government has the money.
Where do we suppose the Federal Gov-
ernment gets the money? It gets it from
the people who live in the 48 States.
I think one of the best analyses of the
whole matter which I have read is that
made ' by Representative RALPH W.
GWINN, of New York. This is what he
said:
I have had the honor to serve in the Con-
gress for 14 years. During much of that
time, I have watched with growing appre-
hension an increasing tendency by many of
our people to unload on the Federal doorstep
what should be the responsibilities of the
family, the local, or the State government.
One of those responsibilities is education.
For the past several years, the halls of
Congress have swarmed with advocates of
Federal appropriations for school construe-,
tion, teachers' salaries, vocational education,
_ guidance, scholarships, and fellowships, and
student loans.
Mr. President, I depart, for a moment
from Representative Gwirm's remarks.
Under the provisions of the bill before
the Senate today, it is not necessary for
a person to study the subjects he says
he will study when he gets the money.
He does not have to give any service
whatever in return for the money. A
person can take the money of the Fed-
eral Government as a pure gift andstudy
tap dancing or the arrangement of
flowers, or anything else he wishes to
do. The money has nothing to do with
the national defense. That is only the
guise and the emergency which will en-
able the people who have been working
on such a measure all these years to put
the nose of the camel under the tent in
the last days of this session, and to force
something on the people which the peo-
ple do not want and do not need.
-I 'return to the statement by Repre-
sentative GwiNN:
Each idea for Federal direction of educa-
tion is couched In terms of an emergency.
Each one is inevitably adorned in the trap-
pings of a special situation. The pattern is
consistent. We are almost literally asked to
believe that the United States will decay in
the likeness of ancient Rome unless a Wash-
ington bureaucracy assumes command of
education.
Up to date, the Congress has resisted these
flamboyant appeals in the critical field Of
education. It has managed to keep its head
above water in a veritable flood of unthink-
ing, unreasoning emotions.
But now, during the 2d session of the 85th
Congress, there is talk and proposed legisla-
tion?H. R. 13247, National Defense Educa-
tion Act of 1958?for a new Federal venture
in education. Obviously, a new scarecrow, '
another tune on that old saw, national de-
fense.
Mr. President, that statement was
made by Representative Gwirm on July
30. Here we are on August 13. Every-
thing. of-which Representative GWINN
was fearul has happened. The bill is
before the Senate today. We will have
to vote on it before 11 o'clock tonight.
I continue:
Approved For Release 2000/08/31 CIA-RDP78-06385A000
Approved For Release 2000/08/31 : CIA-RDP78-66365A04106200060015-9
1958 CONGRESSIONAL RECORD - SENATE
We are deafened by variations of stale and
Musty arguments in behalf cif this outrageous
scheme.
Last year, we were asked to intrude the
Federal Gqvernment into education?
This was the crisis last year?
that there was a crisis in school construction.
That was a dud.
It did not go over. It is sought to
revive it here today-
th.ere never Was such a boom in school-
room construction. This year, we are be-
sieged by a cleinor for Federal direction of
education on the grounds it is vital to na-
tional defense.
40- /
Mr. President, I suppose that the
teaching of the arrangement of flowers
and the teaching of tap dancing might
help the national defense; I do not know.
But that is what one can do under the
Representative Gwiiviv continues:
What about next year? What will be the
emergency in the 86th Congress? We may
be Sure that the 25-year-old lobby for Fed-
eral aid will drum one up.
I shall not be with you,
Representative GWINN says?
My stay in this Chamber nears its end.
Let me interpose to say .that I am in
the same position.
shall watch the next Congress from the
viewpoint of an average citizen and tax-
payer. But I can foresee, at this moment,
that the struggle to keep education free Is
far from ended, and now Is the time to pre-
pare for the assault against freedom that
is bound to come in 1959.
Mr. President, the assault came sooner
than even Representative Gwankr real-
ized. It came in August of this year.
The possibility of Federal control of edu-
cation cannot escape us when we see how
Many Federal programs incubate-and seldom
It is not enough to insert a line or para-
graph in any bill which states that the Fed-
eral Government shall not control education,
regardless of the Federal funds allotted to
the purpose. No such _inclusion is a guar-
anty. We must bear in mind the blunt fact
that wherever there is Federal appropria-
tion, there must be Federal control.
Do we want a central education agency?
May God forbid. It is the future and not
alone the present we must think about.
What assurance can we have against the pos-
bibility of some future administration that
would seek to conform our youth to its par-
ticular way of thinking? There is an old
saying that powers lodged in some hands
will be respected, but if the same powers are
inherited by other hands, they can be de-
etrUctive.
I have brought together for your files and
for your possible guidance in the years ahead
a number of quotations on the subject of
Federal intervention, in education. Some of
the statementswere made several years ago?
and the authors today are in sharp variance
with their expressed viewpoints of the past.
Other statements are as new as last week.
These quotations may be ammunition for
ray colleagues on both sides of"the aisle who
are deterinined that education shall not suf-
fer from bondage to the Federal Government.
The classroom must remain a lasting evidence
of Our devotion to the principle of liberty.
Mr. President, Representative Gwimv
then included various quotations. I ask
unanimous consent that they be printed
at this point in the RECORD.
There being no objection, the quota-
tions were ordered to be printed in the
RECORD, as follows:
QUOTES OF THE PAST AND PRESENT ON FEDERAL
AID
Dwight D. Eisenhower, 1949: "I would flat-
ly oppose any grant by the Federal Govern-
ment to all States in the Union for educa-
tional purposes. Such a policy would create
an ambition?almost a requirement?to
spend money freely under the impulse of
competition with other localities in the
country. It would completely destroy and
defeat the watchful economy that comes
about through local supervision over local
expenditures of local revenues." (Quoted by
Ross Roy in Vital Speeches.)
President Eisenhower, 1956: "Geographical
balance of power is essential to our form of
free society. If you take the centralizing
shortcut every time something is to be done,
you will perhaps sometimes get quick ac=
tion. But there is no perhaps about the
price you will Pay for your impatience; the
growth of a swollen bureaucratic monster
government in Washington, in whose shadow
our State and local governments will
ultimately wither and die." -
President's [Eisenhower] Committee on
Education Beyond the High School, second
report, 1958: "The committee recommends
that private, local, and State sources in-
crease their support of scholarship funds to
several times the present amount and num-
ber of scholarships. The Committee believes
that, insofar as assistance by the Federal
Government is concerned, it should not at
the present time, in the light of the consid-
erations presented earlier in this chapter,
undertake to provide new scholarships
(other than work-study) for undergraduate
students."
John Foster Dulles, December 28, 1949:
"The Federal Government is no independent
source of funds. It has to get what it gives.
Whatever money it spends for education
must be taken away from local communi-
ties?from individuals. Why not leave the
responsibility with them, where the money
is and where the responsibility is normally
the deepest and most conscientious?
"We can be confident that educational
responsibilities will generally be discharged
at the local level if Federal taxes permit and
if we get over the illusion that Federal aid is a
financially painless operation. Then our
children will get education that is guided by
parental and religious care rather than by
femote control. And they will be kept be-
yond the grasp of any who, in the future,
might win national power and feel that edu-
cation ought to conform our youth to their
particular way of thinking."
Marion B. Folsom, Secretary, Health, Edu-
cation, and Welfare, December 1957: "The
training of young minds is one of the most
powerful forces known to civilization. In
the wrong hands?in the hands of-,ruthless
men bent on world domination?education
can become a dangerous thing."
Treasury Secretary Humphrey, June 1957:
"More elementary and secondary school
bonds were sold than in any 9-month period
in our history. * * * In the past ' 4 years
$8.8 billion has been spent for school con-
struction?more than had heen spent in the
preceding 20 years."
Senator LYNDOIY JoHxsoisr, Democrat, of
Texas, majority leader, United States Sen-
ate, 1958: "The primary direction of educa-
tion should be in the hands of local govern-
ment.
"On anything as highly personal as edu-
cation, our people are entitled to determine
the future of ;their children.
This means that the school system should
be handled by that branch of government
which is closest to our people."
The Supreme Court of the United States,
1942, Wickard v. Filburn (317 U. S. 111-113).
15877
"It is hardly lack of due process (of law)
for the Government to regulate that which
It subsidizes."
Senator HARRY C. BYRD, Democrat, of Vir-
ginia, United States Senate, 1957: "We must
realize that creeping paternalism of the
Federal Government is just as bad as creep-
ing socialism. The end result is the same?
the destruction of the principleS of free gov-
ernment."
John M. Stalnaker, president, March 20.
1958, National Merit Scholarship Corp.: "A
large Federal program of say 40,000 scholar-
ships would probably have as its major effect
discouraging existing private and State ef-
forts and would not significantly help able
students not already being helped:"
Commission on Financing Higher Educa-
tion Association of American Universities,
1952: "The strength of higher education Is
founded upon its freedom and upon the
country's freedom, for without that freedom,
its attraction to intelligence, its capacity
to stimulate investigation and originality.
its power to produce free men who will
guide our country wisely, and serve it well,
will wither. It is this freedom that must be
protected if it becomes dependent upon any
dominant support, no matter how beneficent
qr how enlightened that support may pres-
ently appear to be. Such independence will
be thieatened if higher education is sub-
jected to further influence from the Federal
Government. * 4( ? In these fields (social
sciences and humanities) public opinion is
notoriously given to snap judgment and in
them centralized control could be used to
do great damage. * ? ? Direct Federal con-
trol would in the end produce uniformity,
mediocrity, and compliance."
Enoch R. Needles, president, the Engineers
Joint Council, January 1958: "To ascribe
the Russian rocket and satellite lead to
weakness in American technology is mislead-
ing and erroneous."
Dr. V. Raymond Edman, president, Whea-
ton College, 1958: "We believe that Federal
scholarships, good as they may seem on
the outside, can be a real handicap to the
highest interests of the American people."
Henry M. Wriston, president, American
Assembly and a State Department consult-
ant, March 1958:
"The bill will smother science and educa-
tion by making private support unnecessary.
"Whatever you do, my brethren, don't get
a built-in dependence of science on war.
When fear ends, support will evaporate."
The American Legion, policy approved in
national convention, September 16-19, 1957:
"The National Government should avoid in-
terference, control or direction in educa-
tional processes of programs of the respec-
tive States, either directly or indirectly or
by grants-in-aid, school construction, ap-
propriation, curriculum or program control,
or by action of any agency, branch ? or de-
partment of the United States Government."
Governor Daniel, of Texas, 1957: "I think
this is a responsibility the States and local
? governments can and should bear."
Governor Daniel, of Texas, 50th annual
governors' conference, May 1958: "We should
preserve as much of our Government as -
possible as close as possible to the people
* ? ? no nation worth its salt, was ever
built from the top down * ? " we need more
effective work done at the State level, with
enough nerve to levy the taxes to get needed
work done."
Governor Clyde, of Utah, 50th annual
governors' conference, May 1958: "Only in
those cases where State lines interfere with
effective accomplishment should we look to
the Great White Father in Washington for
assistance."
Governor Simpson, of Wyoming, 1957:
"Once you establish this principle, you will
have sounded the death knell of independent
State and local systems."
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
014
-Approved For-Release 2000/08/31': CIA=RDP78-06365A000200060015-9
15878 CONGRESSIONAL RECORD -- SENATE August 13
Governor Simpson, of Wyoming, 50th
aptatial governors' conference, May 1958:
"Here's my definition of Federal aid: It
*leaps We raise Our taxes to send some money
to 'Washington, then we raise more money in
Order to provide the matching funds. Then
we raise more "again to pay the brokerage
tax, in order to get 4 fraction of the money
back."
Governor Foss, of South Dakota, 50th
annual governors' conference, May ?1958:
"No goVernmelit at any level has anything to
offer f ree
Gov. William P. Stratton, of Illinois, 1957:
"Many people feel?as / do?that there is
great danger, no Matter how high sounding
the program may be made to appeal to the
_ public, that our system would be damaged,
perhaps beyond recovery, by having the
Federal Government move into the field of
education.
"We do not need Federal aid for schools
Iii Illinois."
Governor Stratton, of Illinois, 50th annual
governors' conference, May 1958: "The unity
that is our Federal system relies on the
Strength of our States * * ? in some areas
of functions and services, the States can
perform more effectively and better and must
accept that responsibility."
Governor O'Neill, of Ohio, 50th annual
a. governors' conference, May 1958: "There is
no magic source from which the 'Federal
Government gets the money. It must come
from the taxpayers * * * now is the time to
take action to resolve the unemployment
Problems in our own State. * * I aria op-
posed to borrowing from the Federal Govern-
raent because it will lead to Federal inter-
ference, furthermore, our States can do the
job more economically and much better * * *
in the highway program we can cut Federal
redtape to permit the program to move
' faster."
Lt. Gov. Carroll Gartin, of Mississippi,
1957: "All districts can meet needs with
State aid * * * Federal aid not needed."
Governor Chandler, of Kentucky, 50th an-
nual governors' conference, May 1958:
"7here are many sins being committed in
the name of education. * * * I recommend
a complete overhaul of the tax structure of
the Federal Government, with a view of re-
turning some of the sources to the States."
George Bell Timmerman, Jr., Governor of
South Carolina, 1957:_ "No one- on the na-
tional level is endowed with sufficient knowl-
edge to predetermine accurately the future
needs of the whole Tountry. The problem of
pulalic school construction is too intricate
to be handled by long distance. Too many
variable factors are involved in intelligent
planning. These factors multiply as we Move
from the district level to the community
level and then to the local school level. It
is farcical to think that a program can be
developed in Washington to meet the needa
of the Nation."
Gov. Harold Handley, of Indiana, 1957:
"We are providing these new classrooms
twice as fast as the advocates of federalized
education say we should be building them."
Governor Handley, of Indiana, July' 22,
1958:
"Once started, a system of federalized
acholarships would never be terminated.
The cost would run into the billions, and
institutions n'ow independent or State-sup-
ported would become completely subservient
to the new bureaucracy iri Washington
which would quickly establish its seaf-per-
petuating existence.
"Indiana wants no part of such so-called
Federal aid, and it needs none The self-
sufficiency, initiative, and enterprise of the
American people are national characteristics.
Education problems can continue to be han-
dled locally and individually."
Governor Handley wrote me last week that
a statewide survey showed that till the high
standing students needing financial help
had been provided for.
Gov. James E. Folsom, of Alabama, 1957:
"Federal school aid would mean they'd try
to control our schools."
Gov. Thomas B. Stanley, of Virginia, 1957:
`I am vigorously opposed to any Federal
aid program in this field under whatever
guise it may be offered.- The States and
localities are capable of meeting their needs
at much greater economy to the taxpayer
without Federal aid or intervention in build-
ing and operatidg their public schools."
Resolved by the Senate of the General As-
sembly of the State of Indiana, the House of
Representatives concurring, 1957: "The Con-
gress of the United States be and it is hereby
memoralized to reject any and all efforts
to obtain the passage of legislation by the
terms of which money would be appro-
priated and made available to the States,
through grants-in-aid or otherwise for school
building or other purposes, which either
indirectly or directly would infringe upon
the rights, duties, and obligations of local
and State governments or authoritiet to
provide, supervise, and control the education
of the children of this country or the ac-
companying educational processes."
South Carolina Legislature, 1957: "The
people of South Carolina are now, "always
have been and shall always be unequivocally,
incontrovertibly, and unalterably opposed to
any Federal invasion, encroachment, or in-
fringement of the fundamental right, obli-
gation, and duty of the people and their
local governmental authority to provide, su-
pervise, and contfol the education of the
children of this State or the educational
processes concomitant thereon which would
directly or indirectly infringe upon the
rights, duties, and obligations of local or
State governments."
John C. Lynn, legislative director, the
American Farm Bureau Federation, March
113, 1950: "Counties and communities
throughout the Nation are spending un-
precedented sums for new schoolroom con-
struction, and efforts are being made to in-
crease teachers' salaries and to improve the
overall conditions of our schools. Local
people understand this challenge and will
meet it through local taxation without Fed-
eral assistance and without Federal con-
trols."
Mrs. William S. Shary, president, New
York Federation of Women's Clubs, April 5,
1958: "The New York State Federation of
Women's Clubs * ? * affirms its belief in
our traditional American principles and
policies of State and local support and con-
trol of, and responsibility for, education, and
urges the Congress to reject provisions for
Federal aid to education."
Mrs. Frederic A. Grovea, president general,
Daughters of the American Revolution,
1956: "Federal aid means Federal control.
You cannot get away from the fact that he
who pays the piper calls the tune."
Daughters of the American Revolution,
4957: "The National Society, Daughter of
the American Revolution has continuously
. opposed Federal aid to education, believing
such aid could lead to Government cOntrol
of all public schools, thereby removing State
and local control."
Dr. Cyrus W. Anderson, president, Associ-
ation of American Physicians and Surgeons,
Inc., April 2, 1958: "Make no mistake about
it, 'one shot' Federal aid is as fantastically
unrealistic as only one shot for the dope
addict. And there is a mountain of evi-
dence to prove it."
Gordon L. Calvert, July 1958, Investment
Bankers Association of America: "The great
suecess With which the needed classrooms
rapidly are 'being provided without Federal
aid, the decreasing rate of gr owth in public
school enrollment, the large classroom con-
struction programs presently underway and
financed for the next several years (demon-
strated by record sales of school bonds and
approval of a high percentage of school
bonds at recent bond elections) lead us to
conclude that State and local educational
agencies can and will provide the . needed
classrooms without Federal aid."
Southern States Industrial Council: "The
council opposes -Federal aid to education, in
Federal aid tci school Construction."
National Association of Manufacturers:
"The heart of the matter is whether the
financing, direction, and control of the pub-
lic school system shall remain in State and
local hands, close to the people and respon-
sive to their wishes and needs, or shall even-
tually be transferred to a central government
authority."
Dr. Brantley Watson, March 1958 Educa-
tion Committee, Chamber of Commerce of
the United States:
"When our entrance into the space age was
dramatized last fall, State and local reaction
was immediate and is still mounting. State
and local boards of education_ are reviewing
the curriculums, the methods, and the stand-
ards of their schools. In community after
community, we are finding an aroused leader-
ship insisting on higher standards both for
general achievement and for graduation.
Local and State legislative leaders, who are
constitutionally responsible for public edu-
cation, are likewise being pressed to provide
ways and means to maintain effective schools.
"On the other hand, there are no studies
showing that local and State leaders believe
that any space age emergency in education
exists, which requires Federal intervention
in science education, or in guidance, or in.
scholarships."
Mr. JENNER. Mr. President, let me
quote a few of the statements. The
President of the United States, Dwight
Eisenhower, in 1949, said:
I would flatly oppose any grant by the
Federal Government to all States in the
Union for educational purposes. Such a
policy would cre4te an ambition?almost a
requirement?to spend money freely under
the impulse of competition with other lo-
calities in the country. It would completely
destroy and defeat the watchful economy
that comes about through local supervi-
sion over local expenditures of local reve-
nues. (Quoted by Ross Roy in Vital
Speeches.)
Let us make up our minds whether
we want to follow our President or leave
him. It is not ancient history. Let me
quote President Eisenhower again, in
1956:
Geographical balance of power is essential
to our form of free society. If you take the
centralizing shortcut every time something
is to be done, you will perhaps sometimes get
quick action. But there is no perhaps about
the price you will pay for your impatience;
the growth of a swollen bureaucratic mon-
ster government in Washington, in whose
shadow our State and local governments will
ultimately wither and die.
- I have read the President's statement
of his beliefs.
I read now from the second report in
1958 of President Eisenhower's Com-
mittee .on Education Beyond the High
School:
The Committee recommends that private,
local, and State sources increase their sup-
port of scholarship funds to several times the
present amount and number of scholarships.
The Committee believes that, insofar as
assistance by the Federal Government is
concerned, it should not at the present time,
in the light of the considerations presented
earlier in this chapter, undertake to provide
new scholarships (other than work-study)
for undergraduate student]."
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
r
Approved For Release:2000/08/31: CIA-RDP78-06365A0184200060015-9
CONGRESSIONAL RECORD --SENATE
1958
The Secretary of State, John Foster
'Dulles, stated, on December 28, 1949:
The Federal Governro.ent is no independent
source of funds. It has to get what it gives.
Whatever money it spends for education
must be taken away from local communi-
ties?from individuals. Why not leave the
responsibility with them, where the money
Is and where the responsibility is normally
the deepest and most conscientious?
We can be confident ,that educational re-
sponsibilities will generally be discharged at
the local level if Federal taxes permit and
if we get Over the illusion that Federal aid
is a financially painless operation. Then our
children will get education that is guided by
parental and religious care rather than by
remote control, And they will be kept be-
yond the grasp of any who, in the future,
might win national power and feel that
education ought to conform our youth to
their particular way of thinking.
Marion B. Folsom, Secretary of Health,
Education, and Welfare, stated in De-
ce ber 1957:
Te training of young minds is one of the
most powerful forces known to civilization.
In the wrong hands?in the hands of ruth-
less men bent on world domination?educa-
tion can become a dangerous thing.
Secretary of the Treasury Humphrey
stated in June 1957:
A(Core elementary and secondary school
bonds were sold than in any 9-month pe-
riod in our history. ? ? ? In the past 4
years $8.8 billion has been spent for school
construction?more than had been spent in
the preceding 20 years.
The distinguished inajority leader of
the Senate, the senior Senator from
?
Texas [Mr. JOHNSON] stated in 1958;
The primary direction of education should
be in the hands of local government.
On anything as highly personal as edu-
cation, our people are entitled to determine
the foure of their children.
r This means that the school system should
be handled by that branch of government
which is closest to our people.
Mr. President, listen to the following
statements:
The Supreme Court of the United
States, 1942, Wickark V. Figrurn (317
U. S. 111-113) :
It is hardly lack of due process (of law)
for the Government to regulate that which
it subsidizes.
The senior Senator from Virginia [Mr.
BYRD] stated in 1957:
, We must realize that creeping paternalism
bf the Federal Government is just as bad as
creeping socialism. The end result is the
saMe?the destruction of the principles of
free government.
John M. Stalnaker, president, National
Merit Scholarship Corp., March 20, 1958:
A large Federal program of say 40,000
Scholarships mould probably have as its
major effect discouraging existing private and
State efforts and would not significantly help
able students not already being helped.
? Commiksion on Financing Higher Edu-
cation, Association of American Univer-
'sities,, 1952:
The' 8,401:4th of higher education is
sounded upon, its freedom and upon the
'country's freedom, for without that freedom,
its attraction to intelligence, its capacity
to stimulate investigation and originality,
its power to produce freemen who will
guide our country wisely, and serve it well
will Wither. It is this freedom that Intist be
protected If it becomes dependent upon any
dominant`support, no matter how beneficent
or how enlightened that support may pres-
ently appear to be. Such independence will
be threatened if higher education is sub-
jected to further influence from the Federal
Government ? * *. In these fielder (social
sciences and humanities) public opinion is
notoriously given to snap judgment and in
them centralized coritrol could be used to
do great damage ? ? *. Direct Federal con-
trol would in the end produce uniformity,
mediocrity, and compliance.
Enoch R. Needles, president, the Engi-
neers Joint Council, January 1058:
To ascribe the Russian rocket and satellite
lead to weakness in American technology is
misleading and erroneous.
Dr. V. Raymond Edman, president,
Wheaton College, 1958:
We believe that Federal scholarships, good
as they may seem on the outside, can be a
real handicap to the highest interests of the
American pedple.
Henry M. Wriston, president, Ameri-
can Assembly and a State Department
consultant, March 1958:
The bill will smother science and educe-
tion by making private support unnecessary.
Whatever you do, my brethren, don't get
a built-in dependence of science on war.
When fear ends, support will evaporate.
The American Legion, policy approved
in national convention, September 16-
19, 1957:
The National Government should avoid
interference, control or direction in educa-
tional processes of programs of the respec-
tive States, either directly or indirectly or
by grants-in-aid, school construction, ap-
propriation, curriculum or program control,
or by action of any agency, branch or depart-
ment of the United States Government.
Governor Daniel, of Texas, 1957:
I think this a responsibility the States
and local governments can aftcl should bear.
Governor Daniel, of Texas, 50th an-
nual governors' conference, May 1958:
We should preserve as much of our Gov-
ernment as possible as close as Possible to
the people ? ? * no nation worth its salt,
was ever built from the top down ? * we
need more,,effective work done at the State
level, with enough nerve to levy the taxes
to get needed work done.
(1.over2lor Clyde, of Utah, 50th annual
governors' conference, May 1958:
Only in those eases where State lines in-
terfere with effective accomplishment should
we look to the Great White Father in Wash-
ington for assistance.
Governor Simpson, of Wyoming, 1957:
Once you establish this principle, you will
have sounded the death knell of independ-
ent State and local systems.
Governor Simpson, of Wyoming, 50th
annual governors' conference, May 1958:
Here's my definition of Federal aid: It
means we raise our taxes to send some
money to Washington, then we raise more
money in order to provide the matching
funds. Then we raise more again to pay the
brokerage tax, in order to get a fraction of
the money back.
Governor Foss, of South Dakota, 50th
annual governors' conference, May 1958:
No government at any level has anything
to offer free.
Gov. William-P. Stratton, of Illinois,
1957:
15879
Many people feel?as I do?that there is
great danger, no matter how high sounding
the program may be made to appeal to the
public, that our system would be damaged,
perhaps beyond recovery, by having the
Federal Government move into the field of
education;
We do not need Federal aid for schools in
Illinois.
Governor Stratton, of Illinois, 50th
annual governors' conference, May 1958:
The unity that is our Federal system relies
on the strength of our States * ? ? in some
areas of functions and services, the States
can perform more effectively and better and
must accept that responsibility.
Governor O'Neill, of Ohio, 50th annual
governors' conference, May 1958:
There is no magic source from which the
Federal Government gets the money. It
must come from the taxpayers. * * ? Now is
the time to take action to resolve the un-
employment problems in our own State.
* I am opposed to borrowing from the
Federal Government because it will lead to
Federal interference, furthermore, our States
can do the job more economically and much
better. * * * In the highway program we
can cut Federal redtape to permit the pro-
gram to move faster.
Lt. Gov. Carroll Gartin, of Mississippi,
1957:
All districts can meet needs with State
aide. S * * Federal aid not needed.
Governor Chandler, of Kentucky, 50th
annual governors' conference, May 1958:
There are many sins being committed in
the name of education. * * ? I recommend
a complete overhaul of the tax structure of
the Federal Government, with a view of re-
turning some of the sources to the States.
George Bell Timmerman, Jr., Gov-
ernor of South Carolina, 1957:
No one on the national level is endowed
with sufficient knowledge to predetermine
accurately the future needs of the whole
country. The problem of public school con-
struction is too intricate to be handled by
long distance. Too many variable factors
?
are involved in intelligent planning. These
factors multiply as we move from the district
level to the community level and then to the
Vocal school level. It is farcical to think
that a program can be developed in Wash-
ington to meet the needs of the Nation.
Gov, Harold Handley, of Indiana,
1957:
We are providing these new classrooms
twice as fast as the advocates of federalized
education say we should be building them.
Governor Handley, of Indiana, July
22, 1958:
Once started, a system of federalized schol-
arships would never be terminated. The cost
would run into the billions, and institutions
zipw independent or State-supported would
become completely subservient to the new
bureaucracy in Washington which would
quickly establish its self-perpetuating exist-
ence.
Indiana wants no part of such so-called
Federal aid, and it needs none. The self -
sufficiency, initiative, and enterprise of the
American people are national characteristics.
Education problems can continue to be han-
dled locally and individually. '
Governor Handley wrote last week
that a statewide survey showed that all
the high-standing students needing fi-
nancial help had been provided for.
Gov. James E. Folsom, of Alabama,
1957:
Approved For Release 2000/08/31 : CIA-RDP78-06365A0002000600,15-9
Approved For-Release 2000/08/31 : CIA-IRDP78-06365A000200060015-9
CONGRESSIONAL RECORD -- SENATE August 13
f
Federal school aid would mean they'd try
control our schools.
v. Thomas B. Stanley, of Virginia,
idgoroUsly opposed to any Federal aid
program in this field under whatever guise
it may be offered: 'The States and localities
are capable of meeting their needs at much
greater achnoity to the taxpayer without
Federal aid or intervention in building and
operating theft. Public schools.
I read now a resolution of the Indiana
_Senate:
Resolved by the Senate of the Genera/ As-
Ombly of the State of Indiana, the House of
B.apresentatives concurring, 1957, The Con-
gress of the United States be and it is hereby
memorialized to reject any and all efforts to
obtain the passage of legislation by the terms
ef Which money would be appropriated and
made available to the States through grants-
in-aid or otherwise for school building or
Other purposes; which either indirectly or
directly would infringe upon the rights,
- duties, and obligations of local and State
governments or authorities to provide, super-
vise, and control the education of the chil-
dren of this country or the accompanying
educational processes.
&nth Carolina Legislature, 1957:
The pe.cfple of South Carolina are now, al-
ways have been, and shall always be unequiv-
ocally, intcontrovertibly, and unalterably
Opposed to any Federal invasion, encroach-
Merit, or infringement of the fundamental
right, obligation, and duty of the people
end their local governmental authority to
provide, supervise, and control the education
of the children of this State or the educa-
tional processes concomitant thereon which
Ivotild directly or indirectly infringe upon
the rights, duties, and obligations of local
or State governments.
John O. Lynn, legislative director, the
American Farm Bureau Federation,
March 13, 1958: -
counties and communities throughout the
Nation are spending unprecedented sums for
new Schoolroom construction, and efforts are
being made to increase teachers' salaries and
to improve the overall conditions of our
schools. Local people' understand this chal-
lenge and will meet it through local taxation
Without Federal assistance and without Fed-
al controls.
Mrs. William S. Shary, president, New
'York Federation of Women's* Clubs, April
5, 1958:
The New York State Federation of Worn-
en's clubs 4, A, ? affirms its belief in our tra-
ditional American principles and policies of
State arid local support and control of, and
?reslionsibility for, education, and urges the
Congress' to reject provisions for Federal aid
to education. -
Mrs. V'rederic A. Gres, president gen-
eral, Daughters of the American Revo-
lution, 1956:
Federal aid means Federal control. You
gala get-away from that fact that he who
pays the piper calls the tune.
Daughters of the American Revolu-
tion 1957: -
. Tile National Society, Daughters of the
America n Revolution, has continuously op-
posed Federal aid to education, believing
." such aid could lead to Government control
'Cif all public schools, thereby removing State
d local control.
W.Anderton,prcsldentM-
1atfon of American Physicians and
rgeons, Inc., April 2, 1958:
Make no mistake about it, "one shot" Fed-
eral aid is as fantastically unrealistic as only
one shot for the dope addict. And there is a
mountain of evidence to prove it.
Gordon L. Calvert, July 1958, Invest-
ment Bankers Association of America:
The great success with which the needed
classrooms rapidly are being provided with-
out Federal aid, the decreasing rate of growth
In public-school enrollment, the large class-
room construction programs presently under-
way and financed for the next several years
(demonstrated by record sales of school
bonds and approval of a high percentage of
school bonds at recent bond elections) lead
Us to conclude that State and local educa-
tional agencies can and will provide the
needed classrooms without Federal aid.
Southern States Industrial Council:
The council opposes Federal aid to educa-
tion, including Federal aid to school con-
struction.
National Association of Manufac-
turers:
The heart of the matter is whether the
financing, direction, and control of the pub-
lic-school system shall remain in state and
local hands, close to the people and respon-
sive to their wishes and needs, or shall even-
tually be transferred to a central government
authority.
Dr. Brantley Watson, March 1958 edu-
cation committee, Chamber of Com-
merce of the United States:
When our entrance into the space age was
dramatized last fall, State and local reactiOn
was immediate and is still mounting. State
and local boards of education are reviewing
the curriculums, the methods, and the
standards of their schools. In community
after community, we are finding an aroused
leadership insisting on higher standards both
for general achievement and for graduation.
Local and State legislative leaders, who are
constitutionally responsible for public edu-
cation, are likewise being pressed to provide
ways and means to maintain effective
schools.
On the other hand. ,there are no studies
showing that local and State leaders believe
that any space age emergency in education
exists, which requires Federal intervention
in science education, or in guidance, or in
scholarships.
Mr. President, so far as Indiana is
concerned, let- me say that a few days
ago I had printed in the RECORD, a letter
which I received from the chief execu-
tive of Indiana, Gov, Harold Handley.
At this time I shall read the letter to the
Senate:
STATE OW INDIANA,
EXECUTIVE DEXARTMENT,
- Indianapolis, July 21,1958.
Senator WILL/AM E. JENNER,
United States Senate Office Building,
Washington, D. C.
Tintin Bmt.: A hypothesis is only a hypoth-
esis until it is proven or disproven by facts.
F011owing the launching of Sputnik I, we in
Indiana began a thorough factfinding study
of our education system, particularly regard-
ing science and mathematics courses, en-
rollments, and pupil aptitudes. The en-
tire project wag conducted by a representa-
tive conunittee of citizens and educators,
headed by Dr. Clarence E. Manion, former
dean of the University of Notre Dame Law
School.
Every Indiana ninth grade student re-
ceived an identical test, the results being
evaluated by a professional laboratory. We
also gave an extensive test to high-school
senior to determine exceptional individuals.
proved For Release 2000/08/1
Then we inquired of these exceptional sen-
iors as to how many wished to enter college
and how many would need financial and
scholarship assistance.
The results of these tests and inquiries
are detailed in the attached summary.
I shall also place it in the RECORD.
I read further from the Governor's
letter:
Because there Is now before the 'United
States Congress proposed leg is Lation for Fed-
eral scholarships, we feel that you might be
particularly interested. We are convinced
that Indiana does not need such Federal
assistance, and that if similar factual in-
quiry were made in the other States the same
conclusions would be tenable regarding
them.
Once started, a system of federalized
scholarship would never be terminated. The
cost would run into the billions and insti-
tutions now independent or State supported
would become completely subservient to the
new bureaucracy in Washington which would
quickly establish its self-perpetuating exist-
ence.
Those are almost the words which were
used by President Eisenhower.
The Governor's letter continues, as
follows:
Indiana wants no part of such so-called
Federal aid, and it needs none. The self-
sufficiency, initiative, and enterprise of the
American people are national characteristics.
Education problems can continue to be han-
dled locally and individually.
Sincerely,
HAROLD W. HANDLEY,
Governor of Indiana.
Mr. President, I ask unanimous con-
sent to have the study referred to printed
at this point in the RECORD,
There being no objection, the article
was ordered to be printed in the RECORD,
as follows:
MATHEMATICS AND SCIENCE EDUCATION IN
INDIANA SCHOOLS
(By Wilbur Young, State superintendent of
public instruction)
Russian advances in the field of satellites
have been responsible for criticisms of our
science and mathematics education by critics
of our educational system. Because of the
interest expressed by the school people and
the citizens in the veracity of. these criti-
cisms, the State superintendent of public
instruction appointed a 14-member commit-
tee with Clarence Manion, former dean of the
Notre Dame Law School and a member of
the Commission on General Education of the
Indiana State Board of Education, to investi-
gate and appraise science and mathematics
education in the schools of Indiana. This in
part was necessitated because the schools
were being blamed for the failure of the
United States to launch a satellite before
Russia's Sputnik I, and in part because the
school people and the citizens wanted to
know the truth about Indiana's educational
-adequacy. The committee has scientifically
studied the schools in Indiana to determine
the actual facts in five areas of our educa-
tional program pertinent to the teaching and
achievements in the mathematics and science
courses. These areas are as follows: (1)
Teacher qualifications; (2) high school offer-
ings; (a) pupil participation; (4) achieve-
ment of pupils; and (5) the need for scholar-
ships for talented pupils. To obtain perti-
nent data the committee used the records of
the teacher training and licensing division,
the statistical division, and the research di-
vision of the State department of public in-
struction. In addition to this, questionnaires
were mailed to all of the 707 Indiana high
schools. The fact that 100 percent of the
Approved For Release' 2000/08/31 : CIA-RPP7Q-06365A*200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
questionnaires were returned is indicative of
the excellent cooperation and true interest
shown by the -school administrators in aiding
with this queSt for the truth, Investigation
of the five areas Hated above has been com-
pleted and a summary of the results is as
follows:
TXACHEIVatrattel' caTIONS
The courses taken in colleges and/or uni-
versities by all the teachers of mathematics
and science were studied by examining their
credentials filed, in the teacher training and
licensing division of the Indiana State De-
partment of Public Instruction. 'Theo rec-
ords show that all mathematics teachers in
Indiana have a minimum of 24 seinester
hours of college credit in mathematics.
Data from these Wei also reveal that ap-
proximately 80 percent of the biology, chem-
istry, and physics teachers have a teaching
certificate in their specific area which, in
fact, means that the biology teachers have
a minimum of 24 semester hours of academic
biology, and the chemistry and physics
teachers have a minimum of 18 semester
hours of academic chemistry and academic
physics. All of the other teachers, with
the exception of a very small percent, have
had at least 15 hours of science. For,only 2.2
percent of the biology teachers, 1 percent
of the chemistry teachers, and 22 percent
of the physics teachers were our records
incomplete.
Enoft-scgooL oriNGs
?The idea has been prevalent that our high
schools no longer offer the challenging and
solid courses in mathematics and science.
The facts are that during the 1957-58 school
year 85 percent of our high schools were
offerings physics; 83 percent were offering
chemistry; 88 percent were offering second-
year algebra; 72 percent were offering trigo-
nometry, and 62 percent were offering solid
geometry. All of these schools did not offer
these subjects each year but offered the
courses in alternate years.
tbutouliatistr
, ,
During the school year 1957-58 the records
showed that 100 percent of the graduating
seniors had at least 1 year of mathematics;
84 percent had 2 years of mathematics; 15
percent had 3 years of mathematics, and 11
percent had 4 years of mathematics. Dr.
James B. Conant, former _president of Har-
vard and former United States High Corn-
MissiOner to Germany, recently used in a
nationwide telecaat our data that 11 percent
of Indiana graduates have 4 years of second-
ary mathematics, as an indication of the
strength of the American comprehensive
secondary school. Of this year's (1957-58)
graduates, 100 percent had 1 year of science;
26 percent had 2 years of science; 15 percent
had 3 years of science; 2 percent had 4 years
of science. These figures indicate that
about as many high-school pupils in Indi-
ana today are enrolled in advance science
and mathematics courses as could profit from
the accelerated study of these subjects. This
statement %Sniffles that it is the ITIOst capa-
ble and talented students who are enrolled
in tbeSe advanced, courses.
EllivE4N
T or PUPILS
The eCteptCe Apo, Matheinatice committee
tested the nintbmgraae _pupils in mathe-
matics and science. The California Tet Bu-
reau of Los Angeles, Calif., was selected to
provide the tests in mathematics and science.
Schools were invited to participate on a vol-
untary pasis. Of the approximately 63,000
pupils enrolled in the ninth grade, over
44,000 studjents toot both the science and
the matheniatica tests.
The results of these tests have Very defi-
nitely established the high caliber of our
studenta both in past and present achieve-
merit and in the prognostication of their
future Scholastic ability and achievement.
The tests were validated on the national
norms previously established and grade
placements were also derived and ascer-
tained from these national norms.
In the area of mathematics, the median
grade level for Indiana's 9th-grade students
was at the 10th grade. Approximately 27
percent of the total number of 9th grade
students taking the test showed a grade
equivalent of 13 (college level) or more,
while approximately 58 percent showed grade
equivalents at or above the 10th year grade
level.
In the area of physical science, the me-
dian grade level for these 9th grade students
was at the 9th grade level; however, 36 per-
cent of the students taking the physical
science exam showed a 10th grade equivalent
or more.
In the area of biological 9cience, the me-
dian grade level was the ninth grade, the
same as in the area of physical science.
Thirty-four percent of the 9th grade stu-
dents taking this test placed at the 10th
grade equivalent or more.
Results show that 61.6 percent were above
the national norms in' mathematical rea-
soning and mathematical fundamentals,
and 50.7 percent were above the national
norms in physical and biological sciences.
More students were above the national
norms in physical science than in biological
science because many city schools_ offer bi-
ology to 10th grade students while the test
was given to 9th grade students.
THE NEED FOR SCHOLARSHIPS FOR TALENTED
PUPILS
A questionnaire was sent to the 707 high
school principals in Indiana asking the fol-
lowing question:
"How many students in your school
qualify by the way of interest, ability, and
aptitude in science and mathematics to per-
form successful college work; how many do
you estimate are unable to attend college
because of lack of financial resources?"
The replies to this question indicated that
there were approximately 2,000 students who
had the interest, ability, and aptitude for
science and mathematics but lacked the
funds needed for higher education.
A 41/2-hour comprehensive examination
In science, mathematics, English, and social
studies was given to all seniors wanting to
take the examination. Of the estimated
2,000 qualified pupils who needed aid as
reported on the questionnaires, 703 of these
pupils took this comprehensive examination
and the results were sent to Yonkers, N.. Y.,
where they were machine scored.
' There were 199 of the '703 pupils who
ranked above the 90th percentile in mathe-
matics and science based on national norms.
The 199 pupils were then divided into 4
categories:
1. Twenty-seven pupils were counted in
group I that included all pupils making
above the 90th percentile based on national
norms in each of the four fields of mathe-
matic,s, science, English, and social studies.
2. Seventy-three pupils were counted in
group II that included all pupils making
above the 90th percentile in mathematics
and science, and a percentile average of
above 90 in the 4 areas tested.
3. Ninety-nine pupils were counted in
group III that included all pupils ranking
above the 90th percentile in mathematics
and science but making a percentile rating
of 90 or lower in English and social studies.
The committee decided to consider at this
time any of those pupils in the group III for
scholarship aid who had a percentile rank-
ing of 95' or above in mathematics and sci-
ence. This consideration included 179 of
the 199 students. These students were asked
concerning their ability to finance their
higher education. Twenty-three students
did not reply and it was assumed they had
financial resources for attending college.
15881
Fourteen students stated that they had suf-
ficient funds to attend a college or univer-
sity of their own choice for 1 year. Twenty-
five students advised the committee that
they were going into fields other than ma-
thematics and science in higher education
therefore automatically eliminating them-
selves.
A need formula was applied to the 117
remaining and qualified pupils. This for-
mula has been widely used throughout the
United States to determine, first, the finan-
cial need necessary and, second, the amount
of financial aid required in order_to guar-
antee 1 year of college work.
Sixty-four students were eliminated by
the formula, leaving 53 qualifying for aid
for amounts from $10 to $1,200. Of the 53
qualifying for financial aid, 37 already had
scholarships ranging from $25 to $750.
The committee learned that the problem
at hand was not to provide scholarships as
only 16 were needed and can be taken care
of but the problem concerns provision for
financial assistance for those already having
scholarships in order to guarantee 1 year of
college work.
A plan is being devised whereby the 53
needing financial aid in order to complete
1 year of college education may secure that
aid providing, of course, they enroll in col-
lege this fall and make satisfactory grades.
The results of the study of these five areas
have shown conclusively that the training
and education directed to our students do
not in any way preclude their ability to
achieve and to meet the challenges of our
changing world.
The facts do show that our schools are
very adequately meeting the needs, interests,
and abilities of the pupils. Therefore, there
is no basis whatsoever for unfavorable criti-
cisms concerning Indiana's educational sys-
tem. The aims, the objectives, and the
philosophy of our schools sharpen and chal-
lenge the working tools of the pupils. Since
progress is an important product, our youth
will not mark time but will keep pace with
all the developmental tasks that our culture
expects of them.
BRIEF SUMMARY OF THE FIVE AREAS
Teacher qualifications: The records of In-
diana's mathematics and science teachers
show that they are well qualified to teach
in these subject areas.
High school offerings: Indiana's high
schools are definitely offering adequate
mathematics and science courses to meet the
needs of our challenging students.
Pupil enrollment: The records show that
Indiana's high school seniors for 1957-58 had
a firm and substantial background in both
mathematics and science.
Achievement of pupils: Results of a mathe-
matics and science test showed that in the
area of mathematics, the median grade level
for Indiana's 9th grade students was at the
10th grade. A large percentage of these stu-
dents ranked at the grade equivalent of 13
(college level) or more.
In the science area, the median grade level
was the 9th grade, while a large percentage
ranked at the 10th grade equivalent or more.
The need for scholarships for talented
pupils: A 4y2-hour comprehensive examina-
tion (essential high school content battery,
form BM.) was. taken by 703 qualified high
school seniors.
One hundred and ninety-nine or 28.3 per-
cent of these 703 seniors made a percentile
ranking, based on national norms, above 90;
however, the committee decided not to con-
sider for scholarship, at this time, those stu-
dents who had an average percentile ranking
of 94 or below in the areas of mathematics
and science, and an average percentile rank-
ing of 90 or below in the areas of English and
social studies. This eliminated 20 of the 199
students.
Approved For Release 2000/08/31 : CIA-RD18-06365A000200060015:9
01
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
15882 CONGRESSIONAL RECORD- SENATE - August 13
y,\process of further elimination accord-
to_pupil interest, course of study pursued,
a financial need formula; only 53 stu-
nts'. 4116-were still qualified, remained.
A plan Is being devised Whereby those 53
studen-ti nseding financial assistance may
obtain tlis aid from private sources In In-
diana. The cnininittee is convinced that
Federal assistance on this program is neither
necessary nor desirable.
? Is. JENNER. Mr. President, many
a?tgurnents can be made in opposition to
the pending bill, whibh now is called the
defense education bill. However, at this
time I shall refer to only two argunients
against the so-called -defense education
bill, as it is called today. It used to be
,referred to as the bill for Federal aid
to education; but now we are told that
It is a bill for the purpose of defense?
in other words, that it is a defense ac-
tivity when a student studies how to
arrange flowers or how to dance. So
now the bill is called a defense bill.
Either of the two arguments I shall
now submit is a sufficient reason for the
defeat of the bill:
First. We do not want the Federal
Government's heavy hand on the edu-
cation of our young people. Federal
-Airiancing must, under the law, be ac-
Conipanied by Federal supervision.
? Second. The Federal Government has
Ti0 Money. Every dollar appropriated
by such a bill would be paid in red ink,
thus sending our deficit ever higher for
years to came, if not forever. State and
local governments and private agencies
are ready and willing to meet their re-
sponsibilities, but they will not be able
to raise the money if the Federal Gov-
erment takes it first.
NO CASE FOR FEDERAL FUNDS
No case has been made for Federal
financial aid for any part of the educa-
tional sob, except for short-run Federal
contributions for local areas hit by mil-
itary installations, and so :forth. The
necessity for Federal contributions to
?local areas which have been affected by
military installations and such is the
Only real justification for such Federal
aid. But that aid has already been
given by the Congress, and it should
cbritinae to be given.
However, the system now proposed
would be a blanket system.
7 The statistics submitted in support of
Federal contributions are among the
most discredited arguments ever sub-
Mated to Congress. Representative
RALPH Gwiana and others have com-
Pletely punctured their validity.
e defense education proposals are
TIO Whit better than all the preceding
ones. They were thrown together hasti-
fly, in an attempt to achieve under the
influence of the sputniks, the same tired,
old programs for federalization that
? Congress had withstood again and again.
TUE GIFTED NEEDY
The argument that many gifted stu-
dents cannot complete their education
because they lack the means is one of
the mostdishonest of all the arguments
wed connection with this subject.
repeat, Mr. President, the argument
nY flitted 'students cannot corn-
lete Ihelr education because they lack
he means to do so is one of the most
dishanest of all the arguments.
The Superintendent of Public Instruc-
tion of the State of Indiana, Wilbur
Young, sent me a letter in which he ana-
lyzed a complete study which was made
in the State of Indiana. I ask my col-
leagues to consider what that study
shows. I stress the point that the situa-
tion which has been found to exist in
Indiana will likewise be found to exist
In other States.
Mr. President, the Senate is asked to
act on a bill about which it does not
have the bona fide facts. Instead, the
Senate is requested to act on the basis
of propaganda and dishonest arguments.
The study which was made in Indiana
showed the following:
Estimated students of high ability in
math or science, but lacking funds,
2,000.
Students who appeared for scholar-
ship examinations, 703.
So, Mr. President, at that point ap-
proximately 1,300 students had dropped
out; even though they were qualified,
they did not wish to attend college, and
therefore they did not appear to take
the scholarship examinations. The
question of finances was not involved.
Of the 703 who appeared to take the
scholarship examinations, only 199 were
above the 90th percentile; and I guess
that is what we want. If we are to have
a defense program, we want students
who will take mathematics and science,
and we want high-quality students.
Now, notice the figures. Those in
financial need of froni. only $10 to $1,200
a year numbered 53 students in the en-
tire State of Indiana, out of a popula-
tion of 41/2 million. I will lay anyone
odds that if the rest of the States made
a comprehensive study of their situa-
tion, their figures would be comparable
to those of Indiana.
Of the 53, we have scholarships not
even lieingnsed, but we will forget about
that. The State chamber Of commerce
of my State is now publicly establishing
a fund of $50,000 to lend to those stu-
dents. Oh, no, not to give to them.
Under the Federal program, the money
will be given to students. So they are
all going to take it. Good old Uncle
Sam's gravy train comes along again.
Only 53 lacked finances, and the money
will be made available to them, but they
will have to pay it back after they get
their education. That is the way we do
business in Indiana, and some of the
other States had better start copying it,
or we shall all go down the drain to-
gether.
DISTORTION OF smarms
We need more and harder work of
higher quality in science and mathe-
matics. Does that prove we do not need
more students, more work and higher
quality in the liberal arts, and so forth?
It is said that mathematics is the basis
of this bill, but a student will be able to
study whatever he wants to. He will be
able to do what he pleases, and he will
not be obligated to pay the money back.
Even for the single object of defeat-
ing the Conununists we may have as
much need of diplomats, writers, busi-
nessmen, and lawyers as we have of en-
gineers and scientists.
Military weapons ttre not our only re-
course in the struggle. We need non-
scientific experts in government and
politics, to be sure even our scientific
and military programs are not sabo-
taged, because the truth of it is that the
most valuable secrets of this Nation were
stolen from our laboratories and given
to our enemies by the scientists and the
smart boys, who were Americans.
Why should the Federal Government
intervene, and distort the shape of our
educational efforts? The decision on
how much science and mathematics?as
against languages and psychology?our
students need is the business of edu-
cators. Neither Congress nor the Fed-
eral executive has any business in the
picture.
PLENTY OF LEADERSHIP IN STATE AND PRIVATE
AGENCIES
Does anyone seriously argue that either
State or private agencies are incapable
of understanding the nature of the
present crisis or meeting it? Are we
claiming that only bureaucrats in Wash-
ington are concerned about the defense
needs of our country?
I do not know any Issue which has
aroused such vigorous, enlightened im-
mediate response among our people as
this.
The Indiana Chamber of Commerce is
evidence of the sense of responsibility
and quick response of privtae business.
They were able not only to raise the
money they needed, but to mobilize some
of the best educational leaders of the
State for professional advice. They were
fully supported by the Indiana State
educational authorities.
FEDERAL FINANCING IS FEDERAL CONTROL
Not a dollar of Federal money can be
spent without supervision by Federal
bureaucrats of how the money is spent.
The real result--and perhaps the real
objective?of the Federal scholarship
programs is uniform Federal examina-
tions with Federal steering of students
where the Government wants them to
go. We want no uniform Federal ex-
aminations. This is the leftwing pres-
sure for compulsory uniformity. ,
We want no Federal rosters of Who
are and who are not good students.
What chance would a scholar have for a
Federal grant if all his work was against
the trend to central control?
I ask, What chance would I have of
getting a Federal grant when I have been
fighting these things publicly? It would
be said, "He does not conform. He does
not fit. He cannot be molded. We do
not want him."
I do not want the Federal Govern-
ment ever to put its clammy hand on the
free educational system of this country,
because if it does, it will be delving into
the home arid the church and local gov-
ernments? and no good can come of it.
Selection of students by ability is the
very mechanism by which the Soviet
Union gets so much control over young
people and over the next generation of
professional leaders.
Students are wise, and soon realize
they had better say nothing critical of
the Federal Government, and then they
will not lose out later.
TEE GUIDANCE PROGRAM
There are gimmicks in this program,
providing funds for psychological test-
AplarovecrFor Release 2000/08/31 : CIA-RbP78-06365A600200060015-9
- *AO
Approved For Release 2000/08/31 : CIA=RDE78-06365040200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
Ing, Which are dangerous instruments
for thought control.
section 701 aiith'orlzes the appropri-
ation Of sip Million a, year for programs
`of testing and guidance and counseling.
aloinIs seCtiOn 501 and -Seetion 207.
It is all through the bill.
- et us not be deceived by the small
amount. The nose of the camel is al-
ways smell.
Let us not be :deceived by the inno-
cent-sounding name, i1p15 business Of
testing _and guidance and counseling
atnells to high heaven. It is the special
. thought-control branch of the educa-
tionists.
We worry about Russia. About 30
years ago Russia adopted our system of
education. Thirty years ago we adopted
the system of Columbia University.
Now the proponents want thought con-
trol. The Federal Government is going
to guide and counsel?$15 million worth
of it, just to start.
Some of my colleagues may remember
that during the debate on the JaPanese
peace treaty I discussed the influenee
Of UNESCO in sag schoOls. These tests
have been Used to overemphasize sex, to
set up conflict between parents and
children, between races and between
/sections, for internationalism and
against our Constitution. Then the re-
snits are kept secret in files parents can-
not see.
Reports by the educationists them-
selves show that the guidance depart-
ments are those for which the students
have the least xespect.
This innocent little appropriation is
almost the worst thing in the bill, be-
cause it opens Pandora's box so that
almost anything in the way of national
control of abgity, fitness, and the rest
Can be illiPosed On our States and indi-
rectly on our private institutions.
Now, Mr. President, I turn to the
other half of the story,
The PRESIDING OFFICER-, The
time of the Senator from Indiana has
expired.
Mr. JENNER. As I understood the
matter with the leadership, I was to
have all the time I wanted. Otherwise,
-I would not have agreed to the unani-
mous consent request. I am going to
insist I be permitted to finish.
Mr. MANSFIELD. 'Mr. President,
how much time does the Senator desire?
Mr. JENNER. I do not know. I had
to get this material together very hut--
, tiedly. did not know until 11:15 last
night the bill was going to be up for
consideration.
Mr. MANSFIELD. Can the Senator
give some idea of the time he may neat?
Mr. JENNER, Perhaps 5 or 10 min-
utes.
ur.NrANsFxgt,D. cun glad to yield
10 minutes to the?Sellator from hicliana,
and more time if he needs it.
The PRESIDING OFFICER. The
Senator from Indiana is recognized for
10 minutes.
Mr. JENNER. Mr. President,. the
Federal Government has no money. It
Is in a pitiful financial condition. The
administration is now before the Com-
mittee on Finance saying, "It is neces-
Mary to raise the debt limit a second time
.?
this year." Despite that, we are talk-
ing about Passing bills to spend more
money which we do not have.
In the books that were closed on the
80th of this June, the Federal Govern-
ment added another $2.8 billion of debt.
In the year we have just entered, Secre-
tary Anderson estimates that the deficit
will be $12 billion.- But we do not yet
know how many mandatory spending
bills will come out of this spending Con-
gress. I think this is the worst spend-
ing congress in the history of this coun-
try, and it is all done in peacetime. Of
one thing we can be sure: The deficit
Will not be less than $12 billion for fiscal
1959, or $15 billion for the 2 years.
I think itis time we took responsibility
for studying this debt from the political
instead of the financial point of view.
Our problem is not the addition of $2
pillion or $15 billion to the public debt.
Our problem is the successful_ operation
Of an inner steering committee which is
determined that the American Govern-
ment shall not get out of the red, ever.
Its objectives are simple. Deficit
financing erodes the value of the dollar,
it is true, But that is not its most im-
portant effect. Deficit financing erodes
the middle classes.
Now tio Senators see why we have one
lovely program after another for more
Oovernment- spending, but never any
workable plans for paying off the debt?
, An honest stable dollar is the most
important instrument for all productive
enterprises, which pay out only after
long, hard work. A dishonest dollar is
the most importantkinstrument for spec-
ulation, gambling, fly-by-night enter-
prises, where returns can be raked in
quickly.
- The question before us is not: Do we
want another billion-dollar deficit. The
question is: Do we want a Government
fiscal policy which encourages produc-
tion and enterprise or one which puts a
premium on speculation?
,one is thrifty and saves his own
money, and uses it to buy a house or a
farm or start a business, one needs a
dollar of constant value so he can calcu-
late his risks. Only where financial
order prevails can men take risks for the
long term, or start the kind of projects
which require years for the harvest.
When the value of the dollar is nq
\ longer predictable, prudent men give up
their plans for prodketIve enterprise.
Speculators and gambl&s move in and
tate over, or governments or some man
on a white horse. Everything is de-
signed for quick returns.
productive enterprises Wither on the
vine, but fly-by-night operators grow
richer and richer. The growth area of
the economy is injured. With each
passing year the damage grows worse.
The shell of a great productive economy
temains,, but its substance is full of air
pockets.
Let me carry-my point one step fur-
ther. Which Is more important for
strengthening American economic su-
periority in war?a national economy
which epceurages in every way the
healthy growth of productive enterprise,
or one which gives all the advantages to
the speculator and quick-change artists?
No. 139-9
Approved For Release 2000/08/3-1
15883
Now we see why the question of deficit
financing can never be settled if we 100-k
at it only from the view of financial sta-
tiStics and forget that finance is the
Most powerful lever in all political ac-
tion.
I ask Senators to go back to .see how
we got into this morass.
"After 1933 the New Dealers talked of
deficit financing, but we remember we
were to spend in hard times, and pay
back in good times. During the thirties
the debt rose steadily to a total of $50
billion in 1939.
Did we go back to $30 billion when
the war was over? No. For the cal-
endar year 1945 the debt was $259 bil-
lion. Obviotrly, if we had really
turned to deficit financing as a depres-
sion remedy, we would have paid off a
large part of the debt after 1945. But
no; almost without interruption the debt
crept up. Instead of a reduction of tens
of billions in the 13 prosperous years
from 1945 to today, we had an increase
of $17 billion. Even if we allow for the
entire cost of the Korean war, we have
not made the slightest reduction froui
the high of World War II.
Senators will say the Communists are
responsible. And I say "nonsense." We
dO not need more money for preparation
for war against the Communists than
we spent to defeat the Nazis, Fascists,
and Japanese combined.
? Of course, weapons are more complex,
but much of the increased cost of tanks
and planes is the result of devaluation
of the dollar.
I said "nonsense" because either we
are serious in our talk about defending
our country against the Communists, or
we are not. If we are serious, we must
end at once the soft, easy method of
paying for defense by red-ink financing.
We must decide on the Defense Estab-
lishment we need, and then cut down all
other items in the budget so total spend-
ing will gradually decline.
? Deficit spending is bloat. It is nation-
al suicide when we may at any moment
have to carry another world war.
The Soviet Union has squeezed all the
bloat out of its finances. It is building
up its hoards of gold. Meanwhile we
are adding to the bloat in our economic
system, and letting our thin underpin-
ning of gold be sifted out of our coffers
by foreign demand.
You remember how the Communists
recently told their workers to turn in
the money which represented their war-
time savings, and get revalued rubles in
return. The Soviet rulers were telling
their people the simple truth?they did
not have any savings. They were paid
in war-time, in inflated money, with ho
backing. Instead of letting the poison
of-inflation go all through the economic
system, the Communists lanced their
? economy, drained out the poisoned
money, and told their people they were
, poor and in pain, but cleansed of their
Infection and ready to start fresh.
The Soviet government has continu-
ously built up its supplies of gold by
mining in the Arctic, in the Urals, per-
haps by international transactions we
know nothing about. I suppose they
have a good part of ours.
CIA-RDP78-06365A000200060015-9
proved For Release 2000/08/31 : OIA-RDP78-06365A000200060015-9
CONGRESSIONAL RECORD ? sENATE August 13
The United States has taken none of
the bloat out of our economic system.
Our enterprises were so fantastically
productive that our real wealth did in-
crease, but we increased our -red-ink
spending so fast that the dollar fell to
half itsjaine. At the same time we put
restrictions on our gold miners so that
#nthing 'is added to our supply of mined
d. 'When geld is drawn out by in-
ternatignal trade, we have no way to
triairitain the balance.
What I am saying is clear.
Everything which leads to deficit
spending?and that is what this bill
Would lead to?is a military handicap'to
the United States. It is weakening us
in preparation for the total war where
any strength or weakness may be de-
Cisive
It,is incredible silliness for the Federal
doyernment, in its weak financial posi-
tion, to finance one grand spending proj-
ect after another?with red ink budgets.
It is not silly, but something far more
Ominous, for the American Government
to engage in this continuous welfare
spending, with a glaze of defense spend-
ing, when the deadly contest with the
relight of the Soviet Union may be no
farther away than tomorrow morning.
SPENDING covER11/4114ENTS NOYHING NEW
I -
The problem of restraining the Gov-
ernment from spending as it likes is not
new. It is eternal.
We can ri.nd all the evidence of why
' government spending is political deca-
dence in the experience of Athens, of
Rome, of France under the kings and the
Republic.
The rounding Fathers knew it as an
old story.
_ Jefferson warne,c1:
/ place economy among the most impor-
tant virtues and public debt as the greatest
of dangers to be feared. To preserve our
independence, we must not let our leaders
, load us 'lath Perpetual debt. We must make
' our choice between economy with liberty, or
profusion with servitude. The same pru-
dence which in private life would forbid our
paying our money, forbids It in the disposi-
tion of public money.
We must endeavor to reduce the Govern-
inent to the practice of rigid economy to
avoid burdening the people and arming the
magistrate with a patronage of money which
rnight be used to corrupt the very principle
of government'. * * The multiplication of
public offices, increase of expense beyond in-
come, growth of the Putilic debt, are indica-
tions soliciting the employment of the prun-
ing knife. * * * It is incumbent on pvery
generation to pay its own debt as it goes.
AMI'. president, I' ask una,nitnous con-
se ht to have printed in the Bram) at
this point as a part of my remarks sun-
dry editorials; two communications from
Wilbur Young, State superintendent of
public instruction of the State of Indi-
ana; ajetter from John C. Lynn,,legisla-
tive director of the American Farm Bu-
reau Federation, which opposes this pro-
posed legislation very strenuously; a
communication from the Indiana State
Chamber a Commerce; and a communi-
cation from Clarence Manion, a member
of the Indiana State board of Education
and chairman of a special committee
ich as just completed an 8-month
Urvey of mathematics and science in
Indiana schools.
There being no objection, the editorials
and other matters were ordered to be
-"printed in the RECORD, as follows: .
[From the Indianapolis News of August 9,
1958]
JENNER FEARS UNITED STATES COLLEGE
CONTROL
1
(By Lou Hiner, Jr.)
WasHworoN.?Federal drection of college
graduates' careers may result from the Fed-
eral scholarship program,, WILLIAM
E. JENNER, Republican, of Indiana, warned
today.
Teeing off on the administration's $1 bil-
lion scholarship aid program, JENNER said:
"The real result or objective of the plan
is uniform Federal examinations with Fed-
eral steering of the students where the
Government wants them to go."
Ile added:
"We want no uniform Federal examina-
tions. This is the leftwing pressure of com-
pulsory uniformity. We want no Federal
rosters of who or who are not good students."
Under such a Federal grant program, JEN-
NEE said that students soon would "realize
they had better say nothing critical of the
Federal Goyernment ,or they'll lose out
later."
The administration's' proposal is for
20,000 4-year scholarships a year ranging
from $500 to $1,000 for bright students.
In an interview with the News, the In-
diana Republican said:
"No case ever had been made for Federal
financing in any part of the educational
job, except for short run contributions in
federally impacted areas.
"The statistics supporting this Federal
contribution program are among the most
discredited arguments ever submitted to
Congress."
Jenner objected also that the scholarship
proposal had been tied in with 'the Na-
tion's defense program. He said the program
was thrown together hastily to achieve un-
derc the influence of the s utniks the same
--old tired proposals that xigress has with-
'stood time and time again,
Using Indiana as an exainple of the mis-
statements of the? scholarship advocates,
JENNER said they had estimated some 2,000
Hoosier high school pupils had high mathe-
matical ability bift no money to go to col-
lege.
When the time came for scholarship ex-
aminations, however, only 700 pupils com-
peted. There were 199 boys and girls who
qualified as "bright" pupils, he said, and of
that number there were only 53 who needed
financial assistance.
, JENNER also praised the Indiana State
Chamber of Commerce for setting up a
450,000 scholarship fund to educate Hoosier
boys and girls.
The Senator also criticized the program
for being ,almoat entirely slanted toward
-Science.
"Does this mea p we are to ignore the
other arts?" he asked. "When it comes to a
single objective of defeating communism we
may find we have a greater need for writ-
ers, diplomats, businessmen, lawyers."
He concluded by observing that he has
peen "no indication whatever either local or
private agencies are 'unable of understand,-
ing or Meeting any local crisis in education."
.,
Congressman CHARLES B. BnowNsorr, Indi-
anapolis Republican, also spoke out against
Federal aid to education, saying it comes
before Congress each session in a different
disguise.
"Federal aid to education whicla, today,
shows up in a space suit, will apear tomor-
row in a surgeon's gown, next year in a pro-
fessor's robe and the year after that in an
engineer's tweed suit," BreowNsox said.
"There is no end to the disguises" avail-
able and likewise no end to tile. spending
possibilities of this masquerade." he con-
cluded.
ANTIDOTE YO FEDER AL Am?
The Senate Labor Committee which ap-
proved a $1,600,000,000 Federal aid to educa.
tion bill?partly for college scholarships?
should have looked first to Indiana. .
An effective antidote for the creeping dis-
ease of Federal aid to education is being
offered by the Indiana State Chamber of
Commerce. This group of leading business-
men from all parts of the State has created
its own scholarship aid program.
It has been done through establishment
of a private foundation incorporated by 17
members which will give scholarships to sup-
plement the resources of high school gradu-
ates who wish to go to college. Pupils in-
terested in science and mathematics will re-
ceive first attention.
- By almost any criterion, the State cham-
ber's program measures up to a sounder and
more logical way to aid needy young men
and women.
In the matter of economics alone, it is
far superior to any Federal program which
would be financed entirely :from.the taxpay-
ers' money, with a loss of about 30 percent
in administrative costs.
The State chamber's plan is tailored to the
need of Indiana, something that would be
impossible in any Federal scholarship pro-
gram operated by bureaucrats on the remote
Potomac.
The private foundation will aid needy
pupils in a list selected by a committee
appointed by Governor Handley which had
made a painstaking survey. It should be
pointed out that the survey found that
the need was far less acute than had been
dramatized by overzealous advocates of Fed-
eral aid.
We believe it is significant that industrial
and business leaders in Indiana are accepting
their responsibilities toward higher educa-
tion.
It is gratifying that the State chamber of
commerce has taken its positive action. As
long as there is such leadership in the cause
of higher education there will be no reason
at all for the meddling hand of Federal
bureaucracy to reach into our schools and
colleges.
The bill has not received full Senate ap-
proval yet. We hope that it never does, for
we have a better way in Indiana,
[From the Indianapolis Star]
INDIANA POINTS THE WAY
Despite the increasingly bad condition of
the Federal budget, a renewed effort is being
made to push an aid-to-education measure
through the present Congress. A proposal in
the House would cost. abont $1,070,000,000.
The Senate has a bill which would cost
about $1,500,000,000. Both would project
the Federal Government into student selec-
tion and curriculums planning in both public
schools and institutions of higher learning.
President Eisenhower's backing of the
proposition is tempered by his insistence
that Federal scholarships for college stu-
dents should not be as numerous as these
bills provide, and that they should be based
' on need. Beth are good points.
The fact of the matter is that the ques-
tion of need argues against any action at the
present time. If scholarships are to be based
on need, Congress has no way to determine
how many should be provided nor how much
money will be required. It has no figures at
all?except pure guesses?on how many able
students are prevented by shortage of money
from going to college. Without this infor-
mation, an Intelligent program , cannot be .
set up.
While the new campaign to push this Fed-
eral aid -bill through was being launched
further action was being carried, out in In-
Approved.For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Approved For Release4000/08/3C1: CIA-ROP78-08365A066200060015-9
1958 CONGRESSIONAL RECORD SENATE
Alain which shOns that the Federal program continuing program for meeting like needs
As not needed here at all. Wp doubt that it in future.
- is needed elseVhere. The Indiana State The total cost this year will be $87,000?
Ghamber of Commerce announced the estab- none of it tax money. Less, perhaps, than
lishMent of a follndation to help capable it would cost just to administer and
and needy students through college. It is
making grants totaling about $37,000 to 51
graduates of Indiana high schools in this
year's class Who *ere identified in the Man-
spend the Federal aid proposed for Indiana
alone under the legislation now before Con-
gress, before any student got enough aid to
buy a notebook.
ion committae survey as promising students That takes care of another crisis.
who did not tiave enough resources for their Unfortunately it probably will not be the
first college year. The committee narrowed last. These have been bobbing up incessant-
the field to 54 who had the ability and ly since about ;916 and have been turned
needed help, out of a starting group of 2,000 down by virtually every session of Congress
based on the estimates of high-school prin- for the past 50 years. Not always the same
cipals. Some of these already had scholar- crisis, of course. Sometimes it has been
ships, which were not enough to bridge the shortages of teachers, sometimes of class-
gap. Three subsequently obtained adequate rooms, sometimes of other educational f a-
scholarships. The other 51 will be provided cilities. So we feel fairly safe in assuming
the necessary help by the new foundation. there will be another one next year and still
This is an example of the sensible, way to another the year after, and so on, each as
help capable students through college. First phony as the one before it.
find out how many have both the ability and Slowly" however, it is beginning to dawn
the need, and how much the need is. Then on taxpayers and their Representatives in
Meet the need. Congress alike, that the real objective of
Besides being a badly Mined shot at the this whole half-century campaign is to get
target of college financial problems, the Fed- the Federal Government in control of the
eral ,proposals include substantial other schools, as the first step toward control of
items of teacher trainliag, equipment, and the minds and the thoughts of the next gen-
student counseling in the public schools. eration, and nothing more than that.
These are objectionable as Federal intru- The Indiana survey has exploded one more
Isions into fields better left to local financing _ in the long series of myths on the subject,
and local control, and the chamber of commerce program has
Meanwhile, what happened to the highly once again demonstrated their absurdity.
desirable proposal, advanced in the House by We doubt if the Federal alders will quit
Representative Onnai-Es IIALLEcic, of Indiana, trying, though.
for _Federal income tax relief for parents or Absurdity has never stopped them before.
others carrying the load of college expenses?
fere is a plan which would provide quick [From the Indianapolis Star
and Sure -help directly at the point of need, of August 7, 1958]
where the bills are being paid. The concern INDIANA POINTS THE WAY
In Congress for helping to get students
through college could be excellently ex-
pressed by enacting this measure.
[From the Indianapolis Times]
INDIANA NISEI'S A "CRLSIS"
Indiana's State Chamber of Commerce ap-
pears to have coped effectively ?and ade-
quately this week with another_ "crisis in
education." ,
Not, to be sure, a very big crisis?no
'Imatter what they have been saying about
It in Washington, or how many billions of
dollars they have been wanting to spend
on its solUthicl.
This one, lacieed, turned out finally to In-
volve a total of LS young men and women
in Indiana, and a total of $37,000 in money.
There is. a hill pending before Congress
just now appropriating more than $1 billion
Which is somewhatmore than the total taxes
of 1 million Amerlean families for a whole
year,to provide college scholarships for out-
standingly brilliant young high school grad-
uates. According to its advocates many thou-
ands- of such youngsters want to go to college - shortage of money from going to college.
Without this information, an intelligent
program cannot be set up.
While the new campaign to push this
Federal aid bill through was being launched,
fuyther action was being carried out in In-
diana which shows that the Federal pro-
gram is not needed here at all. We doUbt,
that :it IS needed elsewhere. The Indiana
state Chamber of Commerce announced the
establishment of a foundation to help cap-
able and needy students through college.
It. is ' making grants totaling about $37,000
to 51 graduates of Indiana high schools in
this years class who were identified_ in the
Manion committee survey as_proinising stu-
dents who did not have eMn.igh resources for
their first college year. The committee nar-
rowed the field to 54 who had the ability and
needed help, out of a starting group of
2,000 based on the estimates of high school
principals. Some of these already had
scholarships, which were not enough to
hridge the gap. Three subsequently ob-
,
Despite the increasingly bad condition of
the Federal budget, a renewed effort is being
made to push an aid to education measure
through the present Congress. A proposal
in the House would cost about $1,070 million.
The Sfenate has a bill which would cost
about $1,500 million. Both would project
the Federal Governmen,t into student selec-
tion and curricula planning in both public
SChools and institutions of higher learning.
President Eisenhower's backing of the
proposition is tempered by his insistence
that Federal scholarships for college stu-
dents should not be as numerous as these
bills provide, and that they should be based
on need. Both are good points.
The fact of the matter is that the ques-
tion of need argues against any action at
the present time. If scholarships are to be
based on need, Congress has no way to de-
termine how many should be provided nor
how mudh money will be required. It has
no figures at all?except pure guesses?on
how many able students are prevented by
but cannot because they cannot come up
with the necessary money.
An Indiana study commission took the
standards of scholarship provided by the
Federal aid folks and applied them to this
year's senior classes in all Indiana high
sehools. The total number was somewhat
srnaller than alarmist reports from Wash-
ington had been indicating. Then the
con mission surveyed all the Hoosier young-
sters who fell into this serest group which
would qualify for Federal aid under the
pending bill, and took a look at their own
college plans.
- It -foUnd all but 53 of them were going
to college on their own, without Federal
nr any other help from the taxpayers.
Those 83 did have a problem, which some
of them were hot sure they were going to
be able to salve, of meeting their own col-
lage expenses.
The ,Taidiana, Chamber of Commerce simply
set up a fund to take care Of all 53, and a
15885
tamed adequate scholarships. The other 51
will be provided the necessary help by the
new foundation.
This is an example of the sensible way to
help capable students through college.
First find out how many have both the
ability and the need, and how much the
need is. Then meet the need.
Besides being a badly aimed shot at the
target of college financial problems, the Fed-
eral proposals include substantial other
items of teacher training, equipment and
student counseling in the public schools.
These are objectionable as Federal intru-
sions into fields better left to local financing
and local control.
Meanwhile, what happened to the highly
desirable proposal, advanced in the House by
Representative CHARLES HALLECK, of Indiana,
for Federal income tax relief for parents or
others carrying the load of college ex-
penses? ? Here is a plan which would pro-
vide quick and sure help directly at the
point of need, where the bills are being
paid. The concern in Congress for helping
to get students through college could be
excellently expressed by enacting this
measure.
STATE OF INDIANA,
Indianapolis, August 6, 1958.
Hon. WILLIAM E. JENNER,
Congress of the United States,
Washington, D. C.
DEAR SENATOR JENNER: Last February all of
the Indiana high-school principals estimated
that there were approximately 2,000 high-
school seniors in our State with high ability
in mathematics and science who did not
have enough money to go to college. When
the opportunity presented itself on April 19,
and for 1 month later, for any high-school
senior to take a comprehensive 41/2-hour ex-
amination in mathematics, science, English,
and social studies; only '703 seniors availed
themselves of the opportunity.
We learned, after the testa were machine-
scored, that 199 of this group ranked above
the 90 percentile in mathematics and sci-
ence. We -eliminated those who stated they
had enough money to go to college; intended
to major in fields other than mathematics
and science; or were eliminated by the need
formula. Final results revealed that there
were only 53 who qualified for financial aid
from $10 to $1,200.
The Indiana Chamber of Commerce imme-
diately went into action and raised $37,000
for the 53 students. Each is now guaran-
teed a year's work in college as far as finances
are concerned.
I am confident if the other States of the
Union had made a similar study to the one
made in Indiana and had provided the nec-
essary financial effort as was done by the
State chamber of commerce, there would be
no need for the Federal-aid scholarship bill.
I, therefore, urge you to do all you can to
defeat H. R. 13247.
If this legislation becomes a law provid-
ing just one scholarship instead of 23,000, a
furrow has been broken in "fertile prairie
territory permitting erosion to take place
during the future generations.
Sincerely yours,
WILDVE Yourrc,
State Superintendent of Public
Instruction,
&rare or INDIANA,
Indianapolis, August 12, 1958.
Hon. ,WrisaAm E. JENNER,
United States Senate,
Washington, D. C.
DEAR BILL.: This editorial from today's
(Tuesday's) Indianapolis Star is typical of
the reaction throughout Indiana. The peo-
ple of our State are genuinely aroused by
the hodgepodge bill passed by the House, for,
as the editorial points out, the Federal schol-
Approved For Release 2000/06/31 : CIA--RDP78-06365A000200060015-9
001,4
'Approved For Release 2000/08/31 : CIA-RDP76:06365A000200060Q15-9
15886 CONGRESSIONA.L .RECORD ? SENATE August 13
arship proposal is being used as t1e Trojan
horse to impose direct Federal grants on
many phases of public education.
The noosier Republican delegation voted
solidly as their constituents wished and is
their own good judgment dictated, particu-
larly in View of the conclusive and irrefuta-
ble study made by the Manion committee.
I am sure that you will do everything poi-
sible?not only at the time of any voting
? Mit long before--to stop this nefarious bill
th the Sehate?
?i31,icerely yours,
Wrustat Yamo,
Stite Superintendent of Public
Instruction.
Aus Snows Irs Comas
s In their eagerness to get a bill passed by
the House, the promoters of Federal aid to
education laid their objectives out in the
Open. The measure which has so energeti-
cally been promoted as a scholarship plan
Was passed by the House?without ?the
Scholarships.
If the Senate should pass a scholarship
bill, perhaps scholarships could be put back
into a final measure in conference commit-
? tee. But that will be a matter of small con-
cern to the Federal aid group. 'They have
what they want in the bill which passed the
House. They have a program of grants to
public schools for purchase of equipment for
specified types of educational programs.
They have a program of grants to be used in
teacher training. They have a program Of
federally supervised student counseling and
guidance in the public schools. These are
what the Federal aid promoters want?the
devices of Federal intervention in the Opera-
tion and direction of the public schools.
.The bill which passed the House does con-
tain a loan program for the aid of students
in College. But the probablelmpact of this
program is, we think, grossly overestimated.
We suspect that it would have been sacri-
ficed just as readily as the scholarships plan
was tossed, out, if it had been necessary to
get the public school intervention bill
through.
The nine Republican Representatives from
? pacuana deserve credit for supporting an un-
suCeeastul attempt to kill the bill by sending
It back to the Education Committee. We
commend them for that. We don't quite
understand, though, why they then curled
up and permitted the measure to be passed
Without a record vote.
Zioie oniy change of saving the Nation's?
School systems from this assqult now rests
with the Senate. We hope cooler heads will
be in the majority there. If they needed any
? help in seeing the proposition clearly, the
House has provided such help. During House
debate the measure was referred to as "a
crazy bill," and "a hydraheaded mon-
strosity." The accuracy of those terms was
more than ever obvious when the House got
through with the bill.
The Senate can preserve sanity in this
matter by rejecting this barefaced bid for
Federal strings on the public schools.
AMERICAN Fans& DOREAV IPELDALAT/ON,
Washington, .D. C., August 12, 1958.
HOE. WILLIAM'B.J'ElINER,
' United States Senate,
Washington, D. C.
DEAS SENATOR ,Isimint: The American Farm
Bureau Federation is opposed to S. 4237 and
the program of Federal scholarships, stu-
dent loans, and the other forms of Federal
aid to general education contained in the
proposal. This program involves the begin=
ning of Federal intervention and control in
the operation of our publics educational sys-
tem. We believe the needs of our public
education system can best he met through
the utilization at State and local fundi and
rebOurtes.
While creative and research_ talent is al.
Ways in short supply, there is ample- evi-
,
dense that our technically trained manpower
supply, if properly and fully utilized, is ade-
quate for both our economic and military
needs. The real question is how we utilize
the engineering and scientific talent we have
available, not halt we quickly develop such
talent. We do not believe that the pro-
gram of Federal assistance to education pro-
posed in S. 4237 will necessarily provide any
better utilization of our scientific and engi-
neering resourcea.
With the Federal debt at an all time high,
the farm bUreau believes this is no time to
embark on a new Federal spending pro-
gram for education. Federal aid will not
solve our educational problems.
' We Urge that you oppose the passage of
S. 4237.
Sincerely yours,
JoIns C. LYNN,
Legislative Director.
INDIANA STATE
CHAMBER OP COMMERCE,
Indianapolis, August 6, 1958.
The Honorable WILLIAM E. JENNER,
United States Senate, Senate Office
Building, Washington, D. C.
DEAR BILL: I think you will be interested
in the enclosed copy of the news release
which was given to newspapers and press
associations the afternoon the State cham-
ber's new educational foundation was estab-
lished (Monday, August 4). It puts some
emphasis on phases of the foundation's pur-
poses which we believe to be just as im-
portant as the making of scholarship loans
to qualified students who cannot get aid
through already existing scholarship grants
or loan funds.
As noted in the news release, the new
foundation will: First, "work with Indiana
colleges and universities and local organi-
zations to help high-school students locate
existing scholarships or loan funds."
The State superintendent's study commit-
tee found instances where students had
failed to find financial aid simply because
the students didn't know how to get the
information. When establishment of the
foundation was being discussed by our
board, 1 member said there was a fund
already existing which could take care of 3
qualified students from his own county
(Howard) who had been listed by the com-
mittee. By acting as a clearinghouse
through which students and sources of
financial aid can be ,brought together, we
feel the foundation can serve one of its most
useful purposes.
? The second purpose of the foundation is
"to encourage establishment of additional
local student-aid programs by civic groups
and bUisnesses in Hoosier communities."
? We believe that as our program develops
we can create a greater feeling of local re-
sponsibility than now exists for providing
aid to outstanding students in the commu-
nity who need it.
The third purpose is "to establish a loan
fund from which to finance the higher edu-
cation of qualified students who cannot ob-
tain aid from other sources."
This final purpose is designed to assure
that no Hoosier student who meets the
scholastic qualifications, and cannot obtain
neeiled aid from other sources, will be de-
flied the opportunity to go to college be-
cause of lack of finances.
You wiU note in our release that for this
first year the foundation will make loans
only to the math and science specialists
found by the State superintendent's office to
be in need of financial help. There just isn't
time to set up our own qualification proce-
dures between now and the opening of fall
college terms. The program probably will
be expanded'to othet fields next year.
In our studies preceding establishment of
our foundation, we learned that there are
at least two similar programs in other States
(Maine and Massachusetts). There may be
others.
Certainly tile official Indiana survey of the
State superintendent of public instruction
showed how grossly exaggerated are the
claims of those who want to put the Federal
Government?already debt ridden and oper-
ating at a deficit=into the scholarship and
school business as a "defense" measure.
These things are the responsibility of private
individuals, the States, and communities,
and we want to keep that responsibility in
Indiana.
I hope that you, and others who think as
you and we do, can stop once more the
people who continually want to use Federal
aid as a means to get their hands on the
institutions which educate American youth.
Cordially yours,
.TAcss S. Rzwii,
Executive Vice President.
RELEASE FROM INDIANA STATE CHAMBER OP
COMMERCE
Creation of a foundation to assist qualified
Hoosier students in financing college-educa-
tions was announced today by the -Indiana
State Chamber of Commerce following a
meeting of its board of directors at the In-
dianapolis Athletic Club.
For the first year, aid will be limited to
high school graduates intending to major in
science and mathematics. In subsequent
years, other fields of education may be in-
cluded, according to Clarence A. Jackson,
State chamber president.
Purposes of the new foundation, Mr. Jack-
son said, will be:
1. To work with Indiana colleges and uni-
versities and lodel organizations to help high
school students locate existing scholarships
or loan funds for which they are qualified;
2. To encourage establishment of addi-
tional local student-aid programs by civic
groups and businesses in Hoosier communi-
ties;
3. To establish a loan fund from which to
finance the higher education of qualified stu-
dents who cannot obtain aid from other
sources.
Foundation funds will be raised independ-
ently of the normal membership funds of the
State chamber and the foundation will func-
tion as a separate nonprofit corporation.
Scholastic requirements will be established
and eligibility for aid will be determined by
an advisory committee of educators. Stand-
ards of "need" for financial aid probably will
follow those already set up by the State's
various educational institutions, Mr. Jack-
son said.
Glenn W. Thompson of Columbus, a past
president of the State Chamber and president
of the DePauw University board of trustees,
was elected president of the foundation. J.
Ralph Thompson of Seymour, vice president
of the Purdue board of trustees, was elected
vice president. Other officers are Otto N.
Frenzel of Indianapolis, treasurer, and Jack
E. Reich, executive vice president of the
chamber, secretary. Lothair Teeter of
Hagerstown was named fund raising chair-
man.
The chamber president said because of
shortness of time the students who will be
considered for assistance in the fall term this
year will be limited to the 53 scholastically
quaLfied high school graduates found by a
recent survey of the State superintendent of
public instruction to be in need of additional
help to finance college educations in science
and mathematics.
Clarence E. Manion of South Bend, chair-
man of a special State chamber committee
which recommended establishment of the
new foundation and also chairman of the
official committee named by State school
superintendent Wilbur Young to survey
needs for science and mathematics scholar-
ships, said instances had been found of exist-
ing funds going begging "because Students
and the sources of financial aid had not been
brought together."
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Approkted For Releasd-2000/08/31 CIA-RDP78-06368A61i6200060015-9
1-7i0R1
1958 CONGRESSIpNAL.? AECORD ? SENATE
The foundation sponsored by the State
chamber plans to act as a clearinghouse for
information on scholarships and other types
of aid available to qualified students, thus
permitting parents and students to obtain
this information more easily.
"The official survey in Indiana," Mr. Jack-
tun said, "already has proved there is no
need, for the federally financed scholarships
proposed in a bill now in Congress under
the phony label of 'defense measure.' The
knew foundation is designed to plug with In-
(liana, resources the very small gap not filled
by current aid programs for outstanding
students.''
Directors of the new corporation, in addi-
tion to the officers, are R. H. McMurtrie of
Huntingburg, Fred M. Crapo of Muncie, Floyd
A. Hines of Connersville, George C. Carroll
of Terre Haute, Paul W. Herr of Elkhart, Mr.
Teetor, and C. Harvey Bradley, E. B. Newill,
Harry T. Ice and Mr. Jackson all of Indian-
apolis.
' Other incorporators of the new foundation
are Alden P. Chester and James R. Cypher of
Kokomo, Charles B. Enlow and John R. Ibach
of Evansville, Welby M. Frantz of Terre
Haute, Clifford F. Payne of New Castle, Jo-
seph A. Osborn of Marion, F. E. Schouweiler
of Fort Wayne and Joseph L. Hanna, George
S. Olie and Ottis T. Fitzwater all of Indian-
apolis. All foundation directors and incor-
porators are members of the board of the
Indiana State Chamber of Commerce.
AUGUST 6, 1958.
Day letter to:
Senator STYLES BRIDGES,
Senator HOMER CAPEHART,
Senator WILLIAM KNOWLAND,
Senator JOHN L McCLELLAri,
Senator EDWARD MARTIN,
Senator KARL E. WINDT,
Senator HERMAN T'ALMADGE,
Senator JOHN MARSHALL BUTLER,
Senator HARRY BYRD,
Senator GEORGE W. MALoNE:
I hope that you will vote against the pro-
posed Federal scholarship bill. I am a mem-
ber of the Indiana State Board of Education
and chairman of a special committee that
has just completed an 8-month survey of
mathematics and science in Indiana schools.
Our statewide examination and screening
found only 53 qualified high-school.gradu-
ates who need financial aid in order to go to
college next September. All these have now
been given the necessary aid from private
sources. I am sure that a similar effort
would show the same result in every State of
the 'Union. Indiana schools do not need
Federal aid and do not want the Federal
control that always goes with Federal aid.
The Federal budget is now running $1 billion
into the red every month. Surely this is no
time to vote another billion for a need that
has not been clearly demonstrated. Con-
tinued deficit spending is destroying the
value of 90 million savings accounts. Please
give these millions of people a break. Urge
your Colleagues to stop the spending, ad-
journ Congress, and go home.
Ctirdially,
CLARENCE MANION.
Mr. cLArac. Mr. President, I yield 5
minutes on the amendment to the Sena-
tor from Montana [Mr. MURRAY].
Mr: MURRAY. Mr. President, I rise
to urge the adoption of the school con-
struction amendment offered by the
Senator from Michigan [Mr. McNANIARA]
to the scholarship bill, S. 4237, now un-
der consideration. ,
As one of the sponsors of S. 3311,
which was designed to provide adequate
classroom facilities and a program for
necessary teachers, I realize how meager
this proposed amendment is. Years of
inadequate financial support, added to
the great increase in enrollment in our
schools, has created a tremendous short-
age of classrooms as well as a shortage
of qualified teachers.
The latest calculation of the Office of
Education shows that there is a continu-
ing shortage of approximately 140,000
classrooms in the United States. Added
to this there is a vast need for additional
qualified' teachers.
? Despite the efforts by States and
local communities to build schools and
increase teachers" salaries, this national
shortage of classrooms and teachers con-
tinues and reqriires emergency action on
the part of the Federal Government.
Now, Mr. President, while we can all
agree that education is chiefly a func-
tion of the States and local communi-
ties, we must not ignore the fact that the
Federal Government has a real respon-
sibility to see that every American child
has an opportunity to get an adequate
education. The great need for this leg-
islation will not disappear until Congress
takes action.
The Soviet Union spends twice as
much of its national income on educa-
tion as the United States does. How
can this nation match?much less sur-
pass?the Soviet Union if we continue to
deny American boys and girls the good
fundamental education which they must
have at the elementary and high school
level in order to become scientists and
technicians?
Mr. President, there is no question of
doubt that this program is basic to any
program for the training of scientists
and technicians to meet the threat to our
national security. -
We held hearints in the education
subcommittee on S. 3311, which would
provide aid for either schoolroom con-
struction or teacher salaries. The States
could divide up the money between those
two needs as they saw fit. To evade this
responsibility in the face of the admitted
conditions estdblished at our hearings
and acknowledged throughout the coun-
try will constitute a major error in the
record of this Congress. We developed
in t,hese hearings documentation for a
much greater program than is enyi-
sioned in the modest proposal now under
consideration.
The Office of Education advised me
this week that it now costs approxi-
mately $40,000 for construction of a
classroom and related facilities. With
the shortage of 140,000 classrooms rec-
ognized by the adininistration, this
means that approximately $5.6 billion is
required merely to take care of the
present shortage.
The amendment now under considera-
tion would provide no more than $2
billion in Federal funds, over a 2-year
period. When supplemented by local
funds, the entire amount would not pro-
vide for the present need, not to mention
future needs.
Furthermore, this amendment would
do nothing to provide supplementary in-
come for teachers, many of whom are
grossly underpaid and who consequently
turn to more remunerative jobs.
This, then, is a modest proposal, an
Inadequate proposal; but it is a begin-
ning, Mr. President, and I say it is long
past time when the Scnate should meet
15887
Its responsibility to the schoolchildren
of America.
Witnesses from the chamber of com-
merce appearing before our subcommit-
tee admitted, in answer to questions,
that their organization has worked for
subsidies for various big-business in-
terests. I am for subsidies, too, where
they are necessary for our national wel-
fare; but I am for a sudsidy also for
education, and this Congress has an
obligation to act on this matter which
we have been sidestepping for years.
What we are seeking to provide by
this amendment is far from sufficient to
meet the needs established by the hear-
ings, but it is all that we can expect to
accomplish at this session of the Con-
gress. In the coming session, the Con-
gress should give priority to this matter
In view of the very serious conditions
existing in our schools.
Mr. President, I submit that the pend-
ing amendment should be approved.
Mr. MANSFIELD. Mr. President, will
the Senator yield?
Mr. MURRAY, I yield.
The PRESIDING OFFICER. The
time of the senior Senator from Montana
has expired.
Mr. MANSFIELD. I yield myself 1
minute on the bill. ,I wish to commend
my distinguished senior colleague and
former chairman of the committee, for
the statement he has made. He has
spoken for the full Montana delegation,
and ,the RECORD should show that his
remarks have the endorsement of all
members of that delegation.
I yield 10 minutes to the distinguished
junior Senator from Washington.
Mr. JACKSON. Mr. President, I am
proud to be a cosponsor of S. 4237, the
National Defense Education Act of 1958.
The Senator from Alabama [Mr. HILL]
and his colleagues on the Labor and
Public Welfare Committee merit our pro-
found thanks for getting this bill to us
in such form as to permit action before
adjournment.
It would have been a major disservice
to the national interest if this Congress
had adjourned before giving the country
some concrete programs to help revitalize
our learning in the sciences and in the
humanities.
The Soviet Union confronts us today
with an all-out, across-the-board com-
petition. Moscow is determined to reach
and overreach this country not only in
military strength and in science, but in
Industrial production, world trade, prop-
aganda, and diplomacy as well.
To meet the total challenge our Nation
needs the ablest minds and the most
creative skills it can muster?both in the
sciences and in the humanities.
Yet for some time this country has
frittered away its intellectual assets. We
have neglected our schools and our teach-
ers, and we have failed to make adequate
provision for higher education and for
basic research.
In this respect, the fathers of our
country were far more realistic than our
generation has been. Washington, Jef-
ferson, John Quincy Adams, and James
Madison, and others of our early states-
men, saw clearly that knowledge and the
application of science and intelligence
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
11588
0116k,
Approved For Release 2000/08/31_,? CIA-RDP78-06365A000200060Q15-9
CONGRESSIONAL RECORD ? SENATE August 13
orni
were essential to the fulfillment of the
promises of this great continent and to
the development of national strength.
The dangers of neglecting learning in
the modern world were pfophetically
stated by Alfred North Whitehead in
191.6, in these words:
In the. conditions of modern life the rule
is absolute; the race which does not value
toned intelligence is doomed. Not all your
heroism, not all your social charm, nor all
your wit, nor all your victories on land or
at sea, can move back the finger of fate. To-
day we rilaintain ourselves. Tomorrow sci-
ence Will have moved forward yet one more
step, and there will b9 no appeal from the
judgment which will be pronounced on the
uneducated.
Certainly the path we are traveling
today leads to the reassessment of the
value we, as a people, place on.learning.
Sputnik was the shock treatment. For
the past 10 months this country has
been engaged in a great reexamination
of the state of American knowledge and
education.
In the light of the glaring deficiencies
exposed by this national self-appraisal,
the bill before us today is a minimum, a
beginning.
I am glad that the present bill places
special emphasis on science training.
Ten years ago, there was no question
"where the best scientists in the world
could be found?here in the United
States. Todayi authoritative voices tell
-
us that 10 years from now the best sci-
entists in the world will be found in
Russia.
For the first time in our history, we
are losing scientific races for discovery
that we wanted to win. /n one critical
scientific project after another our prob-
lem is no longer how to stay ahead. It
Is how to catch up.
We now see that we will fall further
and further behind unless steps are taken
to bolster our scientific and technical
potential. ,
The national-defense scholarships and
loans provided in this bill should en-
courage and help more of our promising
talent to embark on scientific careers. I
hope that the proposed number of schol-
arships?approximately 23,000?will not
be reduced. I understand that the Presi-
dent would prefer arrangements for only
10,000 scholarships. I cannot believe that
the Senate will go along with this re-
duction.
Each year about 200,000 American
high-school students who could profit
by college do not go to college. Accord-
ing to recent studies, as many as 150,000
of these might have gone to college had
adequate financial support been offered
them.
Even the 23,000 scholarships provided
In this bill will only salvage a minute
percentage of the able high-school talent
now lost to college each year.
I am glad that the pending bill is not
exclusively devoted to science, and that
it recognizes the need to revitalize cer-:
taM areas of humanistic studies, particu-
larly the study of foreign languages.
Obviously, it is not enough just to
train more scientists to teach the facts
and Methods and inculcate the atti-
tudes of the laboratory?indispensable as
these may be. Science can build us
rockets, but It cannot tell us whether
they will go to Moscow or the moon.
Science gives us amazing implements to
use, but cannot asure us they will be
used for the benefit of mankind.
Moreover, in this period of the cold
War, We need above all the tools to work
effectively with other peoples. Moscow
intends, if it can, to inherit the world
by drawing more and more people into
its orbit. A major part of our task is to
hold the free world together and help
keep the uncommittedpeoples from slip-
ping behind the Iron Curtain. For this
undertaking there is no more important
skill than an understanding of foreign
languages.
? Yet, in this area, we are not even as-
suring ourselves the minimum tools.
Compared to the Soviet Union we are
doing a fifth-rate job in language
training.
For example, Telegu is the language
of 33 million people in India who live
in an area where communism has made
substantial inroads. Yet not six people
in this country can read a newspaper in
Telegu. Members of a Soviet delegation,
however, arriving in Indian can speak
Telegu and read it.
Fifty percent of our entire Foreign
Service Corps do not have a speaking
knowledge of even one foreign language.
Furthermore, our Ambassador in Mos-
cow is the only United States Ambassa-
dor in a Communist country who speaks
the language of the country to which he
is assigned.
The language development projects in-
cluded in this bill can encourage more
intensive -Statly of ,foreign languages.
We must recognize, however, that these
projects are only a small start on an
adequate language program.
Both public and private efforts to im-
prove and broaden our language studies
are too haphazard and disjointed to turn
back the rising tide of ignorance in the
-modern-language field. We need a far-
sighted national leadership and direction
that will spur and coordinate the many
efforts in this field.
There has been a great deal of talk
abut the need for a greater flow of
first-class talent into the sciences and
humanities. At last, with this bill, Con-
gress is moving toward a program to
give this talent the stimulation and en-
couragement it deserves.
The central question now is whether
we will make the most of these first steps
in revitalizing American learning. Or
will we lapse back into indifference and
let even these first steps falter.
Mr. President, I urge prompt and fa-
vorable action on this bill.
Mr. MANSFIELD. Mr. President, I
ask unanimous consent that an address
prepared by the junior Senator from
Arkansas [Mr. FULBRIGHT] on the bill
now under consideration be read by the
legislative clerk. I make this request for
the reason heretofore given.
There being no objection, the legisla-
tive clerk read as follows:
" Mr. FULBRIGHT. Mr. President; I
am a co-sponsor of S. 4237, the National
Defense Education Bill, reported by the
Labor and Public Welfare Committee
under the very able chairmanship of my
colleague the senior Senator from Ala-
bama [Mr. Mu]. I take this opportu-
nity to commend the chairman and the
members of the committee for bringing
to the Senate floor a bill which I con-
sider to be one of the most important
with which this body has dealt in this
session of Congress. The distinguished
Senator from Alabama, under great dif-
ficulty, has rendered a great service to
the country in bringing before us this
bill.
I will support this measure with all
the vigor I possess. It is imperative that
It be enacted. I would be less than
frank, however, if I did not voice the
deep concern I feel that this bill does not
go far enough in meeting basic needs of
our educational system.
Lest my remarks be interpreted as be-
ing critical of the bill, may I stress that
I believe this is an essential step in
meeting our immediate needs in the sci-
entific field. It is the first significant
measure to come before us this session
to help the nation meet the challenge of
Soviet scientific achievements.
But my thesis, Mr. President: is that
we must recognize that this bill is only
a step in the right direction. It is ex-
cellent as far as it goes. It does not,
however, meet the problem which this
body dare not lose sight of, and that is
the problem of what we intend to do
about the deplorable conditions which
exist in our educational system at the
primary and secondary levels.
A scholarship program of this nature
is good; it is needed; but if we fail to
train .individuals who are competent to
avail themselves of the opportunities
offered by such a proposal, it will be of
little benefit. So, I maintain, Mr. Presi-
dent, that while this bill may provide the
tools to repair the hole in the roof, so to
speak, it does nothing to supply the ma-
terials needed to repair the shaky foun-
dation, which is basic to the entire struc-
ture.
The basic training of our future scien-
tists, engineers, educators, and profes-
sionals must be adequate if they are to
assume the responsibilities required of
them in our social system. This training
cannot be adequate so long as we con-
tinue to ignore primary education.
There is no dearth of facts pointing to
the conclusion that we have not met our
obligations in providing assistance to
primary and secondary education. It
has been estimated conservatively that
this Nation has a present shortage of
140,000 classrooms, and there is no pos-
sibility that this shortage will diminish
in the ensuing years; rather, with our
exploding school age population, we can
look forward to more critical shortages in
the future.
It is anticipated that we will witness
this year an enrollment of 35 million
students in our primary and secondary
schools, and the experts predict this en-
rollment will increase 10 percent by the
year 1.965. Mr. President, in my estima-
tion, it is nothing short of sheer folly
for the Congresscontinue to close its
eyes to these facts
I shall not take more of the Senate's
valuable time to further expound on why
I feel our position regarding education
/
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Approved For Release 0001 8/31 CIA-RDP78-06464A
1958 CONGRESSIONAL RECORD -- SENATE
la Dir.It ig grim for a number of rea-
sorik="priniarlly because we are faced
with a grave challenge in this area from
the soviet 1,7Wcin. Members Of the Sen-
ate know of Ule 3cconaplishments of the
Russians. They were brought to our at-
tention by Sputnik I, and I have no doubt
that we now all _realize that Sputnik I
was not merely a pie in the sky or a
bauble.
'While, there was a great flurry in the
Congregs, immediately following the an-
nouncement of this scientific marvel, to
get on with the business of remedying our
educational ills, much time has elapsed
and our accomplishments to date add up
to nothing.
I recall a statement I made in Janu-
ary of this year, when I expressed the
thought that it would-be a great tragedy
if we permitted an opportunity to pass
without doing something more funda-
mental for our educational system than
adopting a scholarship program merely
to provide assistance at the collegelevel.
Mr. President, I will support, for that
reason, the amendment offered to this
bill by the Senator from Michigan [Mr.
McNAmAaA] . His amendment would pro-
vide to the States, on a matching basis,
$2 billion over ,the next 2 years for class-
room construction. Adoption of this
amendment by the Congress would per-
mit construction threughout the Nation
of 105,000 classrooms. This would still
be inadequate to meet our present class-
room needs, but it would be a beginning.
I share Senater McNAmikaA's concern
about our failure to enact legislation for
classroom construction and commend
him for making consideration of such an
amendment possible. I shall support it,
and I urge my colleagues to do likewise.
If we do not avail ourselves of this op-
portunity, we may soon regret it.
Mr. CLARK. Mr. President, I yield
5 minutes to the Senator from Oregon
on the amendment.
Mr. MORSE. Mr.- President, I en-
thusiastically support the amendment of
the 'Senator from Michigan. School
buildings are needed if there is to be
school education. Just last year, the
administration was agreeing with us
about the classroom shortage to the ex-
tent of giving hag-hearted support to
a construction bill. Now it has aban-
doned that program, without, of course,
giving any indication that Federal as-
sistance is no longer needed. It did not
because it cannot. At the opening of
the school year, the Nation required
about 200,000 new classrooms to meet
new enrollments and replace obsolete
buildings. The States are building
about 60,000 new classrooms a year,
thereby keeping up with new enroll-
ments but making only a small dent in
the backlog of construction needs.
I can think of no more -worthwhile
public-works program than one of schnol
construction. The bill I sponsored last
year with Senator CLARK, S. 1134, and
the new bill introduced by Senator MUR-
RAY and cosponsored by myself and
many others would include school con-
struction among the uses to which the
Federill grants could be put. Senator
PROXMIRE, of Wisconsin, this year joined
us as a cosponsor of S. 113.4.
To these Who still cling to the old
notion that Federal assistance would
lead to Federal control, I remind them
of the history of Federal school con-
struction, A great many people have
forgotten that school buildings were
among the major projects built by the
Federal Government during the depres-
sion of the 1930's. In the 1955 report
on Federal Aid for School Construction
by the Library of Congress, there is con-
tained a summary of the activities of
? the Public Works Administration and
the Works Projects Administration.
PWA made its grants to the localities
to use for the construction they needed
most. From 1933 through 1942, PWA
made allotments for 6,687 elementary
and secondary schools, costing Over $979
million. Every State of the Union par-
ticipated in this program. School build-
ings comprised 40 percent of all non-
Federal projects for which PWA made
allotments.
Every Senator, in other words, has
schobls in his State that were built with
Federal ,grants in the 1930's. Can any
one of them show where any Federal
control of teaching methods or curricu-
lums has resulted? Can anyone point
to a single school in this country built
with PWA funds and say that it fell
under Federal domination because Fed-
eral money helped build it?
Then we have WPA schools. The WPA
did not make grants to the localities or
States, but built its projects directly.
Over a period of 8 years, more than 5,900
new school were built, and more than
33,000 others were modernized under
WPA, at a cost of "$466,700,000 of the
Federal taxpayers' money for school con-
struction.
The Senator from Michigan is not
talking about a new program; he is talk-
ing about carrying out a program which
is well established in the .policies of this
Nation.
Can any senator who is opposing Fed-
eral aid because of fear of Federal con-
trol point to any WPA-constructed
school and say that it is now being run
or dominated by the Federal Govern-
ment?
The same record can be shown for
Public Law 815, under which Federal
money is provided to build schools in the
so-called federally impacted areas.
I think the record already made on
Federal funds-for school construction
puts to rest thse fears of Federal con-
trol of the schools of America.
In fact, I digress to point out that mil-
lions of dollars have poured into the
States over many, many years for the
so-called land-grant colleges under the
Morrill Act.
- Does any Senator want to tell me that
any State college in his State is domi-
nated by the Federal Government be-
cause it has been the recipient of great
sums of money over the years?
Of course, the answer is that such a
charge is nonsense. It is pure non-
sense. It is a fear argument. It is a
scarecrow that is being built up in the
communities of America, with the result
that timid politicians too frequently are
following this propaganda line, and un-
wittingly, I am sure, but nevertheless ef-
200060015-9
15889
fectively, denying to American boys and
girls the educational opportunities that
I think are their heritage.
I have said before, and I repeat this
afternoon, we cannot let the educational
opportunities of American boys and girls
be dependent upon an act of God. The
place of birth of an American boy and
girl is an act of God.
I take the position that every Ameri-
can boy and girl, wherever born in this
country, is deserving of an equal chance
for the maximum development of his or
her brain potential. That is basic in
this whole philosophy that I have been
fighting for, along with other wonderful
colleagues in the Senate, for decent Fed-
eral aid to education for many years
past.
Mr. President, we cannot have an edu-
cational system without having adequate
physical facilities. Certainly teachers are
needed. As I shall say in connection
with another amendment, I am in sup-
port of aid to teachers; but we are con-
fronted also with a need for school
buildings. I think we should have the
political courage in the Senate of the
United States to take- back home to the
people of our States a Federal aid to
education law which will include author-
ization for the appropriation of a good
many millions of dollars?yes; I am will-
ing to say that we can well afford to
spend from $2 billion to $3 billion?for
schools, and can justify it entirely on
the ground of defense.
I remind the Senate that a nation can
be no stronger than its trained brain-
power. We had better make certain
that we stop wasting human values by
inadequate education facilities for our
boys and girls.
Mr. CLARK. Mr. President, I yield 2
minutes to the Senator from Massachu-
setts [Mr. KENNEDY].
Mr. KENNEDY. Mr. Presient, I join
in support of the amendment offered by
the Senator from Michigan [Mr. Mc-
NAmARA]. I associate myself with the
remarks just made by the Senator from
Oregon [Mr. Moan]. I do not think
any program is more vitally needed than
Federal assistance for school construc-
tion. The bill before the Senate repre-
sents very long, and dedicated effort by
the Senator from Alabama [Mr. HILL].
I believe the bill can be strengthened by
adding to it the funds which the Senator
from Michigan has proposed, to provide
for substantial assistance for the con-
struction of needed school buildings
throughout the country.
I think anyone who has observed con-
ditions, even in some of the richer States
of the Nation, including the States of the
Northeast, and who has noted the
steady attrition in the number of school-
rooms in comparison with the increasing
population, realizes that any effective
school assistance program must include
not only scholarships and the other as-
sistance provided in the bill, but also
some assistance for the development of
more schoolrooms for the children.
In most of the communities of the Na-
tion the property tax is already over-
burdening. The property tax in the city
of Boston is now about $82 a $1,000. The
rate is going up in almost every coin-
Approved ForRelease 2000/08/31: CIA-RDP78-06365A000200060015-9
Approved For Release 2000/08/31 : CIA=RDP78-06365A000200060015-9
CONGRESSIONAL RECORD --- SENATE August 13
laity in Massachusetts. In the next
le of years the average rate will be
een $75 and $80, and may go as high
e PRESIDING OFFICER. The
titrie of the-Senator trom Massachusetts
? has expired.
Mr. cwx. I yield 2 additional min-
tites to the Senator from Massachusetts.
Mr. KENNEDV. For that reason,
again and again we have seen a refusal
and a relnetance on the part of the peo-
ple who live in the cities to approve bond
issues, because already the property tax
is heavily mortgaged in those areas.
I think the only source of taxation
which can make a breakthrough in the
area of assistance for schools in the next
few years is the Federal tax, which will
afford an opportunity to raise the needed
funds for school construction.
think it is important, as we face up
to the problem of education, to consider
also funds for school construction. I be-
lieve it is of vital importance to the na-
tional defense and also of vital impor-
tance to the maintenance of democracy.
Democracy involves the maintenance of
the intelligence of our population. I
want to make certain that our popula-
tion will be as intelligent as we can pos-
Sibly make it. That will involve the pro-
',Tiding of adequate schoolrooms, and
.gOod teachers at good pay.
I think we shall be taking a step in
that direction when we accept the
amendment of the Senator from Michi-
gan [Mr. MCNAMARA] , which I support.
Mr. CLARK obtained the floor. ,
Mr. MANSFIELD. 'Mr. President, will
the Senator from Pennsylvania yield to
me?with the understanding that, in do-
ing so, he will not lose his right to the
floor?in order that I may suggest the
absence of a quorum? ?
Mr. CLARK. I yield for that purpose.
Mr. MANS?triaa.D. Mr. President, I
ask unanimous consent that at this time,
? I may suggest the absence of a quor
Without having the time required th re-
for charged to the time available to
? either side under the unanimous-con-
sent agreement.
The PRESIDING OFFICER (Mr.
JORDAN iii the chair). Is there objec-
' Um.? Without objection, It is so or-
Mr. /VIANSFTPII?D. Then, Mr. Presi-
dent, I suggest the absence of a quorum.
The PRESIDING OFFICER. The
clerk will call the roll.
The legislatiie clerk proceeded to call
the roll.
, AIANSFIELD. Mr. President, I
ask unanimous consent that the order
for the quorum call be rescinded.
The PRESIDING OFFICER. Without
objection, it is so ordered.
Mr, MANSFIELD. Mr. President, if
the Senator from Pennsylvania will yield
the floor at this time?
Mr. CLARK. I yield the floor.
Mr. ?MANSFIELD. Then, Mr. Presi-
dent, at this time I yield to the Senator
from Minnesota [Mr. HUMPHREY] 20
Minutes on the bill.
The PRESIDING OFFICER. The
Senator fro& Minnesota is recognized
for 20 minutes on the bill.
Mr. FITIMriattEY. Mr. President, the
senior Senator from Alabama iMr. HILL]
has reported from the Committee on
Labor and Public Welfare a bill which
will be remembered as one of the great
pieces of legislation of the 85th Congress.
All of us are very much indebted to him
for his leadership in the field of educa-
tion, as well as for his leadership in the
field of health.
I am convinced that this measure,
which provides a comprehensive, states-
manlike approach to the problems pre-
sented by the grave educational crisis of
our times, will be remembered as one of
the historic accomplishments of the
senior Senator from Alabama, whose
name atrsady is enshrined in millions of
hearts arthe father of the Hill-Burton
hospital construction program.
Mr. President, I wish to commend the
chairman of the Committee on Labor
and Public Welfare and all the other
members of the committee for the splen-
did report an Senate bill 4237 and for the
drafting of the national defense educa-
tional bill?a landmark in American
educational history. The bill reported
by the committee is, of course, much
better than the bill recommended by the
administration.
The committee's report is brief and
eloquent. It is a document of great im-
portance. I have read it with intense
interest; and I strongly support its con-
clusions.
In only one area of the program pro-
vided by the bill do I differ in the slight-
est with the recOmmendations of the
Committee on Labpr and Public Wel-
fare. I refer to what I consider to be
perhaps the most important title of the
bill?title II, providing for 23,000 schol-
arships annually for outstanding stu-
dents.
My colleagues may recall that in Jan-
'nary, 1957, I proposed legislation which
included a proposal for 4o,0g0 scholar-
ships, based on the fact thaf each year
there are between 150,000 and 200,000
gifted young men and women who, be-
cause of a lack of financial means, can-
not take college training. My proposal
was designed to make it possible for at
least one-fourth to one-fifth of these
fine young men and women to qualify
for scholarships. Because of the finan-
cial situation of their families, many of
these students are in such straitened
financial circumstances that they could
not even consider applying for long-
term, low-interest-rate loans.
I consider the 40,000 scholarships to
be a modest number.
Mr. President, the 23,000-scholarships
program provided for in the bill as' re-
ported by the committee would provide
an average of 1 scholarship for each
American high school?or about 1%
scholarships per 100 high school gradu-
ates.
The cost of providing 23,000 such
scholarships is estimated at $17.5 mil-
lion(' When compared with the cost of
building 1 capital ship or 1 squadron of
jet bombers or 1 Reserve Forces airbase,
this is a tiny amount to be devoted to the
Search for brilliant young minds.
propose, Mr. President, that we
should have?not an average of 1
such scholarship per 'high school?but,
instead, an average of 2 per high
school. This would mean that we should
provide, in the bill for 46,000 scholar-
ships rather than for the 23,000 presently
proposed. Therefore, Mr. President, at
the appropriate time I shall submit an
amendment which will increase the
amount in title II Of the bill from $17.5
million to $35 million.
Mr. President, I was truly shocked to
hear of the action taken last week by the
House of Representatives, on a division
vote?with very few Members on the
floor?to strike all of title II from the
House version of the national defense
education bill. Tints, the scholarship
bill was left without scholarships. That
was an amazing spectacle, First, the
President requested, this year, the pasS-
age of a bill Which called for only 10,000
scholarships--a number so small as' to
amount to little more than a token ges-
ture- in the direction of an effective
scholarship program. Then members
of his own party?in fact, members of
his own wing of the Republican Party
have the audacity to say that it would
weaken the fiber of American youth to
permit them to receive scholarships,
rather than loans.
In ,the debate on the amendment
which struck the scholarship provision
from the House bill, it was brought out
that the author of that unfortunate
amendment, had himself, in the 83d
Congress, proposed successfully a schol-
arship bill for students of Korean or
Nationalist Chinese background.
By the way, Mr. President, that is com-
mendable; but if it is commendable for
students of Korean and students of Na-
tional Chinese background, certainly it is
also commendable for American citizens.
It takes a curious twist of logic, Mr.
President, to justify a scholarship pro-
gram for Chinese and Korean youth?
and I favor such a program?and at the
same time to argue that similar scholar-
ships would weaken the fiber of American
youth. Such an argument is sheer soph-
istry.
The loan program provided in title
III of the bill is a spendid program which
will provide needed opportunities to
many students with fine minds, particu-
larly students who-are what we call late
starters, who do not receive the spark
of intellectual stimulus until somewhat
later than many others. Perhaps the
schools they attended were somewhat in-
ferior, and therefore did not give them
sufficient preparation to enable them to
becorhe eligible to receive scholarships.
I am Particularly pleased to find that
the Committee on Labor arid Public Wel-
fare retained my proposal, of early 1957,
to permit graduates _who enter the teach-
ing professions to write off, at the rate
of 20 percent a year, their loans under
title III of the bill. Thus, in 5 years, no
debt would be remaining. I firmly
believe this provision will greatly
strengthen the numbers and the qual-
ity of our elementary and secondary
schoolteachers, who are, indeed, the
foundation of our educational system.
The scholarship provision in title II,
however, is essentially an incentive pro-
gram. Within the educational system of
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
?4.0
Approved For Release 2000/08/31 : CIA;RDP78-06365A60200060015-9
1958 - CONGRESSIONAL RECORD ? SENATE
oUr cOuntry, it can act as a Catalyst' to
accelerate the improvement of teaching
standards; the provision of better equip-.
merit for teaching 'in the sciences, math-
ematics and languages; and "more inten-
sive participation by parents in their
children's educational careers.
I view this program, Mr. President,
as a stimulus to, the raising of scholastic
Standards throughout the United States.
I believe that in our consideration Of
the scholarship program, we should have
at least that point in mind; namely, that
it will tend to stimulate greater national
Interest in the entire educational Struo-
tare of the Nation, and also will promote
the educational advancement of brilliant
students who have graduated from the
aecendary schools.
I am very much pleased that the com-
mittee has provided that the first $500
of the scholarship shall be awarded
solely on the basis of merit. A scholar-
ship not only is a rrionetazy award, but
also, is an award of prestige, honor, and
recognition.
How wonderful it is that, at long last,
In America the GoVernment wishes to
'honor the intelligence and intellectual
cornpetenc:), and proposes to do so by
Means of scholarships made available by
the Congress of the United States.
The students who win scholarships,
the parents of those students, and the
high schools and the communities will
share in the pride of achievement.
Mr, President, I consider the scholar-
ship provision to be the peak Of the pyra-
mid or the keystone in the arch of edu-
cational excellence which we are trying
to build today. 'The whole objective Of
the national defense education bill, so
far as I am concerned, is to provide every
opportunity for gifted American stu-
dents to develop their talents to the very,
fullest, and-eventually to participate in
the leadership of our Nation in every
area?in business, in Government, in the
professions, in every field of effort in our
society.
Mr. President, if we make it possible
for even 1 or 2 creative individuals of
the first rank to rise from obscurity and
to take the place of the Einsteins, the
Fermis, the Roosevelts, the Salks, the
investment the Nation is making
through this bill will be eminently
worthwhile? Such trained intellects are
priceless. There is, simply no monetaty
value that can be assigned to them. All
that we can know is that the investment
In education which this bill constitutes
is a tiny fraction of the value of un-
covering and encouraging- the gifted
leaders a the next generation.
To COncIude, IVIr. President, I strongly
support the National Defense Education
bill. It is one of the great pieces of
legislation of the 85th Congress. Yet,
It is saddening that a failure on the part
of the administration to request a pro-
gram for Federal aid for school construc-
tion was not received in this session of
Congress. '
Federal aid for school construction
was not included in the National Defense-
Education bill, T feel sure, because of the
feeling that its inclusion would jeopard-
ize the passage of the entire sill.
14TO. 139-10
Nevertheless, I have, joined 'in the
sponsorship of the amendment offered
by the distinguished Senator from
Michigan [Mr. McNAmsaut], which would
provide a school construction program.
I believe his amendment represents a
minimum requirement, ,but is a most
constructive approach to tne problem. I
have consistently fought for the pro-
gram of Federal assistance for school
construction.
It was my privilege to sit in the very
first hearing on Federal aid to school
construction, in 1949. As a result of
those hearings, there was enacted into a'
law a bill to provide Federal assistance
for school construction in areas affected
by Federal activities. Under that bill,
millions of dollars were made available
for school construction. I cite the rec-
ord to prove that there has not been
on,e instance of Federal interference or
central, but there have been examples of
fine schools constructed for growing
communities.
It was a bitter disappointment that
the bill passed last year was defeated
in the House, due to a lack of adminis-
tration effort and the usual apposition.
Doubtless the administration's timidity
and other circumstances will again make
impossible a school construction bill dur-
ing this session. Nevertheless, I feel that
the record should be clear, that school
construction is a prime objective?of
equal importance, but not more impor-
tant than the provisions of the National
Defense education bill. We need both
bills, and while we are on the very
threshold of achieving one great effort
in education, we should not permit it to
be said that the Congress, like the ad-
ministration, did not consider Federal
aid for school construction sufficiently
important for consideration on the Sen-
ate floor during this session of Congress.
I wish to join and be associated with
other Senators who have expressed com-
mendation of the Senator from Michi-,
'gen in his effort to bring forth a school
construction assistance program as a
fundamental part of the bill. Earlier to-
day I commended the distinguished Sen-
ator from Alabama [Mr. Hru] for the
fine record which has been established
in bringing this bill out of committee.
When one reviews the testimony, com-
prising 1602 pages, on the necessity for
a science education national defense bill,
there is no doubt about the necessity for
such a program.
By the way, every important military
official of our Governtnent has testified
'In favor of the bill. Every important
general and admiral, including the chair-
man of the Joint Chiefs, of Staff, has
testified in favor of it. The Secretary
of Defense has testified for the National
Defense Education bill. I had been in
telephonic communication with the De-
pertinent of Defense prior to my pres-
entation today. I can say for the RECORD-
that the Secretary of Defense considers
the program embodied in the National
Defense Education Aci to be as vital to
the national security as any discovery
which could be made in the field of sci-
ence or any amount of military power
15891
Congress could Mobilize through author-
izations and appropriations.
Mr. WILEY. Mr. President, will the
Senator yield?
Mr. HUMPHREY. I yield.
Mr. WILEY. I have several questions
to ask the distinguished Senator. I
know he is well informed on this matter.
I have no disagreement with his general
conclusion. First, the bill and the
arriendment are only authorizations? Is
that correct?
Mr. HUMPEREY. That is correct.
Mr. WILEY. That means there
Would be no money available under the
bill unless appropriations were made
next year. Is that correct?
Mr. HUMPHREY: If the Senate could
pass the bill this week?and I think it
can pass it tonight?inasmuch as a sim-
ilar bill has passed the House, the bill
would have to go to conference, because,
as I understand, the House struck out
the scholarship provision. Because both
Houses realize the urgency of the matter,
I believe the national defense education
bill can be enacted this week. Next week
I am sure at least the preliminary ap-
propriations necessary to put the pro-
gram into effect could be provided. That
is my personal opinion. I have the feel-
ing that the leadership of both Houses
of Congress, those responsible for both
authorizations and appropriations, want
to see this program underway, and I be-
lieve they will get it underway.
Mr. WILEY. I have no dispute with
that conclusion. The only point I
wanted to make, and I think the Senator
has answered my question, is that this
is an authorization. Unless appropria-
tions were provided this week, or in suc-
ceeding weeks of this session, for a part
or all of the bill, the money would not
be available. What I have in mind is
that the people of the country, particu-
larly those who are very 'Much in favor
of the pro-gram, must realize the situa-
tion, so that in the event appropriations
are not provided they will not feel some-
thing has been done which is not correct.
Merely providing an authorization does
not mean the appropriate committee will
provide $3 billion in appropriations.
Mr. HUMPHREY. The Senator is cor-
rect in that statement, even though I
must say that if the authorization bill
is enacted, I am sure the Members of
Congress will find it within their means,
hearts, and time to do something to get
the program tfhderway, at least on a
minimum standard.
Mr. WILEY. I think the Senator is
right, that the majority of Congress
wants a part of the program. The House
has indicated it did not want a certain
part of it. The significance of the mat-
ter is that this bill is an authorization
bill, and unless an appropriation can be
obtained, there will not be a fulfillment
of the purpose of the bill.
Mr. HUMPHREY. The Senator is
correct.
Mr. President, a while ago I men-
tioned that every important military of-
ficer testified in favor of the bill. I
should like to make it quite clear that
not only military officers testified hi,
favor of the bill, but great scientists, im-
'Approved For Release' 2000/08/31.: CIA-RDP78-06365A000200060015-9
or Release 20001$i31 bIA-k-DP78---Oit65A000266060-015-9
cONGRESSIO AL,RECOE,13 ? SENATE( August 13
portant educators, civic leaders, and
persons in all walks of life appeared be-
fore the Committee on Labor and fliblit
Welfare?indeed, before other commit.!
tees of Congress?urging the enactment
of this bill.
I should like to bring to the attention
of the Senate that ora'ebruary 3, 1958,
en, Nathan Twining, Chairman of the
t Chiefs of Staff, testified on tfiebili.
Senator from Arkansas [Mr. Fox,-
carrl asked General Twining this
question:
Do you think that a substantial effort
directed to inveasing the quality of our
echicational sysiem would tend to imprqve
our military posture relative to the Soviet
trnion.?
General Twining, our No. 1 military
Officer, replied:
? Op* that is probably the most impor-
'Wit thing this country can do.
'That was not a conditional answer;
was an Unqualified statement.
General Twining went on to say:
started a campaign a couple of years
ago to say in every speech I made something
to the effect that we must get our schools
On a better standard.
Without taking the time of the Senate
Unduly, t may say, there are rnore than
2 pages of Sestimony by the distill-
gUished general of the Air Force, the
chairman of the Joint Chiefs of Staff.
Mr. President, if we would go to the
teachers of America, if we would go to
the school boards of America, if we
would go to the civic leaders of America,
We would find they have been pleading
for this program for months. What
was once merely an issue to be discussed
in Congress and what was once merely
a desire on the part of -the American
people to improve their schools is now a
national imperative. This is a matter of
the utmost urgency. This has become
an emergency rather than simply a sub-
ject for legislativP debate.
Mr. KNOWLAND. _Mr. President, I
suggest the absence of a quorum.
,The PRESIDING OFFICER. The
Clerk will call the roll.
The Chief Clerk proceeded to call the
Mr. ICROVVLAND, Mr. President, I
ask unanimous consent that the order
for the quorum call be rescinded.
,,The PRESIDING OFFICER. With-
Out objection, it is so ordered.
Mr. It NOVVLAND. Mr. President, I
yield 30 minutes to the distinguished
Senator from Arizona [Mr. GoLDwArsa],
in opposition to the amendment.
Mr. GOMM/ATER. Mr. President,
when the committee report on the pro-
posed legislation was published it con-
tained my views In 3 short paragraphs
on page 55'. I stated:
This bill and the foregoing remarks of the
majority remind me Of an old Arabian prov-
er;
If the camel once get his nose in the tent,
his body will soon follow. '
If adoPted, the legislation will mark the
- inception of aid, supervision, and ultimately
control of education In this country by Fed-
eral authorities.
Mr. President, one of the greatest
myths current in this country is the
supposition that our primary education
?*.
systena is being starved, or at least that
the Federal Government or the public
has been stingy or peglectful in support-
the education of ow children, and
that our edukcational System is badly
tUidernotirished.'
Now, the fact is, Mr. President, that
the American _people are willing to pay
for good schools and schooling and they
have paid well for them for many years.
They have paid for better schooling
,thian, their ehildren have received in
many instances.
The distorted picture which some
groups have Inflicted upon the people
has been demolished by a survey which
the magazine National Review, of July
5 1958 -term,ki "the hottest thing on the
subject in years." This survey?a copy
of which I hold in my hand in book
form?is by the well-known authority,
Roger A. Preepian. This book, crammed
With facts and facts alone, is entitled
"School Needs in the Decade Ahead."
For the benefit of my colleagues, I
have a number of copies of this book. I
shall be glad to make them available to
Senators.
Every argument registered on behalf
of Federal aid to education is diluted
or wiped out by this carefully docu-
mented report.
This report was published by the In-
stitute for Social Science Research. It
has no ax to _grind insofar as I have
been able to determine. The author of
this book is now a vice president of the
Institute; formerly he was with the
White House Conference on Education.
The facts displayed in this book blow
sky high the whole case of the Rocke-
feller Brothers' Fund and other propo-
nents of vastly greater school expendi-
tures on the Federal level. For exam-
ple:
Public-schoel enrollment increased 116
percent from 1900 to 1957. National in-
come increased almost 25 times in this
period. But school costs went up 60
times-6,000 percent while enrollment
was a little more than doubling.
Nothing that the advocates of far
heavier school spending can say will ef-
fectively obliterate these facts.
It can be said in another way: Con-
sider population increase, school enroll-
ment gain, and allow for inflation, and
this book points out that per capita
spending for schools has multiplied 9
times since 1900.
And the share of national income that
has gone intO schdols has multiplied
nearly four tiMes.
You can consider a shorter period of
time for example. From 1930 to 1956
school expenditures went tip 200 percent
on the basis of. dollars of constant value.
Now, while these expenditures were going
up 200 percent, enrollment went up only
21.3 percent and the national population
increased 36.5 percent.
We can even take as an example the
figures for recent years. Between 1952
and 1956 total expenditures by Federal,
State, and local government for educa-
tion increased 48 percent, but expendi-
tures for all other purposes rose only 4
percent.
Far from being starved, it seems to me
that facts sho that education appears
to be the best provided for function of
government, with the possible exception
of national defense.
It is, in fact, as the survey says, *In
terms of cost?$14.2 billion in 1956?the
largest public service in the United
States next to national defense. It
roughly equals the sum of the next two
largest items of public expenditures."
The increase in the cost of education
In the 4 years, 1952-56, equals more than
half the increase in all public expendi-
tures, Including national defense.
This factual book---and, Mr. Presi-
dent, I obtained several extra copies this
morning and would be quite willing to
give one of these copies to any Senator
who would like to have it?demolishes
with facts the claims of those who would
turn our educational system over to the
whims of a centralized government,
Here is one example dealing with
classroom shortage:
Remember Adlai Stevenson's assertion
in 1956 that we were almost 500,000
classrooms short and falling behind at
the rate of 50,000 a year?
The Office of Education in the De-
partment of Health, Education, and Wel-
fare reported last fall a shortage of only
140,000 classrooms arid all figures point,
as this book states, to the fact that most
States are constructing classrooms at a
current rate which, if maintained over
the next 12 years, is adequate.
With respect to the highly publicized
story about the shortage of teachers.
just 'what are the facts? New, certified
teachers in the public schools in 1956-57
equaled one-half of all college gradu-
ates, not one-fifth as some sources have
claimed. The statistical record, facts
and charts contained in this book,
clearly shows that a continuation of the
present trend will produce a surplus
of teachers.
We now come to the question of sizes
of classrooms: Official figures cited in
this book show that in 1956 the ratio of
teachers to pupils was 1 to 25.6 and
steadily decreasing. In 1900, the ratio
was 1 to 35.6 pupils and in 1930, it was
1 to 29.2. One of the most illuminating
facts that I have discovered deals with
the claims that pupils do better in small
classes. This report furnishes substan-
tial evidence contained in research
studies showing the amazing fact that
better than 2 to 1 pupil achievement
is higher in large than in small classes.
How does all this compare to the Rus-
sian system? We frequently hear these
days that Russia is doing better by its
youth than the United States. Figures
show that in 1956 the United States
spent $103.94 per capita on education.
Russia spent $34.17. I am well aware,
Mr. President, that there have been some
other studies?particularly one by
UNESCO?but these studies valued the
Russian ruble at the outrageous, ficti-
tious rate of 25 cents.
Last year, when the first Russian
Sputnik went up. this country, in typical
fashion, became frantic and looked to
the Federal Government for the solution
of all our problems, including the loss
created in the education system by rea-
son of the family not taking its proper
place. At that time we were told that
Approved For Release 2000/0 /31 : ClPyRDP78-06365A000200060015-9
?
-R
K)N
'!fei t---
d 7?f, we are to become _
utnik inklitIstroy the United Stites
fearful, so fr htened, so timid about
ajy ,to educate cur children
at the local lev1:the, Russian Sputnik
has been far more successful than even
thelia.9401/44,-?hReci it would l?P7-.11,04in
its military possibilities or material pos-
sibilities,gainst-the free world, but be-
cause it, is beginning to frighten us--
and has already prightened us?into
spending more money than we have ever
spent in peacetime, much of it on un-
needed items, such an the proposal we
are asetiSsing tonight which, in its pres-
ent form, would cost more than
lion. ,
The Rockefeller report said ,that this
Country should "at least double financial
support to schools in the next 10 years."
This would require, according to the
facts contained in this report, either an
additional 3 percent sales' tax in all
States, or, double State and corporate
income taxes in all ataAs. or a ttro-
viircL5 boost in property taxes, or a 20
percent hike in Federal income-tax
rates, or the raising of the Federal cor-
poration tax rate from the present 52
percent to 66 percent.
I ask, if legislation were proposed to-
day on this floor to increase Federal in-
come taxes by 20 percent, would not
nearly everyone of ns, almost to the last
man, say that this was fantastic? So
what is the solution? This study sug-
gests the dropping of such courses as
"marriage and family relationship, child
development, grooming, junior home-
making for boys, teenage problems,
beauty care, date behavior, consumer
buying, stage craft, square dancing, pep
_club, and fly casting."
I know that this is the worst thing in
the world a parent could say, but I agree
with the survey, which suggests drop-
ping these courses. As the father of
four children, and a taxpayer, I could
add to that list, but I wholeheartedly
agree With the report.
The report has the ,audacity to say
that ?our teachers and school facilities
could be more, effectively used. Again,
as a father an a taxpayer, I think we
can consider changing the school year
from 9 months to 12 months. I think
we could still get effective education_if
We did so. I do not think we nerd
chrome-plated swimming pools or cafe-
terias in our,sehools. I think possibly
we need a little more reading, writing,
and arithmetie, with an occasiohal
whack with a leather strap, if we are to
ftet back to the old days of education.
The report paints out that more use
Can be ,mace of televisipn, films and
technological, me?thOcLs. Then, "school
funds will not need to rise nnich beyond
the growth rate of the national income."
It seems to me that some of those who
'want to increase education costs inor-
dinately may have been doing some
stringent and effective propaganda work.
I believe that is exactly what it is.
During the first 2 years of my service in
the Senate, I was a member of the Sub-
coitunittee on clueation, and I heard,
testimony about the need for Federal aisi
to education. I, did. not hear anything
then, I have not heard anything since,
to conYViee rae tat the Federal Gov-
ernment should put another one of its
meddling fingers into the affairs of the
States by sticking it into the educational
system, a responsibility of the States.
Mr. President, I should like to para-
phrase some interesting testimony taken
this year. The remarks were made by
,John M. Stainaker, president of the Na-
tional. Merit Scholarship Corp., given on
March p, 1953, before the House Com-
mittee Joni. Bducation. and Labor. ? He
testified:
, "In our country, higher education is wide-
ly available, more widely so than in any
other country in the world. It is still the
responsibility of the individual. We require
edneation through certain age limits, but
higlier education we look upon as a privi-
lege. We make it available, but the individ-
ual must want it, seek it and usually spend
some money to get it. Scholarship programs
are frequently intended to remedy the loss
of talent, to encourage and make it possible
or able students to go to college." S. 4237
proposed has this as a purpose: Here we can
consider some facts.
1. According to the Office of Education
over one-half of our high school graduates
are cdntinuing their education and almost
all of the most brilliant students are going
to college.
"If we select, State by State, prorated by
population, the best 10,000 students by the
Usual techniques, how many are not already
college bound?"
Dr. Stalnaker further stated that in
the national merit scholarship program
last year some 15,000 students were iden-
tified. . Samples were checked since that
time to determine how many of these
students were not in college. It was
Of the top 7,500 students, drawn from each
State in proportion to population (just as
both bills propose) we find about 97 percent
in college. Of the next 7,500, about 95 per-
cent are in college.
He said:
Thus without a Federal scholarship pro-
gram, more of these students are going
to college?well over 90 percent. Of those
not going, only a fraction can be hoped
to be changed by a Federal scholarship
program.
Dr. Stalnaker then made the point
that the type of legislation we are con-
sidering here proposes scholarship help.
What is the purpose of the Federal
scholarship program? Is it to make a
college education available for able
youth who could not otherwise attend
college? If so, then it will fail for it
will have, I predict, as a main effect, the
concentration of able students in a rela-
tively few of our more expensive colleges
and making it possible for high-tuition
colleges to raise their tuitions higher.
It will discourage State and private
scholarship programs and sharply de-
crease private efforts. When the Fed-
eral Government takes over, private
sources yield.
Dr. -Robert J. Havighurst, of the Uni-
versity of Chicago, using figures from a
study by the Educational Testing Serv-
ice, estimated that three-fourths of the
Males and three-fifths of the females in
the upper quartile of ability of last year's
high-school graduates entered college.
He further estimated that those able to
go who did not go to college failed to
2000
,2:549,3
do so either because of lack of motiva-
tion or because?for boys, theypreferred
to enter some trade or vocation or the
armed service; or for girls, they per-
ferred early marriage.
Mr. President, I do not wish to pro-
long this discussion. I ask unanimous
consent that excerpts from a statement
prepared by the American Farm Bureau
Federation, bringing out some of the
facts to which I have already alluded,
be printed in the Recoil") at this point
in my remarks.
There being no objection, the material
was ordered to be printed in the RECORD,
as follows:
EXCERPTS FROM TESTIMONY ON FEDERAL Am
FOR EDUCATION BY THE AMERICAN FARM
BUREAU FEDERATION, PRESENTED BY JOHN
O. LYNN, LEGISLATIVE DIRECTOR, APRIL 2,
1958, BEFORE THE HOUSE GENERAL AND
SPECIAL EDUCATION SUBCOMMITTEES OF THE
HOUSE COMMITTEE ON EDUCATION AND
LABOR
The 1958 policy of the American Farm
Bureau Federation on general education,
adopted by the voting delegates of the mem-
ber State farm bureaus, is as follows:
"We maintain that the control, adminis-
tration, and financing of our public school
system must remain identified with the
smallest unit of government capable of sat-
isfactory performance.
"We oppose expanded Federal aid to edu-
cation. Adequate Federal assistance for
school districts experiencing severe financial
burdens resulting from Federal projects
should be on a grant-in-aid basis. ? * *"
The advent of the sputnik age has focused
new attention on the status of our public
school system. A number of people have
cited Many weaknesses and many cures.
One of the cures advocated is a new and
expanded program of Federal aid to general
education. These schemes include many
things but mainly are directed toward Fed-
eral grants, aids, and scholarships. * * ?
Is there a need for a program of Federal
scholarships, both at the undergraduate and
graduate level? We do not believe there
lg. * *
The spectacular Increase-in our college and
university enrollment has justiftedly been
called a revolution in American education.
A few figures may illustrate what has hap-
pened:
Resident co7!eo.e and university enrollment
in the United States
1899-1900 237,592
1920-30 1, 100, 737
1957-58 3, 450, 000
Source: 1859-1000 and 1929-30: U. S. Office
of Education, Statist'cs of Hi,,her Education,
1953-54, p. 7. 1957-58: U. S. Office of Educa-
tion, release, Aug. 17, 1957.
Enrollment in higher education has dou-
bled almost four times since the turn of the
century; while the population of the United
States has slightly more than doubled.
The college-age group (18-21 years) in-
creased 51 percent between 1900 and 1957
(5.9 to 8.9 million).
Enrollment in colleges, as shown above,
increased 1,352 percent (multiplied 141/2
times).
A comparison between the years 1930 and
1957 may spotlight the dramatic change that
has taken place:
The population of the United States in-
creased 48 million: equals +39 percent
(123.1 million to 171.2 million).
The college-age group (18-21 years) de-
creased 100,000: equals ?1 percent (9.0 mil-
lion to 8.9 million).
Enrollment in colleges and universities in-
creased 2.3 ro''3-3: e3uals +214 percent
(1.1 million to 3.1 nuA.1..on).
Approved For Relea5e 2000/08/31 : CIA-RDP78-06365A000200060015-9
'pproved For Releasp 2o0svo /31, : CIA-RDP78:06365A000200080015-9
CONGRESSIONAL RECORD ? SENATE August 13
1 0, ibblie4 but of ioo young people conntry, lar: 1Preernaii indicates hOw'
widely enrollment increases have varied.
I might note here that the study reveals
that the greatest enrollment increases
are occurring Most often in those States
most able to take care of them. In this
category, I. include my own State of
Arizona where,, I am glad to note from
the study, expenditureS per pupil have
more than kept up with enrollment
figures. The Salaries of teachers have
risen slightly faster than the national
average in spite of our tremendous en-
rollment increase, although I am pleased
to note also from this study, mar exten-
sive classroom construction has been
done at cfassreorn costs well below the
estimate which the Office of Education
made in providing entitlement under
Public Law 815. ,
Mr. President, this new study which
the Instittite for Social Science Research
has done clearly indicates that our
American public-school system is better
supported than the school systems in any
other countrY and keeps more children
in school for More years.
The visual analysis provided in this
study, summarized, shows not only that
teacher and classroom shortages in out
schools have been greatly exaggerated
and are rapidly diminishing, but-
1. That the pupil-teacher ratio has been
declining constantly even during the recent
years of enrollment increases.
2. That, over the past decade, the per-
centage of college graduates who go into
teaching has riten sharply, and the num-
ber of certificated teachers in the public
schools has increased faster than the labor
force.
3. That the number of bachelor and pro-
fessional degrees in the teacher force has
grown consistently.
4. That more persons are leaving non-
school jobs than quit teaching to accept
private employment.
5. That the teacher cost, of higher costs
In education, result from the following fac-
tors: ,
(a) A decline in the productivity of teach-
ers.
(b) A prolif ratiton of course offerings
and the assumption of noneducational re-
sponsibilities br the schools (which the
study found to be responsible for the em-
ployment of 100,000 additional teachers).
(a) The change from the subject-centered
schools to the child-centered or activity
schools, which has caused, among other
things, building space required per pupil to
increase from 50 to 100 percent during the
past 20 or 30 years. -
Recognizing, that enrollments will and
should increase in our schools, this study
reveals that State and local school sys-
tems are equal to this spending task.
Although schnol expenditures will more
than double by 1970, this is requiring
States and the communities to utilize
more fully all the tax sources available
to them.
Two weeks ago, Gov. Harold W. Han-
ley, Governor of Indiana, wrote to me
sending some interesting material. He
told me that following the launching of
Sputnik I, Indiana began a thorough
factflnding study of its educational sys-
tem, with particular emphasis on science
and mathetnatics courses, enrollments
and pupil aptitudes. Every ninth grade
student received art identical test and
the results were evaluated by profes-
sional laborat "ries. The exceptional in-
'in'
to;e81,118S,1930 12 did; enrollment
57-58`eqUara 59-percerit of the 18 to 21-
age ,rt6t.tp": ' Solite of the college stu-
dentS &re Older -than 21. It may be esti-
mated that &bon-Cone:third. bf our young
people now enter College. Two-thirds Of
those entering continue until graduation.
What about the shortage of 'engineers cited
frequently? -
a 'special report rngineers: Too Many
or 'too -Few? V. S. News & World Report
(jabuiry 10; 1958), stated that in talking
''with leaders of engineering societies, with
gact-lity -metal:era of , engineering colleges,
with industry leaders, and with Govern-
ment officials there appears "general agree-
ment on this: There is no real shortage of
engineers overall. There may be sTaortagee
Of some specific types of engineers."
The United States Office, of Education
recently, announced (circular 515, December
1957) that engineering enrollment in insti-
tutions of higher learning' has increased
from, 165,627, in fall' 1951 to' 297,077 ia fall
? 1:951, an increase of 79 percerit in tile span
of 6 years. At that rate of increase--are we
, likely to be short of engineers 4 years from
itoW? -
At present there Is no general shortage of
engineers or scientists. While creative and
research talent is always in short supply,
there is ample evidence that Our technically
fratliet;F, Manpotret supply, if properly and
fully utilized, is adequate for both our eco-
nomic and military needs.
The real question is how we utilize the
engineering and scientific tarent: we have
available, not how quickly we develop such
Wont, -
. These Various programs for expanded Fed-
eral aid to general education are indicated
to be temporary': Nothing is so permanent
as a temporary Federal program. How you
Would end a program of Federal aid after 4
Or 6 years is rather difficult to concave. We
believe the, proposals being suggested could
eventually lead to a far broader program of
V'ederal aid ,to education, including such
things ai rederal aid for teachers' salariee
'A Program of expanded Federal aid to
general education could certainly involve_
Feral interverktion and control in the op-
eration of our public educational systent.
Farmers recognize the dangers of too much
dependence on the Federal Government.
Government aid means' Government con-
trols.
Mr. GOLDWATER. Mr. President,
-according to a study just released by the
College Placement Council July 1958:
there Was a 4-percent increase this year
Over last year in engineering graduates.
While 9$ percent of these graduates of
last spring have been placed, accord-
ing to this study, there has been little
or no recruiting scramble to get this
spring's graduates.
a study just completed for the In-
stitute for Social Science Research, a
well-documented evaluation of condi-
tions in American schools and the
nancing, of public education was pro-
vided.
In summarizing the conclusions of
t4is year-long study, the author, Roger
A. Freernan, from whose book I have al-.
ready quoted, states: ,
the emerging picture is clear-cut and un-
eqiiiwical; the American peoPle have loyally
and faithfully supported their schools. The
record a steeply increasing school revenfibs
is nothfug short of spectacular and makes
no case for holding revenue funds respOn-
Bible_ for any shortcomings in the product
ol Your public school system.
In documenting the various aspects of
school progress in school finaiace in this
dividuals were then asked how many
wished to enter college and how many
would need financial and scholarship as-
sistance. This is the first State I know
of to do this?and the results are most
illuminating.
THE NEED :FOR SCHOLARS HIPS FOR TALENTED
PUPILS
A questionnaire was sent to the 707
high school principals in Indiana asking
the following question:
How many students in your school qualify
by the way of interest, ability, and aptitude
in science and mathematics to perform suc-
cessful college work; how many do you es-
timate are unable to attend college be-
cause of lack of financial resources?
The replies to this question indicated
that there were approximately 2,000 stu-
dents who had the interest, ability, and
aptitude for science and mathematics
but lacked the funds needed for higher
education.
A 41/2-hour comprehensive examina-
tion in science, mathematics, English,
and social studies was given to all seniors
wanting to take the examination. Of
the estimated 2,000 qualified pupils who
needed aid as reported on the question-
naires, 703 of these pupils took this com-
prehensive examination and the results
were machine scored. There were 199
of the 703 pupils who ranked above the
90th percentile in mathematics and sci-
ence based on national norms. The 199
pupils were then divided into four cate-
,gories:
First, Twenty-seven pupils were
counted in group I that included all
pupils making above the 90 percentile
based on national norms in each of the
four fields of mathematics, science, Eng-
lish and social studies.
Second. Seventy-three pupils were
counted in group II that included all
pupils making above the 90th percentile
in mathematics and science, and a per-
centile average of above 90 in the four
areas tested.
Third. Ninety-nine pupils were counted
in group III that included all pupils
ranking above the 90th percentile in
mathematics and science but making a
percentile rating of 90 or lower in Eng-
lish and social studies.
The committee decided to consider at
this time any of those pupils in group
III for scholarship aid who had a per-
centile ranking of 95 or above in mathe-
matics and spience. This consideration
Included 179 of the 199 students. These
students were asked concerning their
ability to finance their higher education.
Twenty-three students did not reply and
it was assumed they had financial re-
sources for attending college. Fourteen
students stated that they had sufficient to
attend a college or university of their
own choice for 1 year. Twenty-five stu-
dents advised the committee that they
were going into fields other than mathe-
matics and science in higher education
therefore automatically eliminating
themselves.
A need formula was applied to the
117 remaining and qualified pupils. This
formula has been widely used through-
out the United States to determine, first,
the financial need necessary antl, second,
the amount of 'financial aid required in
order to guarantee 1 year of college work.
Approved- For Release 2000)0 /31 : CIA-RDP78-06365A000200060015,9
%two
Approved For Release 2000/08/31 : CIA-RDP78-0636506100200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
Sixty-four students were eliminated by
the formula, leaving 53 qualifying for aid.
Of the 53 qualifying for financial aid, 37
already had scholarships ranging from
$25 to $750. "
The committee learned that the prob-
lem at hand was not to provide scholar-
ships as only 16 were needed and could
be taken care of. The problem is pro-
viding financial assistance for those al-
ready having scholarships in order to
guarantee 1 year of college work.
A plan is being devised by the State
whereby the 53 needing financial aid in
order to complete 1 year of college edu-
cation may secure that aid providing,
of course, they enroll in college this fall
and make satisfactory grades.
I now come to fie constitutional argu-
ment, and I refer to the testimony of Dr.
Cyrus W. Anderson, filed April 2, 1958,
with the Education Subcommittee of the
House Education and Labor Committee.
Federal aid for schools, for any pur-
pose, is morally and legally wrong be-
cause it will lead to Federal control. A
1942 decision of the Supreme Court reads
as follows:
- It is hardly lack of clue process for the
Government to regulate that which it subsi-
dizes (317 U. S., p. 131, decision by Justice
Jackson in case of Wickard v. Fi/burnJ.942).
Public education is a matter that
should be controlled by the States and
localities and not by the Central Govern-
ment. This is clearly defined in the 10th
amendment to the Constitution:
Powers reserved to States: The powers not
delegated to the United States by the Con-
stitution, nor prohibited by it to the States,
are reserved to the States respectively, or
to the people.
Nothing could be more clearly worded.
The leth amendment prohibits Congress
from interfering in the business of the
States, and this certainly would include
the public schools. Nowhere in the Con-
stitution is Congress given permission to
tax and spend for the Nation's schools.
Our constitutional form of govern-
ment is endangered by the continuing
advance of Federal powers and the
Usurpation of State and local respon-
sibilities.
, If Federal aid to education is im-
posed, it eventually will achieve the
breakdown of constitutional government,
remove educational responsibility from
parents?where it belongs?and make
collectivized captives of our children.
A resolution at the national conven-
tion.September 16-19, 1957, of the Amer-
ipan Legion states:
Federal aid to education could result in
loss of local control and the imposition of
propagandized national education such as
was experienced lii Nazi Germany and now
exists in Soviet Russia. '
Under the 10th amendment, education
-is clearly a matter of State jurisdiction.
Local boards of education are an integral
part ot State government; as repre-
sentatives of that government they gov-
ern and conduct our school systems on
a purely local basis. They Consider the
views of the parents and citizens whose
children will be affected by decisions
that they make. They do not take their
Orders from Washington. This will all
be changed under S. 4237. Although S.
4237 attempts to enunciate a policy
which would deprive the Federal Gov-
ernment of the right to control the State
education systems, we need only to look
at what happened in the vocational edu-
cational program to find out what will
most surely happen here.
In 1916, Congress passed the Smith-
Hughes Act, which provided financial aid
for local vocational educational systems.
Prior to passage, the same arguments
were advanced by those for it. They
proclaimed that safeguards were such
that Federal control could never follow;
State educators predicted otherwise. To-
day, in a 108-page book entitled "Ad-
ministration of Vocational Education,"
these regulations are voluminously set
forth.
In at least five places, S. 4237 requires
that the individual States involved must
submit State plans which meet the re-
quirements of the Commissioner of Edu-
cation of the Federal Government. This
Is true of the scholarship, the loan, the
foreign language and equipment sub-
sidies and on guidance and counseling,
and an additional State plan must be
submitted on the area vocational educa-
tional program.
From what has happened in a closely
related field, we certainly should be able
to see that it will be but a very short
time until we have substituted the judg-
ment of Federal bureaucrats for that of
our own local citizens who have been
largely responsible for the growth of our
school systems, causing a 1,352 percent
increase in college enrollment from 1900
to 1957.
Mr. President; it seems to me that in
the past 25 years Congress, the admin-
istrative branch, and the judicial branch
have done enough harm to what I con-
sider the keystone of our Constitution?
the 10th amendment. I do not like to
be a party to what is likely to happen
tonight by taking away another of the
powers given to the States and never
delegated by the States to the Federal
Government.
If we continue the trend toward the
welfare state, the trend toward central-
ized government, then some of us?yes,
many of us?may be alive to say, "Yes;
I was there when that started, and I
am sorry I had a part in it."
We have traveled too far down the
path of centralized government and the
welfare state. We have said too long
to the American people, "You cannot do
this yourself. Let the people who work
on the banks of the Potomac do it."
We have poured in more and more
people and more and more billions of
dollars to let the people who work on the
banks of the Potomac do for the Amer-
ican people those things which the
Americans better do for themselves.
To me, this involves not only the ques-
tion whether we shall continue to -"do
damage to our Constitution, but also
whether we shall continue to damage
the morale of the people. We need only
to read history. We need only to read
the histories of the great civilizations
and the great governments which have
declined and sunk into the morass of
low morale to realize what we are coming
to.
15895
Anyone who can read the English lan-
guage and can understand it can deter-
mine for himself what we are doing
tonight, as we have done for the past
25 years, is to follow exactly in the path
of Babylon, in the path of Egypt, and
in the path of Rome. Let us read and
reread what Gibbon said on the subject
of the fall of Rome. First, there was an
increase in divorce and the breaking up
of family homes. He continued by list-
ing the dependence of the people on the
government, followed by the centralizing
of the government in the Roman senate,
I think what Gibbon said should be re-
read by every American tonight and to-
morrow, so that we can become a little
frightened by what Congress and the
executive branch are doing. We are put-
ting a Federal crutch under the arms
of the people. We are taking away the
bootstraps which Americans once grasped
firmly and pulled on to make something
out of themselves. We are instilling in
the American people the desire to rely
upon the F- ieral Government for every-
thing they need and do.
No; I will not be a part of such aCtiVity.
I do not want to tell my children and
grandchildren that I destroyed one more
bulwark of our Constitution; that I
kicked one more brick from the struc-
ture of that great document.
I am a little sick and tired of hearing
both political parties in the United States
say to the people, "Look to Washington,"
forgetting that what our forefathers
said: "Look to God; look to our flag;
Look to ourselves?we can do the job."
-If the Federal Government continues
to say to the States, "We will build your
schools; we will educate your children,"
how long will it be until the American
people will be told, "All is gone. We are
a socialized state. Ours is a centralized
government"?
We have gone completely around the
circle. We have come back to the exact
situation which caused our forefathers
to leave Europe more than 300 years ago.
We have returned to centralized govern-
ment. We have said to the people of
our country, "You have no dignity. The
only dignity is in the Federal Govern-
ment." We have said to Americans,
"You have no freedom."
The PRESIDING OrrICER. The
time of the Senator from Arizona has
expired.
Mr, GOLDWATER. Mr. President,
will the acting minority leader yield an
additional 4 minutes to me from the
time on the bill?
Mr. BRICKER. I yield 4 minutes
more to the Senator from Arizona.
Mr. GOLDWATER. Mr. President, in
my opinion, we are engaged tonight in
the destruction of our constitutional
freedom. I have kept quiet long enough
about these dangers'. I am not very
proud of the Republican Party tonight,
as I realize it has joined in the chorus
started by the Democrats: "Let us fed-
eralize the scheols." I know that the
amount provided is not large. It is pro-
posed to grant a few scholarships. But
we are going to throw another billion
dollars down the drain for something
which has never been proved to be
needed. As I said in my minority views,
Approved For Release 2000/08/31: CIA-RDP78-06365A000200060015-9
oved Fck Relea,,
CONdlaSSA L REcORD? .ENATE
31; CIA-RDP7
-65A000206060015-9'-
August 13
nose under 'the
follow. As surely
01 the floor of the
-4,9,..imeridinent, is
t su ces wg iwithin the course
of 1 year there will ViiefOie'Congress a
bill providing for .the construction of
Is, .1 prophesy that i
, n, 0 OW-
Mress bills will be blEFocile.e4..te
0,1,Salleatiori and thuscbopl,s.
ens` ,_, ? Mr. Mr President. I am More
about what is going on wIth-
? - the confitrY than I ern frightened
about w'hat the rtussia,ns can?do to
I fear that the action we are tali
_ ? _
fiight, and the ac 9n we lave, al5en
thus far this year to create a, $12 billion
fiscal deficit will come closer to doing
What 1Vfarx, Engels, Lenin, and Stalin,
and COununists have said-they would
do, namely, destroy the American neo-
Ole 'Without fighting us, by destroying
our ebOnomy, than anything they can do
to us Miterially with bombs, missiles, and
aircraft:
'If the morale of the American people
Is -destroyed, if the initiative ef eur
zeceing people is destroyed, if the pride
4id hlitiative and responsibility, of their
parents in' connection with the eatica-
tion of their, children is destroyed, Mr.
President, you and I will live to see the
diy when the American way of life will
be no More. I know that the,present
distinguished occupant of the chair [Mr.
VirtreliONDI feels about this matter as I
do, and does not want or seek to have
the American way of life destroyed any
more tharkI do.
Mr, President, in reading the heriigs
of the committee on this bill I notice
that?as is customary?only excerpts of
the testimony of witnesses have been set
forth. That is in accordance with the
experience which the distinguished ,oc-
cUpant of the Chair and I have had.,
At this time I read from the testimony
presented to the committee by one of the
very distinguished educators of the Na-
tion, Dr. Detlev Bronk, president of the
national Academy of Sciences and the
National Research Council:
A second topic to which'you have asked
Me to speak is this: The deficiencies in Amer-
scan education as related to national defense.
This I would say: There is an inadequate
nurnber of competent teachers, and there are
Inadequate opportunities for the continued
development of those we have. There is an
inadequate local sense of responsibility, and
this I would strongly stress for the reason
that education is a personal matter.
Later in the hearings, I asked some
questions on this subject. I now read
from that point of the hearings;
_ senator GOLDWATER. Dr. Bronk, I want to
join my colleagues in their comments on
your presentation. I personally think it is
the best I have heard on the subject.
I have just 1 or 2 questions on this sub-
ject, and they are rather basic. I was very
happy to hear you explain your position on.
the Federal approach to education. It scemi
-today, when we reach a problem, we are all
afraid to face up to it, and our first reaction
is, look to the Federal Government for a
solution.
LOCAL sOnnoL Bosnos
What is wrong with our educational sys-
tem wear Am I wrong in assuming that
we must start at the local school board level
and find the answers?
Romc. certainly do not think you
areleitlig, sir.
_ Mr. President, cannot the Congress and
the executive branch of the Government
just once in a generation say to the young
people, the middle aged people, and the
older people of the Nation, "America got
along pretty well without having the Fed-
eral Goverrunent meddle in the affairs of
its citizens, Without putting a Federal
crutch under every problem, and.we are
going to see what we can do to have the
Nation return to the status of individual
strength."
,Mr. President, insofar as primary and
secondary education are concerned I
have greater confidence in the local
school board of the community in which
I live, and, insofar as higher education
Is concerned, 1 have greater confidence in
the State universities and colleges and
their ability to care for the education of
my children, than I have in any presi-
dential appointee whose nomination
would be confirmed by the Senate, who
would be surrounded by thousands and
thousands of bureaucrats, and would be
provided with billions upon billions of
dollars with which to do the same job.
Mr. President, I intend to vote against
the bill. The pending bill can be dressed
up in any kind of skin one might wish,
but it is still baloney. It is still danger-
ous to the Nation.
The best thing I can do for my com-
munity, my State, and my country, af-
fecting the education of my children and
the children Of all the other citizens of
the United States, is to see to it that Fed-
eral aid to education receives a decided
setback; and; I hope that will be done
by the Senate tonight.
Mr. ALLOTT. Mr. President, I ask
unanimous consent that at this time I
may suggest the absence, of a quorum,
without having the time required there-
for charged to the time available to
either side, under the unanimous-consent
agreement.
The PRESIDING OFFICER. Without
objection, it i?o ordered.
Mr. ALLOTT. Then, Mr. President, I
suggest the absence of a quorum.
The PRESIDING OleriCER. The
clerk will call' the Toll.
The legislative clerk proceeded to call
the rofi.
Mr. ALLOTT. Mr. President, I ask
unanimous consent that the order for the
quorum call be rescinded.
The PRESIDING OFFICER. Without
objection, it le ?so ordered.
Mr. McNAMABA. Mr. President, /
yield 10 minutes to the distinguished
Senator from ,Kentucky [Mr. COOPER].
The PRESIDING OFFICER. The
Senator from Kentucky is recognized for
10 minutes.
Mr. coopgR. Mr. President, I rise to
support the aniendment which has been
submitted by ,the distinguished Senator
irom Michigan [Mr: McNaaraea] to pro-
vide Federal ; aid ,to States for school
construction. In fact, Lam a cosponsor
of the amendment, along with several
other Senator, and -1 am very glad to be.
Education is the most important
problem whieh confronts the Nation
today.
In October 1957, shortly after the
Soviets sent their sputnik into space, es,
distinguished educator, Prof. John L.
Dunning, of Columbia University, said
that the United States must meet the
challenge of the Soviet Union in "this
age of technological imperialism" if our
strength and progress are to be main-
tained.
He said:
While the Soviets have already gained
their exploitation of this new and awesome
age, we have not, because our people, our
Government, and our schools, have not yet
grasped its full significance.
Mr. President, education is important
today not solely because of an emer-
gency in national defense. I believe
that, belatedly, we have come to recog-
nize that educational advancement is
necessary for our economic growth and
for. our full intellectual and cultural de-
velopement, if our country is to fulfill
its promise.
In large measure, the challenge must
be met by action taken by State local
and private school bodies.
Our educational system should have
higher standards in curriculums, higher
requirements of scholarship, for stu-
dents, better teachers, and more class-
rooms.
I support Senate bill 4237. However,
the bill can do nothing more, in my
opinion, than meet erncrgency needs.
The pending bill, S. 4237, is designed
to select the best students now avail-
able?whether in high school or college?
for advanced undergraduate and gradu-
ate training.
It has been argued today, in opposition
to the bill, that the scholarships and fel-
lowships to be made available under the
provisions of the bill, will be used for the
pursuit of frivolous studies. I firmly
believe that it is clear that the inten-
tion of the bill is to have the scholar-
ships and fellowships awarded to stu-
dents because of their superior qualifica-
tions, and their serious purpose to study
In the fields of science, engineering,
languages, and also to study the hu-
manities, basic and prior to all knowl-
edge.
Mr. President, in our deliberations in
the committee, we did not limit the scope
of the bill to scholarships for science and
engineering. We should realize that
there must be a return to the study of
the humanities if there is to be any ad-
vancement in knowledge.
Nevertheless, I believe we must face
the fact that the deficiencies of our edu-
cational syStem cannot be met without
Federal aid. So if the issue is to be
joined on Federal aid, let it be joined on
the amendment.
One need is that of classrooms. This
need would be met in part by the amend-
ment of the Senator from Michigan [Mr.
3/IcNAMARA1, which I support. The prob-
lem of classroom shortages is not new.
We all know that the shortage has not
blossomed overnight. We have known
for a long time that not enough schools
were built during World War II and
the Korean war, because of shortages
both of manpower and of materials.
But we have done little about it.
_
Approved, For Release 20001$131 : 61A-RDP78-06365A600200060015-g
pProVed For Release 0/ 8/31 : CIA-RDP78-0636
CO s itgcscap -7. SEN
A 200060015-9
ATE 15897
ths,opening elementary and
11,0P1 eill'.01101,ent is estiMated
9 b.t. RT924 007..13 Mill.lovostudettts.
1?60. .0 yWb.tQ railliOn, It, is esti-
r9440- JiA9& eiMatMent will swell t0
44 =anion. ?,?
Moreover.goiCiiiiL to th4 United
Eangationt,there are to-
ion pupils in classrooms
Sta S Office
?day almost 2 m
? in excess Of the norMal capacity of the
C194g99111,s!,
.a990'Ycirblig DO the &dace Qf roz1u7
eatiOn, the Nation needs 140,000 addi-
tional elaMocans. One-half are needed
merely to take, care ,pf the overflow of
students, and ,the other half are needed
to replace classrooms no longer fit for,
ch Wren to use,
Crisis Is a real one. Former Sec-
retary Marion B. Folsom said that from
59,000 to 65,000 additional classrooms
are needed each year simply to keep up
with each year's enrollment increases
and replaceinent needs.
The Sfates.estimated that they would
blind about 70,000 classrooms in 1956-57.
Actually, in the last year 68,600 were
completed. Even if the States had
reached their, objective, Mr. Folsom
points out, the States "would reduce the
shortage by only from 4,000 to 10,000
classrooms a year. At this rate, a mini-
mum of 16 years would be required to
eliminate the total shortage. The maxi-
mum would run all the, way to 40 years."
The amendment of the Senator from
Michigan would provide a program of
Federal grants to the ptates of $1 billion
a year for 2 years, to be divided among
the States in the ratio the school popula-
tion of eadh State bears to the total
school Population.
This amendment will provide Federal
aid, but it would leave the responsibility
to the States.
It is proper that the States and local
communities sheuld make the greatest
effort; but, even using all the States' re-
sources, the need for classrooms cannot
be met. Today more than half, indeed
almost two-thirds, of the money used to
operate our schools comes from local re-
sources. tocal funds, as we all know,
rely heavily on property taxes, and
property taxes are as high in most States
as is possible. There must be some
equalization between the States if equal-
ity of educational opportunity is to be
available for every boy and girl.
Further delay wi,.QJ1ly increase the
seriousness of the alarming classroom
shortage. The problem has reached
floodtide proportions, and State and
local efforts cannot help much longer.
It is apparent that only a federally aided
program of school construction can meet
the need.
A few minutes ago?and I say this with
all deference to, My friend, the Senator
!min Arizona, who is not present at the
moment?it was said this was a Demo-
cratic program. I should like to say that
in 1947, when I was for the first time a
Member of the Senate, I joined with
other Members, under the leadership of
a Republican, the late Senator Taft of
Ohio, Senator Tohey of New Hampshire,
the Senator -from, Vermont [Mr. AIKEN].
all Republicans, as well as Senator
Thomas of Utah, in introducing a Fed.
,
_eral-aid bill for our schools. Senator
Taft was chief sponsor of that bill, and
the bill passed the Senate.
I _know that we have become accus-
tomed to quoting Senator Taft on many
,4ssues._ Perhaps it is not wholly fair to
do so, but I should like to read what he
said in a speech on the Senate floor on
the question of Federal aid to education.
The speech was made on March 24, 1948.
Senator Taft said:
your years ago, I opposed the bill on this
subject; but in the course of that debate it
became so apparent that many children in
the United States were left without educa-
tion, and then it became apparent upon,fur-
ther study, that that was not the fault,
necessarily, of the States where they lived,
but rather the financial abilities of the
States, that I could see no way of meeting
the condition which now exists regarding
illiteracy in the United States and lack of
education in the United States without
some Federal assistance, particularly for
those States which today are considerably
below the average wealth of the United
States.
He said further:
It is popular to provide for public
works. * * * Public works are nice things;
we can see them. But when it comes down
to the basic necessities of life and the
basic elements of human welfare and hu-
man progress, there is nothing more impor-
tant than education. It does not have the
glamour that other things have, but it
seems to ma- we must go forward in the
field of education for our people and I know
of no way of going forward in that field to
any substantial degree without providing
some Federal financial assistance.
Finally he said:
I do not think I can exaggerate the neces-
sity of education. Primary education lies
at the basis of all forms of republican gov-
ernment. A government depending on the
inking of decisions by the people and de-
pending on their intelligence can exist only
if the people have some ability to under-
stand the problems of government which
are presented to them. Unless there Is a
satisfactory educational basis, there cannot
possibly be hope for success in any demo-
cratic form of government where the people
are expected to rule and to decide the ques-
tions which are placed before them.
The PRESIDING OFFICER. The
time of' the Senator from Kentucky has
expired.
Mr. COOPER. Will the Senator yield
me 3 additional minutes?
Mr. McNAMARA. I am glad to yield
3 additional minutes to the Senator from
Kentucky,
The PRESIDING OFFICER. The
Senator, from Kentucky is recognized
for 3 additional minutes.
Mr. COOPER. Mr. President, class-
room deficiency is not the only defi-
ciency in our educational system. As
I began my remarks, I said the need of
higher standards in curricula in elemen-
tary and secondary schools is one of our
basic needs. However, that is a matter
for local and private educational bodies.
I do not know what the Congress can do
about it. I hope that the President of
the United States may appoint a small
commission, made up of outstanding
scholars, not to study again the defi-
ciencies of our educational system, but
to consult with governors and with heads
of State educational bodies, in the at-
tempt to impress upon them the impor-
tance of raising the standards of curric-
ulums in elementary and secondary
schools, and the requirements of scholar-
ships for students.
But the Senate is dealing now with
an amendment which would go to one
issue, that of Federal aid to provide
needed classrooms for the schools of the
Nation. I hope very much the amend-
ment will be adopted.
The PRESIDING OFFICER. The
time of the Senator from Kentucky has
expired.
Mr. McNAMARA. Mr. President,
ask unanimous consent that I may sug-
gest the absence of a quorum without
the time being charged to either side.
The PRESIDING 010.1.1.CER. Is there
objection to the request of the Senator
from Michigan? The Chair hears none,
and it is so ordered.
Mr. McNAMARA. Mr. President, /
suggest the absence of a quorum.
The PRESIDING OFFICER. The
clerk will call the roll.
The Chief Clerk proceeded to call the
roll.
Mr. McNAMARA. Mr. President,
ask unanimous consent that the order
for the quorum call be rescinded.
The PRESIDING OFFICER (Mr,
HOBLITzELL in the chair). Without ob-
jection, it is so ordered.
Mr. CAPEHART. Mr. President, I
yield 30 minutes to the able Senator
from South Carolina.
Mr. THURMOND. Mr. President, the
proponents of general Federal aid to
education have chosen the flag of na-
tional defense under which to sail their
ship of general Federal aid to education
across the Congress and the country.
S. 4237 is, in my opinion, not sufficiently
adapted to defense needs to be consid-
ered a defense bill. I seriously doubt
that it will improve our relative position
in the fields of science and technology.
This bill contains a variety of pro-
grams, and by this variety, apparently
attempts to adopt as many of the sug-
gestions offered as is possible, and more
by far than is practical.
It contains a scholarship program for
college work.
It also contains a student loan pro-
gram.
In addition to the scholarship pro-
gram and the student loan program,
there is provided a program of national
defense fellowships, which is one-half
grant, one-half loan.
There are grants for equipment and
facilities for the teaching of science,
mathematics, and modern foreign lan-
guages in primary and secondary
schools.
There are institutes for school teach-
ers and counselors.
There is also a separate type of in-
stitute for teachers of foreign languages.
The bill provides for Federal par-
ticipation in the establishment of a
counseling program.
/t also provides for research and ex-.
perimentation in teaching by radio, tele-v
vision, and motion picture.
The vocational program hasnot been
forgotten, an additional program hav-.
Approyed For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
10898
'been added with an authorization
D a $20 million annual appropriation.
, A science information center has been
thrown, ira- too, this latter being in ef-
fect a national library of Science.
It must be admitted that almost no
branch in the field of education has been
overlooked for Federal participation by
this bill. Obviously, the proponents of
measure have adopted a shotgun ap-
proach.
"Despite the inclusion in this bill of so
many types of programs, and such a
variety of approaches, I repeat that this
bill will not appreciably contribute to
the national defense. Neither the
schOlarship prograrn nor the student
loan program is limited in any way to
persbriS Undertaking a course of study
considered to be critical to our national
defense. under one of these programs, a
participating student might study social
welfare work, domestic science, or for
that matter, flower arranging. Only
those programs designed for the ad-
vancement of modern foreign languages
are limited to any extent so far as cur-
riculum is concerned.
Even were strict curriculum require-
Mentz Imposed an these prograins, a
? Major deficiency from a national de-
fense standpoint would Still exist. In
the student loan and fellowship pro-
grams, it has been provided that a re-
Cipient can repay the loan by serving in
the teaching profession. In no other
program in this bill is there any require-
utent that the participant serve In any
capacity in the field which the Govern-
ment has assisted in his training. As
far as the language of the bill is con-
Mined, a person, by participating in the
Schcgarship program and the national
defense fellowship, might, with financing
frOM the Federal Government, obtain
his doctorate in nuclear physics, and
, upon his graduation enter upon employ-
ment with a stock brokerage firm, and
never thereafter utilize, in the national
defense interest, one iota of his tax-
payer-financed scientific training.
_ For these reasons, the bill under con-
sideration is sadly lacking in provisions
which would make it effective from a
Approved-For Release zpowo
CONGRESSION
national defense standpoint.
No State or local study reveals that
needs cannot be met at the State and
local levels. Federal intervention, in
fact, is neither needed nor desired.
How does the adniinistration justify
its Proposal for intervention En science
edwation, guidance, and scholarships in
View Of these studies and the findings
Of the President's Committee on Educa-
tion yand the High School, second re-
Pert,
The CommIttee recommends that private,
local, and State sources increase their sup-
port Of scholarship funds to several times
the present amount and number of scholar-
ships. The Committee believes that, inso-
far EIS assistance by the Federal Government
? IS concerned, It should not ,at the present
time, in the light of the considerations pre-
* 4sented earljer in this chapter, undertak, to
provide new scholarships (other than work-
stUdy) for undergraduate students.
!rhere is no evidence that the Anieri-
eau people, State or local school. boards
qr ethicators in general want the Fed-
eral Government to supervise or stand-
3/31 : CIA-RDP8-06365A000200060015-9
L RECORD ? SENATE August 13
ardiie "educaltio in the 'United States In
the fields of science, guidance or schol-
arships.
Governors of Varions States have made
statements opposing Federal- interven-
tion in educatiOn. Among these Gov-
ernors, are: Gov' _Price Daniel, of Texas; '
$
Gor. William Q. Stratton, of Illinois;
Gov. James P. oleman, of Mississippi;
Gov. Milward L. Simpson, of Wyoming;
Gov. George Bell Timmerman, of South
Carolina; Gov. Albert Chandler, of Ken-
tucky; Gov. James E. Folsom, of Ala-
bama.
Gov. Harold W. Handley, of Indiana,
wrote on July 22, 1958:
Once started, , a system of federalized'
scholarships would never be terminated.
The cost would run into the billions, and
institutions now ;independent or State-sup-
ported would becOme completely subservient
to the new, bureaucracy in Washington,
which would quickly establish its self-per-
petuating existence. +
Indiana wants no part of such so-called
Federal aid, and it needs none. The self-
sufficiency, initiative, and enterprise of the
American people re national characteristics.
Education probleL.is can continue to be han-
dled locally and individually.
Less than 2 weeks ago, Gov. J. Lind-
say Almond, Jr., on August 4, 1958, in
opposing H. R. 13247, said:
Education, historically and legally, is the
obligation of the States and their localities
-and there is nO emergency or any other
circumstance which would justify the sur-
render of this responsibility to the Federal
Government.
I. therefore, storngly Oppose R. R. 13247,
which would inject the Federal Government
in a new field of Federal aid to education.
The Commonwealth of Virginia is institut-
ing a new program cf scholarship and loan
aid to promising students and for many
years has encouraged other scholarship ar-
rangements 'for the benefit of young men
and women of promise, who required as-
sistance beyond their ow'n means in com-
pleting their education. '
There is no 1:temoristr5ted need for the
proposed Federal scholarships and as has
been true in so'rnany other Federal aid pro-
grams, this proposal undoubtedly would
constitute the beginning of permanent addi-
tional expense and burden upon the tax-
payers of the conntry. There is no field or
activity which ia more important to be re-
tained under loeaI eontrol than education,
and I view this suggested legislation as an
entering wedge to destroy such control.
I am not ready to concede that there
Is sufficient justification for the Federal
Govern/Tient to enter into the field of
education. If such justification exists,
however, Fedc1ral participation_ should
be limited to t at area best designed to
meet the need of national defense. It
would be much better, if national defense
requires Federal aid to education, to con-
centrate on a tremendous student loan
program, whtby the opportunity for
training woul be made more readily
available to those who have initiative
and talent. Even such a loan program
should be limited to students pursuing
f
courses of stud in science, mathematics,
foreign langua es, and other such courses
closely and di ectly related to the na-
tional defense. The bill should spell' out
requirements or participants to utilize
their training t least for some minimum
period in the zational defense interest.
Furthermore, there Is, generally speak-
ing, no requirement that the Federal
program of student assistance be limited
to those persons who actually need help
in order to obtain advanced education.
The lack of this limitation can only
result in a duplication of non-Federal
student assistance programs and in as-
sistance to those financially able to pay
for their own education,
Except in those fields related directly
to the national defense, the Federal Gov-
ernment has no constitutional authority
to invade the field of education. No-
where in the Constitution is the word
"education." or any synonym thereof
Used. The framers of the Constitution
wisely recognized that education is a re-
sponsibility of the State, the community
and the parents. The Constitution de-
clares in the 10th amendment:
The powers not delegated to the United
States by the Constitution, nor prohibited
by it to the States, are reserved to the States
respectively, or to the people?
This clearly places education in the
realm of State responsibility.
I realize that there are Members of this
body, Members of the other House, and
those among the general public who
would place expediency before adherence
to the Constitution. These groups take
the position that the Federal Govern-
ment must move into the field of educa-
tion since the State and local communi-
ties are unable to perform the job ade-
quately. No argument could be more
fallacious,
There can be no doubt that the Fed-
eral Government, necessitated by spend-.
thrift, Congresses such as this, has
usurped an overwhelming majority of
the tax sources, thereby severely limiting
the ability of the States and local com-
munities to provide for those needs which,
lie within the realm of their responsi-
bilities. This area, in itself, is one to
which those concerned with inadequacies
of State and local finances might con-
cern themselves. Nevertheless, the in-
dividual States and local communities
are almost without exception in a more
sound and healthier economic condition
than the Federal Government. It is
astonishing to me, that we ,could con-
template a national debt of $2-80 billion,
which must surely go higher, and at the
same time point to financial inability on
the part of a State or local community.
Such a viewpoint is absurd.
While considering relative economic
abilities, it should not be overlooked that
the Federal Government returns less
value per dollar of tax money received
than does the State government, just as
the State government returns less value,
per tax dollar received than does the
municipal government In other words,,
the farther the dollar goes from home,
the less value is returned. The tax dol.;
lar can be compared to the corn which
Is taken to the miller for conversion into
meal. In each tax dollar we should not
forget that the miller also has a toll
chute, and the largest toll chute of all
is that of the Federal Government.
Another factor so often overlooked or
disregarded by the proponents of Fed-
eral spending is the fact that regardless
of which level of government provides
Approved ,For Release,2000/0 /31 : pIA-RD,P78-06365A000200060015-9
%taw
- Approved For Release 2000/08/31 : CIA-RDP78-06365A0Y84200060015-9
1958 . CONGRESSIONAL RECORD - SENATE
the service, it is the same individual tax-
payers Who must foot the bill. The Fed-
eral Government comes no closer to being
a Santa Claus than docs any other gov-
ernment.
The total Cost of this bill over a 4-year
period is estimated to be between one.
and one and a half billion dollars. This
is exclusive of $220 million in student
loans; $10 million in loans for science
equipment and 'facilities; and an unde-
termined amount of loans in the fellow-
ship program. /t is obvious that this bill
proposes for the Federal Government to
continue its practice o exercising lead-
ership with money rather than with
ideas.
I realize most fully that there are de-
ficiencies in our national approach to
education. 1 urther realize that these
deficiencies reflect on the national de-
fense. They concern me most deeply.
Unlike the proponents of this bill, how-
ever, / am far from convinced that money
alone, whether from the Federal, State,
or local level, will provide a-solution for
these deficiencies . This is amply illus-
trated by the fact that any person of
ability, who has a fair degree of ambi-
tion and initiative, can today, without
Government assistance, obtain the best
formal education available in this coun-
try. There are innumerable types of
financialo,ssistance available to the per-
Son with ambition and initiative, For
instance, in my own State of South Caro-
line, there are 88 separate sources of
scholarship's of which I am aware. Of
these, there are 29 colleges which offer
scholarships, 7 governmental agencies, 21
business and industrial firms, and 31 civic
and fraternal organizations and profes-
sional groups. In addition, there are 79
separate sources from which students
may obtain educational loans. In addi-
tion to scholarship and loan funds which
are available, almost every college in my
State has available part-time job oppor-
tunities for deserving students. I am
sure that South Carolina is not unduly
exeeptional in this regard.
Thera appear to be two, major de-
ficiencies in our educational process,
neither of which can be readily or di-
rectly improved by the mere expendi-
ture of funds.
The first deficiency is a nebulous one,
characterized by an existing state of
mind in an oyerwhelming number of
the parents, teacifers, and of general
public throughout our land.' It is the
complete mental inertia which inevita-
bly results from the destruction of the
natural rewards of industry and initia-
tiVe. This country was founded upon a
system of free enterprise. So long as
free enterprise, was nurtured and en-
couraged and not unduly limited by a
Monstrous Federal Government, our
country prospered. It prospered because
a man could gain in return for his in-
dustry and initiative the respect of his
fellow man, as well as financial inde-
pendence. This philosophy of free en-
terprise, which was and is the backb_one
of this country, is being replaced by an
assumption that the Federal Govern-
ment can be all things to all men;
which is another way of expressing the
No. 139-11
underlying philosophy of the welfare
State.
If we would encourage from our Peo-
ple an upsurge of initiative, industry,
and inventiveness, we must bring a halt
to the welfare legislation And programs
which invariably encourage indolence
in any people subjected to their insatia-
ble influence. The pending bill, with
its generous grants and stipends, in-
cluding travel and dependency allow-
ances, fairly begs an indolent student
attitude.
The second major deficiency of our
modern educational process lies in the
application of what is erroneously called
"progressive" education. Actually, this
deficiency is inclpsive of a number of
erroneous concepts which are now being
widely applied to the harm of unsus-
pecting students and the general liopu-
lation of the country.
The most insidious of these concepts
is that which assumes that since all
men are created equal, they, therefore,
have equal and identical ability. I have
heard it advanced as an adjunct to this
philosophy that environment alone de-
termines the net resulting product in
individual attitude and mentality. We
must first recognize that we can?and
at the State and local level?provide
equality of opportunity for formal edu-
cation. We cannot, however, provide or
guarantee an equality of ability or
knowledge through education; for the
Creator, in His great wisdom, made no
two men alike, either physically or men-
tally. We must, therefore, return to a
recognition of individuality in the ap-
plication of the educational process,
rather than attempting to use a coni-
mon mold for all students.
Another fallacious and destructive
practice identified with progressive edu-
cation is that of stressing methodology
at the expense of substance. This, and
not the lack of funds, is, in My opinion,
primarily responsible for the lack of
capable teachers and professional edu-
cator. I do not believe it is possible for
any person, regardless of how well
versed in methods of teaching, to ignite
in a student the spark of interest which
is vital to true education, unless that
person has an intimate knowledge of,
and interest in, the substantive subject
matter he seeks to teach.
This is one instance in which we might
profit from the best in the European
educational system. The testimony of
Dr. Wernher von Braun is to me most
persuasive. Dr. von Braun, testifying
before the Senate Labor and Public Wel-
fare Committee, said:
...Furthermore, I would say that in teach-
ers' training, European schools and uni-
versities care very little about methodology,
about how people teach. They say if this
man is a good mathematician or a good
physicist, and if he is really fired up by a
message he Itas to give to his pupils, then
you need not train him in how to teach, and
what Techniques and little tricks to use, be-
cause he will do a good job anyway. On the
other hand, if there is no fire burning in the
man, then he Is a poor teacher to begin with,
and with no amount of methodology train-
ing can you make a good one out of him.
So you might as well 'eliminate him right
away.
1580
Progressive education ignores the fact
that it is primarily the obligation of the
family, the church, and the community
to teach, by example and advocacy, the
art of human relations. It is the duty
of the educator to train the minds of the
students in order that they may reason
to a sound and logical conclusion by the
recognition and assimilation of factual
knowledge.
The PRESIDING arriCER. The
Senator's time has expired.
Mr. CAPEHART. Mr. President, I
yield 5 additional minutes to the Sena-
tor from South Carolina.
Mr. THURMOND. Mr. President, Dr.
von Braun was most persuasive on this
point also, and I again quote from his
testimony before the Senate Labor and
Public Welfare committee:
With regard to elementary schools, and to
some extent also to colleges, there is' the
question of emphasis on human relations
and similar things versus emphasis on just
plain intellectual training.
I do not remember that I ever attended
any classes In Europe on family life or hu-
man relations, or subjects like boy-girl rela-
tions at college. We just learned reading,
writing, and arithmeatic in the lower
schools. Later on they taught us technical
and scientific subjects, .but nothing else.
This whole area of social adjustment of
life, which plays such an important role In
American education, is given very little at-
tention in Europe.
Discipline is the castoff of progressive
education. No amount of money can
make up for the failure to teach disci-
pline which must be applied from with-
out in formative years in order that it
may be applied from within in mature
years.
Progressive education cannot be elimi-
nated by Federal funds. Its elimination
can be accomplished only through a re-
evaluation of our educational purposes
and a return to sound principles and
courses of instruction. A national lead-
ership, not with money, but in ideas,
would be most helpful in this regard.
Such leadership, by stressing the paren-
tal, local, and State shortcomings and
responsibilities, through a constructive
and cooperative approach, can do much
toward obtaining a reassertion of paren-
tal concern and action toward revitaliz-
ing the American school system. It is a
national problem, but one that is soluble
at the local level only.
I reiterate that S. 4237 is not designed
.to overcome national defense deficiencies
in the field of education, which is the
only basis upon which a Federal educa-
tion program could be constitutionally
undertaken. There are neither curric-
ulum limitations nor requirements for
proper utilization of training for national
defense after completion of federally
financed education.
Even were the deficiencies of education
correctable by the expenditure of funds,
the Federal Government is the least eco7
nomically sound unit to undertake this
program; and, in addition, the Federal
Government is the most expensive and *
wasteful of any unit through which the
taxpayer's dollar is applied.
If this bill were enacted, with its
grants and stipends, more harm by far
Approved For Release 2000/08/31 : CIA-RDP78-06365A00020006001,5-9
15900 Approved For Releaphip8/10 3ilicgA5RDIRAW65A0002000604(119,At 13
CONLI
Ilid be done through the destruction
Of individual initiative, than good ac-
complished from the additional oppor-
tunities provided, even though these
pregiarris did not overlap existing finan-
cial asSistance programs, which they do.
The real deficiencies of education, occa-
siened by the growing trend toward wel-
fare statism and the application of pro-
gressive education, will have failed of
recognition and be pushed into the back-
greund of oblivion until these deficiencies
are once again seared into our con-
sciousness by a question of survival.
Let no one deceive himself; this is not
a defense measure. View it unmasked
for what it is--general Federal aid to
education, as the distinguished Senator
from Michigan [Mr. McNouinnuil said to-
day in response to my inquiry. I admire
his frankness in making such a state-
ment. True, the bill has time limits, and
the money authorizations could be
larger, but it is an entering wedge, and
a More general approach is hard to
imagine.
Education is one of the few fields in
which authority of State and local goy-
crninents have to date remained corn-
Paratively potent. There have been
minor Federal inroads before, but the
bin will constitute an irreparable breach
An the ramparts. There is little Federal
control in the bill as proposed; but its in-
effectiveness, assured by a fallacious ap-
proach, will he the excuse for imposition
Of Federal regulation by future legisla-
tive acts. Experience demonstrates that
It is more politically expedient to pile
bad legislation on bad legislation, than
to resort to the repeal of an unworkable
existing program.
Before the measure is voted on, the
Senate should realize the dangerous and
fallacious philosophy which the bill ex-
: 1VIr. President, I received a telegram
today, which I shall read to the Senate,
33ISITOPV/LLE, S. C., Augus,t 12, MSS.
Senator Sraol4 THURMOND,
? United States Senate Office Building,
Washington, D. C.:
In spite of strong pressures from Wash-
ington education sources, I would like to
commend you on your stand on National
Defense Education Act of 1958. South Caro-
lina still does,not want Federal aid to edu-
cation, however it may be disguised. Urge
your continued efforts to defeat -measure.
Eovim M. CULPRPPER,
President, South Carolina Associa-
tion of County Superintendents
of Education,
Mr. KEFAUVER. Mr. President, will
the Senator from Michigan yield time
tome?
Mr. McNAMARA. How much time
does the Senator from Tennessee desire?
Mr. KEFAUVER. Ten minutes.
Mr. McNAMAHA. I yield to minutes
to the Senator from Tennessee.
- Mr. CAPEHART, Mr. President, how
much time remains on both sides?
The PRESIDING - OFFICER. The
opponents have 26 minutes; the prop&
nents 47 minutes.
The Senator from Tennessee is rec-
ognized for 10 minutes.
KEFAUVER. Ur. President, as a
cosponsor of the bill, I Shall speak in
its support. First, I congratulate the
Senator from illabama (Mr. Hful, the
chairman of the committee, and our
colleagues on the committee for the
leadership they have shown in reporting
the bill. I think that no more impor-
tant legislation has come before the
Senate this session than this education
bill. I express My gratitude and appre-
ciation to the Members of the Commit-
tee on Labor and Public Welfare, under
the leadership Of the Senator from Ala-
bama, for their masterful work in for-
mulating the bill and bringing it before
us at this time. I have worked with
the Senator from Alabama over the
years on this legislation and am gratified
to see our efforts coming to fruition now.
As a member of the Conimittee on
Armed Service$, I have been deeply im-
pressed with tile need for all-out efforts
to recoup our losses in science and tech-
nology to the Soviet Union. There is
evidence on every hand that the Soviets
are advancing much more rapidly in
many of the scientific fields, even though
we may be ahead of them generally at
present In a , few years, we may find
that we are indeed a second-rate nation
in terms of the world's material and
scientific progress.
But we are not concerned only with
Maintaining pace with the Soviets; we
are more concerned with enhancing the
economic and Pultural standards of the
United States. We want to provide our
people with the greatest opportunity for
self-advancement, for learning and
achievment Only in that way can we
realize the pqtentialities that are in-
herent in the freedom we find in Amer-
ica.
It is clear that one does not achieve
advancement in science or any other
scholarly field a merely by giving more
money or new facilities to those who are
already engaged in such efforts. The
key to progrePs lies in training Young
people, by instilling in them a desire to
achieve, by rewarding their efforts, by
encouraging them at every step of the
way to excell in their chosen careers.
The shockhg fact is that we have
failed our children, by not providing
these inducements and by not providing
the means by which those who can profit
by further education may obtain it. We
have seen many of our most able stu-
dents engage in pursuits?all of which
may be honorable?not in the field of
education or science, or take positions
much below their level of achievement,
because they could not afford to continue
with their edu ation.
The pending bill is a belated recogni-
tion of our pat remissness in this field.
It is an .attempt to restore higher educa-
tion to the place it should occupy in our
society. It ca ls for a cooperative effort
on the part cf the States, the private
schools, and tie Federal Government to
develop to the fullest the intellectual po-
tentialities of the young people of the
Nation.
Some have paid the States should do
the job alone. I would, be first to advise
that this course be followed, if it were
feasible. But the fact is that the States
and the private schools' are unable to do
the job comii,etely. I say this, not in
criticism: of them, but merely in making
an objective statement of the situation.
The pending bill merely proposes eco-
nomic assistance to the States, to aid
them in the accomplishment of the job
which all agree must be accomplished if
the Nation and its people are to play their
proper roles in the modern world.
I am particularly impressed by the
flexibility and breadth of scope of the
bill. There is no one reason why some
of our young people do not receive as
much education as they should. Some
are in financial straits; some have insuf-
ficient motivation; some have not been
able to complete the courses which would
prepare them for higher education. The
committee has recognized these facts,
and has, in reporting the bill, attempted
to have it meet the various, educational
needs of the Nation.
The combination in the bill of the
provisions for scholarships based on
merit and th'e provisions for other as-
sistance based on need is particularly
meritorious. Thus, the scholarships will
be used as inducements for greater at-
tainments in the secondary schools, and
also in recognition of outstanding ac-
complishrrients there. That is as it
should be. A student should not be re-
quired to plead poverty, in order to have
his achievements receive proper recog-
nition. The scholarship program Will be
administered by State commissions
which will have complete responsibility
for the selection of the students who
will receive the awards.
The bill also authorizes a program of
loans to students who demonstrate su-
perior capabilities. The evidence clearly
shows that the student-loan funds now
available at the State level are inade-
quate. As a result, many deserving
students have been unable to attend
college.
The bill contains specialized provisions
to improve the teaching of mathematics,
the sciences, and foreign languages.
Many of our schools are without the
most elementary facilities for scientific
education, because of the high cost in-
volved. Obviously, a student's advance-
ment is limited by the training he is
able to receive and the use he is able to
make of the materials in which he is
interested. Other provisions of the bill
relate to further training of teachers
and graduate students, through insti-
tutes and fellowships. Improved guid-
ance, and testing and experimentation
with new teaching devices, will result
from the grants for these purposes
which are made to the States.
I think we realize, Mr. President, that
the most precious resource of our min-
try is the younger generation. But our
young people need development and re-
finement, as does any other resource.
Too long we have said that those who
want to achieve will be able to do so,
and that those who do not want to will
remain in their uncultivated state. But
the evidence is overwhelming to the con-
trary. We have been ignoring our most
precious resource, and thus have been
denying our children the right of de-
velopment, self-expression, and creativ-
ity. We have also been saying to the
people of the future: "You are not going
to have the benefit of maximum develop-
Approved For Release 2000/0 /31 : CIA-RDP78-06365A000200060015-9
Approved For Release 2000/08/31 CIA-RDP78-06365A0,5200060015-9
1958 CONGRESSIONAL RECORD --- SENATE
merit, the brains and talent of the pres-
ent generation."
Mr. President, we can take a long step
toward reversing this trend by passing
this bill. By injecting a new spirit and
a new determination into our educa-
tional system, we can keep faith with our
young people and with the future of the
United States. Our material progress
and Our spiritual enlightenment depend
on it.
I yield the floor.
Mr. CLARK. Mr. President, will the
Senator from Michigan yield to me?
Mr. McNAMARA. Mr. President, I
yield 20 minutes to the Senator from
Pennsylvania.
The PRESIDING OFFICER (Mr. TAL-
MADGE in the chair). The Senator from
Pennsylvania is recognized for 20 min-
utes.
Mr. CLARK. ,Mr. President, first of
all, I should like to commend the dis-
tinguished Senator from Alabama [Mr.
Ilnia for the bill he has reported, which
is the result of very long and exhaustive
hearings, In the course of which many
eminent Americans testified.
The pending bill is an excellent one,
and will provide substantial help to our
hard-preesed educational system.
I testified before the committee headed
by the eminent Senator from Alabama.
Despite the fact that the pending bill
Is an excellent One, in my judgment it
puts the cart before the horse, in terms
of the educational needs of the Nation.
In my judgment, the first priority for
assistance to our presently inadequate
educational system, which is not meas-
uring up to the needs of our growing
population and the needs of our time,
should be given to increases in, the sal-
aries of the teachers.
The second priority should be given
to the construction of additional school
facilities.
The third priority should be given to
the granting of scholarships and loans
to students.
Therefore, Mr. President, I commend
the distinguished Senator from Michi-
gan (Mr. McNAkuiAl for having the
courage?eiren though his proposal was
rejected by the committee?to propose,
here on the floor, his amendment, which
provides for at least some funds with
which to help the States construct the
badly needed schools.
I realize the reason why the distin-
guished Senator from Michigan has pro-
posed a school-construction amendment,
rather than an amendment to provide
for increases in the salaries of the teach-
ers, is that he appreciates that the order
of priorities must be considered from a
practical point of view; that an amend-
ment to provide for increased salaries
for teachers will not have a good chance
oaf adoption; and that if the Congress
aids the States in connection with the
construction of the needed schools, the
States, in turn, will then be able to de-
vote more of their own resources to the
payment of larger salaries to the
teachers.
Mr. President, today the debate on the
hill and on the amendment of the Sen-
ator from Michigan has been most in-
teresting. I hope the debate immediately
prior to the taking of the vote will be
? conducted on a high plane. Let us no
longer indulge in the use of cliches. Let
us no longer say that Federal aid to
education will result in Federal control
of education. No sensible man believes
that the pending bill contains such pro-
visions. The bill, as reported by the
committee, makes clear beyond perad-
venture of doubt that there can be no
Federal control of education at the local
and State levels.
Let us no longer say, Mr. President,
that any constitutional issue worthy of
the name is involved.
I do not believe that more than half
a dozen lawyers well versed in the law
would argue that Federal aid to educa-
tion poses a legitimate constitutional
question. That point was decided at
least as long ago as the administration
of Abraham Lincoln, when the Land
Grant College Act was placed on the
statute books. Since that time, that act
has provided massive Federal aid to edu-
cation.
Mr. President, let us no longer say
that the States and the localities are
better able to make the needed expendi-
tures for our educational system than is
the Federal Government. I do not be-
lieve that any Member of the Senate
who has made a serious study of the
problem believes that to be the case; and
in a few minutes, I shall submit some
facts in connection with that point.
Mr. President, let us no longer say
that the deficiencies of our educational
system are not due to any extent to a
lack of funds. Those who think a lack
of funds does not enter into this situa-
tion should talk to the teachers, who, as
a group, today are paid less than truck-
drivers are paid. Those who think a
lack of funds is not important in con-
nection with this problem should talk
to the parents of children who attend
schools which lack adequate equipment;
or to the parents of children who attend
school on a part-time schedule, and who
thus are not receiving the education to
which they are entitled; or they should
talk to the more than 1 million Amer--
Can young people who this spring gradu-
ated from public high schools or private
high schools; and, in particular, they
should talk to the 200,000 among these
young people of high ability?in the
upper 25 or 30 percent of their classes?
at least half of whom are not attending
college because they lack the necessary
funds. In short, they should tell that
one to the Marines. No one interested
in the educational system of America
should listen seriously to that statement.
Mr. President, let us stop saying it is
the same individual who foots the bill,
whether the taxes are raised on the local
or State level, or on the Federal level.
We all know that is not so. We all know
at the local level it is the property tax,
the nongraduated property tax, which
raises money for the schools. We all
know that at the State level, it is, by and
large, the broad base sales tax and the
nongraduated income tax which raises
the money for State participatip in
schools. We all know that at theFed-
eral level there is in effect a tax system
which, with all its deficiencies?and, Mr.
15901
President, believe me, some of those defi-
ciencies were pointed out on the floor of
the Senate last night?still has some
mild relationship between the capacity of
the taxpayer to pay and the tax which is
levied against him.
- So, Mr. President, let us not have any
more of that kind of talk.
Let us also not convert any disagree-
ment we may have on the subject of pro-
gressive education into opposition to the
bill. The pending bill has nothing what-
ever to do, one way or the other, with
controversial theories of progressive edu-
cation. All this bill does, and all the
pending amendment does, is to make
badly needed money available to hard-
pressed schools which are unable to give
to the boys and girls of America the kind
of first-class education which is needed,
not only to meet the Soviet challenge--
and I agree that the national defense
aspects of this bill are important?but
also to permit American civilization to
move forward at the pace which the
brains of America will make possible if
we but give our educational agencies and
institutions the money they require.
In short, as we move toward a vote on
the amendment and a vote on the bill,
let us get away from a dream world re-
plete with obsolete thinking, and deter-
mine our votes on the basis of facts and
not of fiction.
If this body does so, Mr. President, I
am confident it will adopt the amend-
ment, and pass the bill in short order.
If we do so, we shall take a long step
toward putting our American educa-
tional system in shape to meet not only
the challenge of the Communist world
but the basic needs of American civiliza-
tion.
Mr. President, I shall not even dignify
with a rebuttal argument the contention
that America cannot afford this bill.
Forty billion dollars for defense, and not
one billion dollars to see that American
boys and girls get the education to which
they are entitled. My distinguished col-
leagues the Senator from Michigan and
the Senator from Montana have
wrapped that illogical argument with a
shroud and have buried it.
Mr. President, let me turn briefly to a
few basic facts involving my State.
Pennsylvania ranks 11th among the
States in expenditures per pupil. We
are well above the national average in
the index of educational effort. During
the past 10 years, Pennsylvania has
spent $1 billion on school construction.
Fourteen hundred projects are complete
or underway. Yet Pennsylvania is fall-
ing behind year after year.
Twenty-five thousand pupils were on
half-day session last year. The number
is increasing. We need from 36,000 to
40,000 classrooms now or in the foresee-
able future to end half-day sessions, al-
low for growth, replace obsolete buildings
or makeshift quarters, and consolidate
tiny rural districts.
Do not tell the people of Pennsylvania
they are not making an adequate effort
to educate their children, because the
people of Pennsylvania know better.
Mr. President, why is this the situ-
ation? A most competent and discerning
reporter from the Pittsburgh Sun-Tele-
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Approved For Ribeivit2s0sE/4)81,31icCoM.Ina-AQI6R65A0002000609att 13
grtiPh, James P. McCarthy, made a care-
ful?a.nalysis of why we are missing the
sCrido-i bus Why bond issues are being
tuned._ own when the money is needed,
why the States and localities are not
mearsurifig up to the challenge of our
time.
I Ahall, not detain my colleagues with
an amplification of those brilliant arti-
cled, but I ask unanimous consent that
three of them may appear at this point
in the RECORD as a part of my remarks.
There being no 'objection, the articles
were ordered to be printed in the RECORD,
as follows:
[From the Pittsburgh Sun-Telegraph of
Sunday, June 29, 19581
WHY WE'RE MISSING THE SCHOOL Bus?BOND
ISSUES TURNED DOWN WHEN TUE MONEY
IiiNsumn
?
(By James F. McCarthy)
-(On Main Street across America a new
problem has arisen to plague the ptIblic
schools. Digging behind the scenes in Amer-
ican education, the Hearst Headline Service
has learned that voters are turning down an
increasing number of school bond issues?
" that we are, in effect, "missing the school
-bus" in terms of the money needed to keep
it running. This is the first of three exclu-
sive articles telling why and examining the
meaning of the trend and what's to be done
about it.)
In voting booths across the country for the
past 2 years Americans have been tightening
the,nurse strings on their public schools.
Hard to believe? Yes, ,particularly if you
passed a new school building going up today
and chances are you did. For More schools
are going up at present on money authorized
2 or 3 years ago.
But the American voter is now rejecting
an increasing number of school bond issues.
In Pittsburgh the need for new schools was
reflected most _recently in a Sun-Telegraph
aeries on fire hazards in the city schools.
The series brought corrective measures, but
much of the problem was traceable primarily
to antiquated buildings and lack of funds
to replace them.
Voters tightened the purse strings on
Pittsburgh schools a few years ago when
they refused to raise the school district's
? borrowing authority.
Financial problems for the State govern-
ment and -the school districts themselves
combine to make it extremely uncertain that
Pennsylvania will he able to build enough
new classrooms for an expanding school-age
population.
School boards have had to fight hard to
Win school bond-issue approvals, but a much
more serious problem is that fact that many
of the State's school., districts hai7e reached
the limit of their borrowing authority.
Pennsylvania educators recently told the
National Education Association:
"Seventy-five to eighty percent of Penn-
syltania school districts have insufficient bor-
roWing power to provide themselves with
adequate school facilities if the cost of such
? fecilitfes must be met with general-obliga-
tion labiads.
"DEPENDENT upon STATE
"Without financial assistance from the
Commonwealth, the Federal Government, or
both, not more than 10 to 15 percent of
Pennsylvania's fourth-class school districts
can finance, under existing tax limitations,
the annual payments made to amortize the
cost of new school facilities."
As local school districts look to the State-
. for building aid they become part of a scram-
ble, in Which there are many more appli-
cants than there is money to go around.
The legislature in 1956 increased the ceil-
ing on the amount of local school building
Construction to lee financially aided by the
State from $425 million to $925 million. The
new ceiling already has been reached.
The State department of public instruc-
tion reports applications on file amounting
to $460 million Or $350 million in excess of
the amount available.
School board Members in cities and towns
across the country were relying upon the
vetoed bond issues to build the new schools
of 1960 and beyond in the continuing battle
to whack at the national shortage of 142,000
classrooms.
DAWN WILL BREAM
Many parents Will realize 2 years from now
what is happe ng when their children are
attending overc owded or double tessions
long after such 4onditions were to have been
corrected.
The Investment B'arikers Assebiation of
America has been passing along to the
United States Office of Education data which
reveals:
The past 2 years have shown approximate
50 percent decrease in the amount of public
and elementary school bond issues passed by
the voters.
This has happened for two reasons: fewer
bond issues are being offered in the first
place and more are being rejected when they
do reach the voters.
Go back 2 years to July, 1956. From then
until February, 1957, American voters re-
jected only 9 percent of the bond issues
placed before them.
MORE VOTE "NO"
The voters began to balk. Rejections in-
creased and in the period from July, 1967,
through February 1958, the rejection rate
was 30.4 percent.
November, when voters troop to the polls
to decide these questions, is a key month in
such studies.
In November, 1966, citizens were asked to
approve schodl bond issues totaling
$448,800,000. They passed $423,500,000, or all
but 5.6 percent.
A year later school boards asked public
approval of $23i,800,000 in new school bonds
and the people said "Yes" on $148,800,000.
The rejection rate had climbed to 35.8 per-
cent.
Why?
Educators think they have found several
reasons for the trend. But even the most
ardent supporters of more money for schools
mix with their reasons a strong note of
sympathy for the taxpayers.
CUSTS CONSIDERED
Today, more than ever before, voters
know what an interest rate means. Interest
on a typical dierict school bond has risen
from 2.17 percept in 1951 to 3.22 percent as
of March.
Smaller schoel districts sometimes must
market bonds at nearly 4 percent, if at all.
This is expensive debt service and the
public knows itt
More voters are also aware that debt serv-
ice must be met before teacher Salaries or
any other school expenses.
With the dept service share of the local
school budget rising to 25 percent and higher,
voters now are translating new bond issues
into terms of tigher taxes and they don't
like it, particularly in a recession.
Reluctance to assume higher property taxes
at a time of economic decline is another big
reason for more bond issue rejections. Fig-
ures bear this ?tit in Michigan, Pennsylvania,
and other States hit by heavy unemploy-
ment.
DIRECT TAX BLAMED
,
But perhapS the biggest factors are psy-
chological.
Property owners have watched local and
State debt increase by more than 360 per-
cent in the pee 11 years. They are paying
higher income, sales, and property taxes.
It is the real estate tax, mainstay of pub-
lic education, that is paid in one big lump
sum once or twice a year.
Research has established that Most people
must save in advance to pay these taxes, dip
into savings, or borrow.
In any event, it is the property tax over
which the man down the block has most
control and the one he is less likely to raise
If he can help it.
[From the Pittsburgh Sun-Telegraph of
Monday, July 7, 19581
WHY WE'RE MISSING THE SCHOOL Bus?BOND
REJECTIONS ALA.RMING
(By James F. McCarthy)
(American voters are turning down an in-
creasing number of school-bond issues.
Here, in the second of three articles on this
vital behind-the-scenes story in public edu-
cation, the Hearst Headline Service tells
what the trend means, including the reac-
tion of United States Commissioner of Edu-
cation Lawrence G. Derthick in an exclusive
interview?the first since returning from an
eye-opening survey of education in Russia).
WASHINGTON.?"A contest has been im-
posed on US whether we like it or not.
Russia has picked us out as her chief rival
and has chosen education as the route to
world supremacy."
This was United States Commissioner of
Education Lawrence G. Derthick speaking.
Like other educators, Derthick is watch-
ing uneasily as American voters reject an
increasing number of school-bond issues.
We asked' his reaction and, naturally
enough for one who had just returned from
heading a 10-man team of American edu-
cators on a month-long survey of Russian
education, Derthick interpreted even home-
town school finance in terms of world chal-
lenge.
First to understand what a trend of school
bond issue rejections may mean someday,
what will happen to our national school bus
if we fail to provide money to keep it run-
ning, we must examine the Construction job
ahead for the public schools.
Dr. Lyman V. Ginger, president of the
National Education Association, brought
home the facts dramatically in testimony be-
fore the House Subcommittee on General
Education.
Explosive population growth in the past
11 years has boosted the school group (ages
5 through 17) 40.8 percent or from 28.6
million to 40.2 million. School enrollinent
will rise another 15.5 percent by 1965.
Even if communities build the %pc new
classrooms scheduled for completion by this
fall, Dr. Ginger insists the classroom short-
age will be 132,000.
NEA believes these figures prove the Na-
tion is doing little more than whittling away
at the backlog, even on funds from the heavy
bond issue approvals of 2 years ago.
This is why Dr. Ginger views any increase
In the bond issue rejection rate as alarming.
Despite more State school aid, he reminded
Congressmen that local bond issues are still
the primary source of funds for school con-
emotion.
He talked of a time lag of from 2 to 3
years between bond issue approval and the
opening of a new school.
Thus, educators view rising bond issue
rejections as meaning more years of crowded
classes and part-time sessions.
A child in a part-time session loses 2
months training in the course of a school
year because of the shortage of material
covered. In 12 years of schooling under
such conditions he loses 2 years.
Educators have translated the time loss
Into lost money and manpower?lost money
In individual earnings and community pros-
perity and lost manpower for the military
and industry.
Approved Fpr Release 2000/0 /31 : CIA-RDP78-06365A000200060015-9
Approved For Release 2000/08/31 : CIA-RDP78-06365AM200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
t.r..ADiniStin. ErraNYS
tet Derthick tell -what a rising rate of
bond-issue rejections could, Merin In larger
World`tstruggle terms * * ?
Words _ like "amazement" and "astonish-
ment" are well used. Derthick satrl, in de-
scribing his reaction to what he is Con-
vinced is a total Soviet commitment to edu-
catkin. He added:
"Our complacency about providing the
resources to train our manpower is disturb-
ing."
He agreed with those who have warned
We could lose the contest in 1Q or 15 years
through complaTeency and emphasized:
"I'm not talking about a war. I'm talking
about the race for world leadership."
,TPREEDOIV/ IS A Mos
Basically optimistic about the future for
school construction, Derthick pointed to a
long American tradition of local and State
Control of eduCation and said any solution
to the problem will have to hinge on having
enough people at the local level willing to
put the force of their leadership behind the
cause of More schools,
He called this an unenforceable obligation
Which people must assume from their hearts.
Derthick is convinced:
"We have a System that will do the job
if we improve our poor and neglected
schools. Those people over there (in Rus-
Alla) have a blueprint but we have freedom?
freedom to make our system superior if citi-
zens are willing to go all the way."
IP'rom the Pittsburgh Sun-Telegraph of
Tuesday, July 1, 1958]
WHY WE'RE Missitto THE S-pooL BUS?
MONEY LACKING, PUBLIC HESITATES To
RAISE Taxas
(By James F. McCarthy)
(A rising rate of school 'bond issue rejec-
tions is today's top story behind the scenes
in public education. In ?this, the last of
three exclusive articles on the grassroots
problem of "Why We're Missing the School
/:itis," the Hearst Headline Service examines
solutions to meet the schools' financial
plight).
WasifmaroN.?"Giva enough people the
facts on education and we will Solve all our
school problems," Unite & States Commis-
Stoner of gducstion Lawrence G. Derthiek
told the Healst newspapers.
But even with {111 thi facts, taxpayers
throughout the land face a difficult choice in
deciding they financial future of America's
schools,: ?
VA rising rate of school bond issue rejection
proves this.
What's to be done about it?
Assuming a widespread, deep-rooted citl-
ten desire to mProve the public educational
plant physically and academically, taxpayers
have three basic choices:
, They can float more bond issues to build
More sch0Ols, accepting lligher focal prop-
erty tax rates in the process.
LOcal communities can insist that k''ederal
and State goverritpents f tee more tax revenue
sources for 10C/il tse;. oj
The public can force Congress to enact
Eederal aid-for classroom construction, thus
shifting some of the school finance load di-
rectly to the Federal Government.
Psychologists have suggested the simple
device Of billing local real estate taxpayers
monthly to avoid large annual payment's.
As,a.aphtantial, body of opinion
\WhiCb.-EoTde that the local re-estate ,tax
Is just about as high as it can go.
Serious fears of loss of population and
industry in the face of higher taxes prompts
,n).E.ny communitleato think twice before rais-
ing __either the tax rate Or, property assess-
Ments.
This same fear Is voiced by Opponents of
the President's suggestion that governors
decide which functions and tax sources
could better be turned over to the States.
BORROWING CAPACITY EXHAUSTED
Uncle Sam, according to latest estimates,
could release to State and local govern-
ments new tax sources yielding about $2 bil-
lion a year if State and local governments
In turn assumed a proportionately higher
share of governmental function.
But local pressures, political and other-
wise raise this question: What guaranty
is there that State and local governments,
once given the new tax sources, would put
higher taxes into effect?
Another probletn in the school finance pic-
ture is the fact that more and more school
districts each year exhaust their borrowing
capacity.
A specific remedy for the school bond is-
sue problem was advanced by Representative
FaaNx M. CLARK., Democrat of Pennsylvania,
who has introduced a bill which would
create a domestic bank with Federal revolv-
ing funds.
The bank's functions would be to purchase
local school bond issues which communities
are unable to market privately at less than
3 percent interest.
A/D PLAN GAINS
With the notable exception of the United
States Chamber of Comnierce, organiza-
tions watching the school-construction pic-
ture have seized upon the rising rate of
bond issue rejections as a crowning argu-
ment in favor of Federal aid for classroom
construction.
' The National Education Association is the
principle nonpartisan backer of such a plan.
Many in the United States Office of Educa-
tion feel the same way but they are not
saying much about it in public since the
administration decision to soft-pedal Federal
aid for classroom construction and push
Federal science scholarships.
There are many in the national office,'
however, who see elementary and secondary
classroom construction as a more basic need.
WHAT'S YOUR CHOICE?
Public polls in the past 2 years have shown
increasing support for such Federal aid. ,
NEA told Congress:
"The fact is that State and local govern-
ments have been making a superb fiscal ef-
fort and that they can and should do even
more.
"But even with their utmost efforts, their
tax sources will simply not suffice to main-
tain elementary and secondary education at
its present level or quality, let alone raise
it to the levels of superiority required for
the carrying out of urgent national policies
directed toward economic growth and world
leadership."
These, then, are the remedial choices in
the face of declining revenue from school
bonds.
Mr. CLARK. P'rimarily, Mr. Presi-
dent, there are four reasons why the
States and the localities cannot measure
up to this educational challenge.
First, because of the inadequacy of the
property tax. ,
second, because of the problem of tax
Zompetition, as a result Of whiCh indus-
tries will desert a State which has high
educational standards and go to a State
which starves its schools, starves its
teachers, starves its children's education.
Nobody knows that better than does the
distinguished Senator from Michigan,
who had the problem of tax competition
very much before him, as did the disr
tinguighed Governor of Michigan, not
too long ago.
The third reason is that State and
local governnVents are under greater fi-
15903
nancial strain than is the Federal Gov-
ernment. This is demonstrated beyond
doubt by the statistics which show that
since the war local and State taxation
and local and State debt have grown
rapidly and drastically while the Federal
debt has actually declined and the Fed-
eral tax burden in rdilation to the gross
national product has actually become
lighter.
Finally, Mr. President, let us admit ,
that there is some absence of will; there
are some parents, there are some per-
sons without children who prefer a me=
diocre school system to voting for a bond
issue or for local taxes which are neces-
sary to bring the educational system up
to the level which is needed.
For those four reasons, I think any
sincere student of the problem will ap-
preciate that America will continue to
fall farther and farther behind in the
education of her youth unless Federal
aid?and massive Federal aid?is
brought to bear on this problem.
Our educational problems are grow-
ing more serious, not better; they are
deepening, not bottoming out. It has
been estimated by objective and learned
civic groups that our expenditures for
education must be doubled in the next
decade. This money will not be raised
by State and local effort alone. The
time for the Federal Government to
start forward to meet its share of the
total obligation is now, not next year or
the year after.
I urge my colleagues to support the
amendment of the Senator from Michi-
gan.
Mr. McNAMARA. Mr. President?
The PRESIDING OFFICER. The
Senator from
Mr. McNAMARA. I yield myself 2
minutes.
The PRESIDING OFFICER. The
Senator from Michigan is recognized for
2 minutes.
Mr. McNAMARA. Aid to education is
vital to national defense. The brain-
power of our youth is surely our most
valuable asset.
Before the Senate votes, I again thank
my colleagues who have spoken in sup-
port of the sahool construction amend-
ment. I know they feel as deeply as I do
that a meaningful program of Federal
aid to the States for school construction
is vitally needed.
is especially pleasing to me to see
the bipartisan support Which the amend-
ment has. Certainly if there is any area.
which should, be completely devoid of
partisanship it is the area of education.
Mr. ALLOTT. Mr, President, I sug-
gest the absence of a quorum, and ask
unanimous consent that the time for the
quorum call not be charged to either
side.
The PRESIDING OFFICER. Is there
objection to the request of the Senator
from Colorado? The Chair hears none,
and the clerk will call the roll.
The legislative clerk called the roll
and the following Senators answered to
their names:
Aiken Bennett Butler
Allott Bible Byrd
Anderson Bricker Capehart
Barrett Bridges Carlson
Beall, Rush Carroll
Approved For Release 2000/08131 : CIA-RDP78-08365A000200060015-9
,
Appitved FM- Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
04 CONGRESSIONAL RECORD?SENATE August 13
8.Dalc.
-
Javits O'M ahoney
Jenner Pastore
Johnson, TeL Potter
Johnston, S. C. Proxmire
lordan Purt ell
" Xefauver Revercomb
" Irennecil Robertson
iterr Russell
" Knowland Saltonstall
Xiiehel Schoeppel
Langer Smothers
Lausche Smith, Maine
rear Long Smith, N. J.
bright Magnuson Sparkman
Onto', Malone Stennis
Gore "" Malisfield Symington
eteen ,
' Martin, Iowa Talmadge
Zaydenz ll7fartin, Pa. Thurmond
Hennings McClellan Thye
Hickenlooper McNamara Watkins
Rill Meinroliey Wiley
Hoblitzell Morse Williams
Hruska
Morton Yarborough
Humphrey Mundt Young
Ives Murray
Jo,ckson Neuberger
Mr. MANSFIELD. I announce that
the Senator from New Mexico [Mr. CHA-
vEZ1 and the Senator from Florida [Mr.
HOLLAND] are absent on official business.
Mr. KNOWLAND. I announCe that
the Senator from Illinois [Mr DnucsENT
is absent by leave of the Senate to at.;
tend the funeral services of Congressman
McVey.
-The Senator from Vermont [Mr.
rwaras] is absent because of illness in
whiSfamily.-
- The Senator from Maine [Mr, PAYNE]
Is "necessarily absent.
'The PRESIDING OFFICER. A qu
,
rtim is present.
The question is on agreeing to the
amendment offered by the Senator from
? 41ichigan [Mr. 1VIONimAriftl.
Mr. HILL. Mr. President, I yield 3
Minutes to the distinguished Senator
from Colorado [Mr. ALtorr] in oPPosi-
tion to the amentment.
The PRESIDING OFFICER. The
Senator from Colorado is recognized for
a minutes.
tdr.4LITT. Mr. President, I feel
' fairly certain that at this point we are
deciding what is probably the most im-
portant amendment 'which will be of-
rcd to the education defense bill which
now before us.
-I am fully aware of the intentions ahd
Mirposes of Senators who have offered
this amendment. Many of us, myself
included, have on one or inore decasions
offered similar amendments.
At the beginning of this year the
President, seeing the great need for
education, particularly in the scientific
and' mathematical 'fields; recommended
'this bill, in sutstance?a bill to increase
the emphasis upon education in the
Vnited States, to help the teachers de-
Velop themselves, and, in general, to raise
the educational level.
It was realized that we were -falling
behind the Soviets in many respects.' It
Is. not that we are behind now, but unless
we-thange our situation we shall be very
far behind before long. '
With respect to the pending amend-
ment, as I say, many of is have offered
gorniiv, amendments in the',past, and
?Stith amendments got exactly neWhere.
I. think it is a matter 'of cornrrion
knowledge that it is impossible to get a
?
school construction bill through the
other body, and that the 'result of adding
this amendment to the bill would be sim-
ply to preclude any educational help
this year.
It is a hard choice to make, when one
realizes the great necessities for school
buildings in many areas of the country.
But I say to nay friends in the Senate
that if they want this bill, to gear up
the educational processes to the level on
Which they mut be, if we are to compete
In this modern world of science, mathe-
matics, and language skills to commu-
nicate our thoughts and ideals to other
men's minds, we shall have to do some-
thing along the lines of this bill. In
doing so, we Must be fairly certain that
it will pass.
The PRESIDING OFFICER. The 3
minutes allotted to the Senator from
Colorado have expired.
-Mr. HILL. Mr. President, I yield 2
additional minutes to the Senator from
Colorado.
Mr. ALLOTT. Mr. President, I know
there is little chance of the bill being
passed if the pending amendment it at-
tached to it. Therefore I believe the
issue narrows down to this: No matter
what a Senator's ideas or feelings may
be with respeet to the pending amend-
ment, if he feels that there is a need
for educational assistance, and if he be-
lieves that there is a need for the pend-
ing bill, then, regardless of how much
he may favor the amendment, he must
vote against it,
Upon that hosts I personally shall vote
against it, and I hope my colleagues will
join me.
Mr. HILL. Mr. President, in opposi-
tion to the antendment, I yield 5 minutes
to the distinguished senior Senator from
New Jersey.
Mr. SMITH of New Jersey. I will
take only a few minutes. ?
The PRESIDING OFFICER. The
Senate will bin order.
Mr. SMITH of New Jersey. Mr. Pres-
ident, I am opposed to the amendment.
It is difficult for me to be opposed to it,
because since 1952 or 1953, both the
Senator from Alabama and I have been
working strenuously to have a school
construction bill passed, without suc-
cess. We worked for legislation in the
Senate. In the House others were work-
ing for the same kind of bill at the same
time. The House has repeatedly de-
feated a schOol Construction bill. This
year, when the sputnik caused some-
what of a scare, there was a feeling in
all quarters that the center of gravity
had changed with respect to a school
construction bill. With sputnik, we
realized we had to take a new look, and
that we had to think in terms of na-
tional safety and in terms of training
scientists and in terms of building uP
our training facilities as constructively
and as intelligently as we could.
The Senator from Michigan [Mr. Mc-
NAIVIARAI has done a wonderful job with
his insistence on keeping the school con-
struction issue before our people and
before our cornmittee. He fought stren-
uously for it. He knows why some of
us cannot vote for his amendment.
He knows we are in sympathy with
what he is trying to do. He knows, as
all of us know, that we have not even
scratched the surface with respect to
the overall educational situation.
We are considering a bill which has
a chance of being passed, in the light of
previous action in the House. Of course,
the bill will have to go to conference.
Time is short. I do not believe it would
be possible to get the bill passed if the
pending amendment were added to it,
as the Senator from Colorado has said.
I should like to make it perfectly
clear for the .RECORD that I believe what
the Senator from Michigan has done in
dramatizing this issue is in agreement
with the feeling of practically every
member of the committee, with possibly
1 or 2 exceptions.
Both at this session and at previous
sessions I introduced, for the adminis-
tration, school construction bills. I was
anxious to move ahead in that field. I
do not believe we can add the pending
amendment to the bill without destroy-
ing any hope of enacting school legis-
lation this year.
Mr. MORTON. Mr. President, will
the Senator yield?
Mr. SMITH of New Jersey. I yield.
Mr. MORTON. I wish to associate
myself with the remarks of the distin-
guished Senator from New Jersey and
those of the distinguished Senator from
Colorado.
In 1947, as a Member of the House of
Representatives, I introduced a bill,
which Senator Taft introduced in the
Senate. My State of Kentucky stands
probably in as much need of school con-
struction as any other State. However,
I feel it would burden the bill if we
adopted the pending amendment
Therefore, I intend to vote against it.
The sponsors of the amendment have
done a great service in keeping the mat-
ter before us. However, I believe we
would encumber and endanger the pas-
sage of the bill if we were to complicate
the issue at this time by adding the
amendment to the bill.
As I say, I should like to associate my-
self with the remarks of the Senator
from New Jersey and the remarks of
the Senator from Colorado.
Mr. SMITH of New Jersey. I thank
the Senator from Kentucky. One more
parting word of praise for the Senator
from Michigan. I hope in the future he
will see his hopes realized by the enact-
ment of a school-construction bill. I
again must say to him that I regret I
cannot vote for his amendment.
Mr. HILL. Mr. President, I yield my-
-self 5 minutes.
Mr. President, no one honors or appre-
ciates the distingdished Senator from
Michigan [Mr. MCNAMARA] for his de-
voted and consistent and persistent
efforts in behalf of the cause of educa-
tion more than does the Senator from
Alabama. Surely the cause could have
no greater or devoted champion than
the distinguished Senator from Mich-
igan. I honor and appreciate him, as I
do all the Senators who are associated
with him in sponsoring the amendment.
Like the distinguished Senator from
New Jersey, I, too, have offered bills for
school construction. I have supported
them. I have done my best to bring
about the passage of legislation for
/31 : CIA-RDP78-06365A000200060015-9
AO"
Approved ,For Release'2000/08131 : CIA-RDP78-0,6365A01,64200060015-9 ,
1958 _ -CONGRESSIONAL RECORD - SENATE
school construction. Certainly tonight
I woUl?1, net in any way fail, to recognize
the need for additional school buildings
more and better classroom, HeW-
everl I do not believe we stakao attach
any amendment to the pending bill
which would invite the defeat of the
bill. I firmly believe that if the pending
school-construction amendment were
added to the bill, it would be the end of
the bill, and there would be no legisla-
tion on education pas.secl at this session
of Congress.
I have before rpe a telegram, dated'
August 12, yesterday, addressed to me,
whiCh readsAs fellows:
The Natio-nal kalication Association and
1. its affiliate units are 100 percent in support
of the bill S. 4237 without amendments,
This is our official position, and we are mak7
lag every effort to help you secure its
enactment.
The telegram was signed by J. L.
McCaskill of the National Education As-
sociation.
Mr. President, we know that the Na-
tional Education, Association is, a great
association of teachers, educators, and
, school officials. It is an association not
,only of teachers and educators and
school officials iv. our elementary and
secondary schools, but in colleges and
other higher institutions of learning as
well. The National Education_ Associa-
tion, in sending the telegram, has done
that which we?Penator. SAMH of New
Jersey and Senator ALLQTT and others of
Us on the committee?are doing, namely,
recognIzing a practical situation, that is,
to add the amendment to the bill would
be fatal to the bill.
' Mr. THY& Mr. President, will the
Senator yield?
Mr. HILL. I yield to my distinguished
friend.
Mr. THYE. Mr. President, I am of
the same opinion as my distinguished
friend from Alabama. Many of us have
w,orked and supported a school-construc-
tion bill. A year ago I voted for such a
bill. IL, too, feel that wewill have to pass
such a bill. However, we are faced with
the fact that even ,theugh the Senate
passed a school-censtruction bill a year
ago, we did not succeed in having it en-
acted. We cannot Succeed this year.
Therefore, I wish to _associate myself
with the remarlis of the, distinguished
senator from Alabama, and I wish to as-
sociate myself, also, with the remarks of
the distinguished Senator from Colorado
[Mr. Attori] , the distinguished Senator
from ,New Jersey [Mr. , and the
distinguished Senator from Kentucky
[Mr. Mosrox].
Those Senators, to my knowledge, have
been-in the forefront of the endeavor to
. develop a better educational system in
this land. They recognize the practical
question which confronts us. They un-
stausi, the practical situation which
result if we ,vote for the amendment
offered by the distinguished Senator from
Michigan.
The PRESIDING OFFICER. The time
of the Senator from. Alabama has ex-
pired.
Mr. HILL Mr, 'resident, I yield my-
self an additioal 5 minutes. I yield
further to the Senator from Minnesota.
Mr. THYE. Much as we might desire
to support the amendment offered by the
Senator from Michigan, to do so would
foreclose the enactment of the scholar-
ship provision and the other beneficial
provisions of the bill, because we would
then have destroyed the opportunities
we are proposing for educational de-
velopment, as are provided in the com-
mittee bill.
Therefore, although I have Voted for
school construction in the past, I shall
have to vote "nay" on the amendment
offered by the Senator from Michigan.
Mr. HILL. As a staunch and devoted
friend of education, the distinguished
Senator from Minnesota recognizes the
practical situation. He is trying to do
the best he can for the cause of educa-
tion. He knows he cannot do his best
if he votes to attach the amendment of
the Senator from Michigan to the bill.
Mr. THYE. The distinguished Sen-
ator from Alabama and I have served to-
gether for many years on the Subcom-
mittee on Health, Education, and Wel-
fare, and Labor Appropriations. At no
time would we take a step backward or
away from helping to develop the health,
education, and welfare of the people.
But we are confronted with a practical
situation. We know of the action of the
House. We know exactly what happened
to a school constructiorybill a year ,ago.
Therefore, we think we had better take
a course which will achieve our purpose
rather than defeat it.
Mr. CLARK. Mr. President, will the
Senator yield for a question, with the
understanding that the time shall be
charged against that ,of the proponents
of the amendment?
Mr. HILL. I yield.
Mr. CLARK. I think there is no other
Senator who has a higher regard than
I have for the distinguished Senator from
Alabama, and for the magnificent work
he has done in having the bill reported
by the committee.
Why is it that he and all our friends
on this side of the aisle think that to
agree to the amendment will defeat the
bill? Are they afraid that the Presi-
dent of the United States, who recom-
mended a $4 billion program for school
construction not so long ago, will veto
the bill? Do they think that by passing
the bill and taking it to conference with
this amendment included, they will have
irrevocably destroyed the possibility of
the ultimate passage of the bill? After
all, many things happen in conference.
It might be a wise thing for the Senate
'to study.
Will the Senator from Alabama en-
lighten us as to why the adoption of the
amendment will have a bad effect on the
fate of the bill?
Mr. HILL. I am delighted to enlighten
the Senator from Pennsylvania. All the
\ Senate has to do is to recall the record.
The House of Representatives, 2 years
ago, rejected a school-construction bill.
The House of Representatives, a year
ago, voted down a, school-construction
bill. This year the House Committee on
'Education and Labor refused even to re-
port to the House a school-construction
bill.
15905
Ever since World War I?all these 40
years?the National Education Associa-
tion and other organizations represent-
ing teachers, educators, and school offi-
cials, together with parent-teacher asso-
ciations, and their friends in Congress,
have tried tO have an education bill
passed. Beginning 40 years ago with
what is known as the Sterling-Towner
bill, there has been a strong effort to pass
an education bill. Many committees and
commissions have been established to
study education bills.
I recall one commission, which was
headed by that very distinguished Amer-
ican citizen, Owen D. Young, chairman of
the board of General Electric Co. He
and other men of that caliber recom-
mended education bills. So there have
been many recommendations. Yet for
40 years not a single education bill ever
saw the light of day in the House of Rep-
resentatives until the passage of this bill
by the House at this session of Congress.
Senators will recall that in the 79th
Congress, the Senate passed the so-called
Thomias-Hill bill, providing Federal
funds for education. That bill wane to
the House committee, and there it died.
The committee refused even to report the
bill to the House.
In the next Congress, the 80th Con-
gress, the Senate passed the Taft aid-to-
education bill. That bill met the same
fate.
The 'PRESIDING OFFICER. The 5
minutes allotted to the Senator from
Alabama has expired.
Mr. HILL. Mr. President, the Senator
from Alabama allots Nimself 5 additional
minutes.
The Taft bill was referred to the House
Committee on Education and Labor, and
there it died. The committee refused
even to report the bill. The House com-
mittees, for 40 years, have failed to re-
port any bill for education. This is the
first time in 40 years that an education
bill has passed the House of Representa-
tives.
We know of the opposition of the
House to school-construction legislation.
Why should we now, when we have this
opportunity to pass a bill for education,
attach an amendment which will/hean
that another session of Congress will go
by without any legislation for education?
The bill before the Senate tonight
meets the immediate and direct respon-
sibility of the Federal Government for
the defense of the country and the con-
duct of our foreign affairs. I think all of
us will agree that it was this responsi-
bility which was the great motivation for
the formation of the Federal Govern-
ment. We, as Senators of the Federal
Government, must meet the responsi-
bility of the Federal Government for the
national defense and the conduct of our
foreign affairs.
The Committee on Labor and Public
Welfare has reported the bill to the Sen-
ate to meet that responsibility. We ask
and urge the Senate not to kill the bill
by attaching to it the amendment of
the Senator from Michigan. Let us pass
the bill without that amendment; then,
for the first time in 40 years, we will
have the legislation which we have long
sought.
Approved For Release 2000/b8/31 : CIA-RDP78-06365A000200060015-9
Approved For Release 2000/0 /31 : CIA-RDP78-06365A000200060015-9
CONGRESSION L RECORD -- SENATE August 13
EN: Mr President, will the
ator yield?
HILL I yield to the Senator from
- ?
rmdrit.
Mr e AIFZEN. Speaking from expert-
as acne-tline chairman of the
eMnilttee on Education, I am satis-
d Olaf if the aniendment of the Sen-
atOr froin Michigan is adopted, there will
be no bill 6n education thig year.
"-Mr. MIL The Senator from Ver-
..
raont is eiabtly correct.
Mr. AIKEN. I have had experience in
such matters.
Mr. HILL. The Senator from Ver-
mont has served for many years- as a
distinguished and active member of the
Committee on Labor and Public Wel-
fare: He has had considerable eXper-
ience as a member of the committees of
Conference of the Senate and House. tie
speaks with authority from that exper-
ience-. He knows whereof he speaks. He
? Is absolutely correct.
, Mr. AIN. A vote for the amend-
Ment will be a vote against education.
r. MeNA1VIARA. Mr. President, I
yield myself 3 minutes.
?*I express MY appreciation to the dis-
tinguished Senator from Alabama, the
chairman of the Committee on Labor
and Public Welfare, for the kind re-
marks he made concerning mY feeble ef-
forts. -I also thank the distinguished
Senator from New Jersey (Mr. SmiTiiT,
the distinguished Senator from Colorado
[Mr. ALLorri, and the other Senators
who have been so charitable in their re-
Marks concerning my efforts in behalf
of school construction'. -
But I do not share their feelings that
to add my amendment to the scholar-
ihip bill would have the effect the think
it would. I call attention to the fact
that last year the House came within a
few votes of passing a sehool construc-
tion bill. I am certain there-ls much
More sentiment this year in the House
than there was last year for a Feclef,11
aid to school construction bill.
Much has been said about the amend-
ment. I hope every 'Senator who has
taken a stand publicly for :Federal aid
to education will vote for the amend-
ment. If every Senator will vote ac-
cording to his conscience, the amend-
Ment will carry overwhelmingly.
'Mr. GOLDWATER. Mr: President,
will the Senator from Michigan yield 2
Minutes to me?
Mr. MeNAMARA. I yield.
The PRESIDING OFFICER (Mr.
T4imADoE in the chair). The Senator
from Arizona is-recognized for 2 min-
utes.
Mr..MeNAIVIARA. Mr. President, let
nie inceuire which side the Senator from
Arizona is one in connection with the
pending amendment.
Mr. GOLDWATER. Mr. President,
tio one but myself knows which side I
am on. [Laughter.] -
Mr. President, my minority views on
the bill are, I believe, the shortest ever
written in the history of the Senate. In
those views I state the forloWini:
- rats bill and the foregoing remarks of
e majority remind me of an old Arabian
proverb:
If the ca mel once gets his nose in the -
tent, his body will soon follow.
If adopted, the legislation will mark the
inception of aid supervision, and ultimately
control of education in this country by Fed-
eral antborities?
-Mr. President, by means of the amend-
ment of the distinguished Senator from
Michigan [Mr, MeNAmAnA], the Senate
tonight is givei a chance to vote to per-
mit the camel to get both his hump and
his head under the tent at the same
time. The effOrt to permit the camel?
to get the rest of his body?and at this
time I shall not go into detail, in that
t
couneetien--u der the tent will come
next year or ti e year following.
- Mr. Preside t, education at any level
cannot be subsidized by the Federal Gov-
ernment without ultimately having
Federal-Government control follow,
even down to the textbooks used, the
qualifications Of the teachers, the sal-
aries paid to the teachers, and-so forth,
and so forth.
Mr. President, I find great difficulty
in reaching my decision as to how I shall
vete on the craestion of agreeing to the
amendment of the distinguished Senator
from Michigan. If I honestly believed
that adoption of the amendment of the
Senator from! Michigan would destroy
the bill, I weuld vote for the amend-
ment.
On the other hand, when the time
comes to vote on the question of the pas-
sage of the bill, I will vote against it,
because I will not vote to penalize my
State and to penalize my children and
rny grandchildren, and I will not vote
for the downfall of our free Republic,
by voting to permit further chiseling at
the 10th amendment to the Constitu-
tion.
F, eVER AL Sl3NATORS. Vote! Vote!
Mr. MeNAMARA. Mr. President, if
the Senator Who has control of the time
available to Senators who oppose the
amendment 1.8 willing to yield back the
remainder of the time, under his control,
I shall do likewise.
Mr. HILL. Mr. President, I- yield back
the remainder of the time under my
control.
Mr. MeNAMARA. Then, Mr. Presi-
dent, I yield back the remainder of the
time under mY control.
The PRESIDING OFFICER. All re-
maining timd has been yielded back.
Mr. KNOWLAND. Mr. President, I
suggest the absence of a quorum.
The PRE IDING OFFICER. The
clerk will cal the roll.
The legisla ive clerk proceeded to call
the roll.
Mr. KleTO AND. Mr. President, I
ask unanirodus consent that the order
for the quor m call be rescinded.
The PRES DING OFFICER. Without
Objection, it s so ordered.
The quest on is on agreeing to the
amendment proposed by the Senator
from Michigan [Mr. MeNAmARA], on be-
half of himself and other Senators.
On this qUestion, the yeas and nays
have been ordered and the clerk will
call the roll.
The leigslative clerk called the roll.
Mr. MANSFIELD. I announce that
- the, Senator from New Mexico [Mr.
-CnAvzz] and the Senator from Florida
[Mr. HOLLAND] are absent on official
business.
/ further announce that, if present and
voting, the Senator from Florida [Mr.
HOLLAND] would vote "nay."
Mr. KNOWLAND. I announce tbest-
the Senator from Illinois (Mr. Dnuaciall
is absent by leave of the Senate to at-
tend the funeral services of Congress-
man McVey and, if present and voting,
would vote "nay."
The Senator from Vermont [Mr.
FLANDERS] is absent because of illness in
his family.
The Senator from Maine [Mr. PAYNE]
is necessarily absent and, if present and
voting, would vote "yea."
The result was announced?yeas 30,
nays 61, as follows:
YEAS-30
Beall Humphrey Murray
Carroll Jackson Neuberger
Case, N. J. Javits O'Mahoney
Church Kefauver Pastore
Clark Kenneciy , Potter
Cooper Langer Proxmire
Douglas Mag.iuson Revercomb
Fulbright Man- fi..21d Smathers
Gore McNamara Symington
Hennings Morse Yarborough
NAYS--Si
Aiken
Aliot
AnderTon
Barrett \
Bennett
Bible
Backer
Bridges
Bush
Butler
Byrd
Capehart
Carlson
Case, S. Oak.
Cotton
Curtis
_Dwor: hak
Eastir.n.d
Kneader
Ervin
Frear
Chavez'
Dirksen
_Goldwater
Green
Hayden
Hicl,enldoper
Hill
Hoblitzell
Hria.ka
Ives
Jenner
Johnson, Tex. Smith, N. J.
Johnston, S. C. Sparkman
Jordan Stennis
Kerr .14almadge
Kncwland Thurmond
Kuchel Thye
Lausche Watkins
Long Wiley
Malone Williams
Martin, Iowa Young
Martin, Pa.
MCCIellan
NOT VOTING-5
Flanders Payne
Holland
Monroney
Morton
Mundt
Purtell
Robertson
Russell
Saltonstall
Schoeppel
Smith, Maine
So the amendment offered by Mr. Mc-
NAMARA for himself and other Senators
was rejected.
Mr. KNOWLAND. Mr. President,- I
move to reconsider the vote by which the
McNamara amendment was rejected.
Mr. HILL. Mr. President, I move to
lay that motion on the table.
The PRESIDING OFFICER. The
question is on agreeing to the motion of
the Senator from Alabama to lay onethe
table the Motion of the Senator from
California.
The motion to lay on the table was.
agreed to.
MESSAGE FROM THE HOUSE
A message from the House of Repre-
sentatives, by Mr. Bartlett, one of its
reading clerks, announced that the House
had passed, without amendment, the fol-
lowing bills of the Senate:
S. 13. An act for the relief of Hsiu-kwang
Wu and Hsiu-Huang Wu;
S. 92. An act for the relief Of Robert Karia;
S. 160. An act for the relief of Georgics
Ioannou;
S. 228. An act for the relief of the Cham-
berlain Water Co., of Chamberlain, S. Oak.:
aoe. An act for the relief of Paul Thury;
Z. 489. An act for the relief of Mary IC.
Ryan and William A. Boutwell;
S. 781. An act for the relief of Charles C.
and George C. Finn;
Approved"For Release 2000/0 /31 : CIA-RDP78-06365A000200060015-9
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
MISSING PAGE
ORIGINAL DOCUMENT MISSING PAGE(S):
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
- Approved For Releinii000/118/31": C1AARDP78-06365A000200060015-9
1958 CONGRESSIONAL RECORD - SENATE
private ?planes were in competition for air
space with more than 30,000 military air-
craft. The civilian flyers were subject to
Civil air regulations but the military has
largely been exempted from effective traffic
control.
The Senate-approved bill would create a
unified Federal Aviation Agency headed by a
civilian administrator. He would have au-
thority to allocate airspace and enforce
rules for both military and civilian aircraft
and airfields. Re would also develop and
operate a common system of air navigation
? The measure now goes to President Eisen-
hower who is expected to sign it, as he
should. The worst that can be said about
the bill is that it is long overdue.
[Prom the Philadelphia Inquirer of July 15,
1958]
POR A 8IN0LE AM AGENCY
We agree with Senator MONRONEY, Okla-
homa Democrat, that one of the prime neces-
sities of our time is a single Federal agency
to regulate' and control aviation, both
civilian and military. MONRONEY is the chief
sponsor of a single-agency bill which came
up for debate in the Senate yesterday.
"Only the silent prayer of the men who fly
the airways can account for the fact that
more Americans, have not died in midair
collisions," the Oklahoma Senator said yes-
terday. That is true. Several weeks ago,
following several such disasters, reports of
hairbreadth escapes from smashups be-
tween military and civilian planes were
almost daily occurrences.
Under two similar, bills now in Congress,
a single Federal Aviation Agency, in charge
Of a civilian administrator, would have au-
thority to allocate airspace and control its
use. The Civil Aeronautics Board would re-
main in existence in the broader setup but
its job would be to regulate the economics
of the industry on questions of routes and
rates.
But the vital need is for a board to have
overall power, to lay down rules for all air
traffic, with the object of eliminating the
risks of midair collisions whether in the area
of landing fields or on flying courses. Such
a single agency should be established by
Congress at this session, without fail.
r.
or
NATIONAL DEFENSE EDUCATION
ACT OF 19p8
The Senate resumed the consideration
of the bill (S. 4237) , the National De-
fense Education Act of 1958.
Mr. MORSE. Mr. President, I send
to the desk amendments offered on be-
half of myself and Senators Cuksx, HUM-
PHREY, and MGNAIVIARA, and ask that they
be stated.
The PRESIDING OloriCER. The
amendments, offered by the Senator from
Oregon for himself and other Senators
will be stated.
The LEGISLATIVE CLERK. It is proposed
on page 16, between lines 3 and 4, to
insert a new section as follows:
PAYMENTS TO INSTITUT/ONR OP' HIGHER
EDUCATION
Sm. 208. (a) The Commissioner shall make
payments to each instiution of higher edu-
cation in the States on account of the at-
tendance at such institution of each person
who has a national defense scholarship.
Such payments shall be made at the rate of
$590 per academic year for each academic
year or portion thereof of attendance by
such person within the duration of such
scholarship.
(b) There are authorized to be appropri-
ated such amounts as may be necessary to
carry out the provisions of this section,
On page 2, to amend the table of con-
tents by inserting after "Sec. 207. Ad-
ministrative Expenses of State Commis-
sions." the following:
"Sze. 208. Payments to institutions of
higher education."
Mr. MORSE. Mr. President, r ask for
the yeas and nays on my amendment.
The PRESIDING OFFICER (Mr. YAR-
BOROUGH in the chair). Is there a suf-
ficient second?
The yeas and nays were ordered.
Mr. MORSE. Mr. President, as should
be clear from the individual views I filed
on. this bill with four of my colleagues
on the Senate Labor and Public Welfare
Committee, I believe that S. 4237 falls
far short of an adequate education pro-
gram for America. Even in terms of
higher education alone?and the needs
in higher education are only a small part
of the total need?the bill is not ade-
quate, in my opinion.
It was demonstrated in the hearings
held by the Labor and Public Welfare
Committee early this spring that the
great shortage in trained minds results
more from lack of facilities than from
any shortage of the raw material of good
minds. Dr. Frederick L. Hovde, presi-
dent of Purdue University, a land-grant
school in Indiana, testified that the sup-
ply of qualified teachers is the No.
1 requirement in higher education.
He also called for a greatly expanded
program of financial assistance to insti-
tutions of higher learning for the expan-
sion of facilities. On page 92 of the
hearings, he stated:
In the next decade we know that the
number of students who will go on from our
high schools into college will double, at least.
My own institution, if we continue to take
only the percentage we have taken in the
postwar years of high-school graduates, has
a potential of going to 30,000 students by
1970.
The present enrollment at Purdue is
about 13,000.
Under Secretary Perkins of the De-
partment of Health, Education, and
Welfare testified that helping finance
the student today was only the begin-
ning.
He told the committee:
The second problem that will confront
higher education in the not-so-far-distant
future is that of the overwhelming number
of youngsters born in the postwar years
who will soon be presenting themselves to
colleges. Then the, hardship worked by
scholarships on institutions by encouraging
more than the normal amount of youngsters
to come Into college will be very real indeed.
Difficult as the situation may be in some
colleges, it will be much more desperate in
the times that I have indicated that are not
so far off.
He fixed this time as "from 3 to 4
years, and it will continue for many
years to come. It is Variously estimated.
but roughly I think the increase in the
college population in 1970 will be 70 to
100 percent over what it has been in re-
cent years." That testimony is on page
258 of the hearings.
15909
Dr. M. H. Trytten, a physicist now
serving as Director of the Office of Scien-
tific Personnel of the National Academy
of Sciences, classified the needs of our
schools as follows:
First of all, our greatest need is for more
ando better qualified teachers. We need to
encourage more of our able young people to
choose teaching as a career, to provide su-
perior educational opportunities for them
in preparation for teaching, and to enhance
the status of the profession and raise sal-
aries commensurate with the services re-
quired.
Secondly, our schools, colleges, and uni-
versities need more money for facilities and
equipment if they are to accommodate the
vastly increasing numbers of students.
Thirdly, some additional financial support
to needy students should be made available,
so that our top students are not prevented
from attending college, or university, be-
cause of financial hardship.
Dr. Howard A. Meyerhoff, Executive
Director of the Scientific Manpower
Commission told the committee on page
1,000 of the hearings:
We are not short of students. Our high
schools and our colleges have the largest en-
rollments in history. More youngsters are
earning high-school diplomas than ever be-
fore, and approximately one-third of them
are now entering institutions of higher
learning. And more of them are paying
their own way than ever before.
In September of 1957, 297,100 students
were enrolled in engineering?the highest
enrollment on record, not even excluding
the GI bulge of 1947-48, when 244,400 engi-
neering students were enrolled. Although
precise figures are not available for students
of science, the situation in our departments
of science is approaching and roughly paral-
lels that in colleges of engineering.
There is need, therefore, to channel more
young people into these professional fields,
even though we must take appropriate steps
to continue the normal and ever-increasing
flow. What we do need is to insure that the
young people who are entering our institu-
tions of higher learning in greater numbers
will not get the second-rate education that
Dr. Maul forecasts.
A first-rate education can be guaranteed
only if there are faculties, facilities, and
finances ample to do the job at the higher
educational level, and only if there are
teachers at the primary and secondary school
levels to give our young people the ground-
ing in basic subjects that makes the dif-
ference between success and failure in col-
lege.
Important as finances are, the entire solu-
tion of the problerd of quality and quantity
lies in the supply of teachers, well trained.
and dedicated to the task of giving the Na-
tion what it needs in brainpower for its
welfare, progress, and security. Legislation
that does not have this as a primary aim
will not meet the need of the moment or of
the future.
To the extent that the bill that is receiv-
ing this committee's serious consideration
meets this need and encourages better teach-
ing of basic subjects in our high schools, it
has the Scientific Manpower Commission's
hearty endorsement.
The reference Dr. Meyerhoff made
here was to a study by Ray Maul, re-
search director of the National Educa-
tion Association.
I especially wish to invite to the atten-
tion of the Senate the statement made
to the committee by the representatives
of the American Council on Education.
Approved' For Release`2000/08/31 : CIA-RDP78-06365A000200060015-9
Approved Forlease 2000/08/ : CIA-RDP784365A0002000600154
CONGRESSIONAL RECORD --- SENATE August 713
910.
The Council members inchide 110 educa-
tional organizations and 1,005 institu-
,
tiolas, =long them nearly all the accred-
ited colleges, universities, and junior col-
leges in the United States.
The American Ceuncil on Education
has often called attention to the need for
a Federal scholarship program, and the
scholarship bill I introduced last year
with the Senator from Pennsylvania
[Mr. CLARK] was in large part worked
Out by the council. But as was made
clear by J. B. Culpeper of the Board of
Control of Florida for State Institutions
of Higher Learning, the council recog-
nizes that scholarships are only a small
part of the need.
Mr. Culpeper's testimony on behalf of
the American Council on Education be-
gins on page 299 of the hearings. I shall
quote his testimony in a moment, but
before I do so I wish to say that if my
southern friends in the Senate will study
the hearings of the committee I think
they will be Surprised to note that many
a southern educator came before our
committee and testified of the need of
Federal aid to education and specifically
of the kind of relief and aid the amend-
ment ] now have pending before the
Senate would provide.
Representatives of public institutions,
for example, from Arkansas, Mississippi,
Georgia, Florida, and other southern
States came forward and made the plea,
as I and other Senators have been mak-
ing it in the Senate for many years, for
the kind of assistance we are asking for
In this amendment and in other amend-
ments we seek to offer to the bill.
I say to the able chairman of my com-
mittee that the fact that I stand here on
the floor of the Senate and offer this
amendment and support other amend-
ments is in no way a reflection upon the
great statesmanship the Senator from
Alabama has shown and the leadership
he has given us on the Senate Commit-
tee on Labor and Public Welfare. But it
should be understood by Members of the
Senate that apparently the Senator
fr6m Alabama has taken the position
that the bill he is offering is a bill which
he thinks has the best hope of passage
in the Senate this year. -There are those
of us on the committee whO, first, do not
agree with his premise, and second, who
take the position that we ought to try to
get the best bill possible. We ought to
'offer amendments to the bill reported by
the Senator from Alabama which will
give Us a well-rounded education bill.
, The Senator from Alabama will find
'11.8 standing shoulder to shoulder with
Min in support of his loan and scholar-
hip proposals in this bill, and we expect
In the future to have him again with us,
-sheulder to shoulder, as he has been so
Malik times in the past, in support of a
uch broader educational program, such
as that encompassed in the amendments
we have Offered, including as the school
'construction amendment just offered by
the Senator from Michigan [Mr. Mc-
ANtARA3 and defeated by the Senate.
q go to the testimony of the other
tAern educators who appeared before
/ quote from the testi-
ny of ?Mr. Culpeper on-behalf of the
merican Council on Education, begin-
ning on page 399 of the hearings;
But the fear that really disturbs us is the
prospect that unless drastic action is ?taken,
and taken soon, Vie shall have in 1970 nearly
2 million high-School graduates ready for
higher education for whom no opportunity
exists because of lack of classrooms or labo-
ratories for them. * ?*
What do we need in order to expand our
facilities, including both enlargement of
existing institutions and creation of new in-
stitutions, in the next decade? The latest
estimate of the United States Office of Edu-
cation, based on the Preliminary Report of
the College and University Facilities Survey,
1951-55, is that the cost, on a conservative
basis, will be $18 billion. Accordingly, in
order to keep abreast of the most urgent
needs, we must Spend nearly $2 billion a year
for the next decade.
The survey shows - that expenditures for
facilities are now averaging only $750 million
a year. If this rate cdirtinues, there will be
a deficit in needed capital outlay of $10.5
billion by 1968, meaning that we will have
provided accornmodations for little more
than a third of the 3 million additional stu-
dents anticipated.
These figures, I point out, do not take
into account a new scholarship program
which would add additional students to
the enrollments already anticipated. Of
course, the ntimber of scholarships pro-
vided in S. 4337 is meager; it allows for
only 23,000, when the American Council
on Education figures show that about
100,000 high-school graduates capable of
doing college work do not go on to col-
lege for lack of financial resources.
That is why I say that the greatest
waste in America these days is human
waste. The 1 greatest waste in America
today is the waste of potential brain-
power. It is to our national shame; I
think it is a :sad reflection on our coun-
try that it it possible for United States
Senators to ; stand on the floor of the
Senate this afternoon and quote these
unanswerable figures which convict us of
such a human waste.
Those of , us who are offering these
amendments are doing so from a dedi-
cated devotion to the needs of future
generations of Americans in respect to
providing them with a heritage of educa-
tion which will make it possible for them,
in turn, to strengthen America in the
great contest with totalitarianism over
the next century.
Yet even if we do not do anything to
aid these stadents, we are still faced with
the probleni of educating those students
who do not need financial assistance?
the ones who simply need schools to
attend. Therefore, the Council recom-
mended:
That in addition to approving continu-
ation of the housing-loan program on the
present basis with additional authorization
for funds, the Congress should establish a
new progratn of financial assistance to in-
stitutions of higher learning for construction
of academia facilities of the kinds they re-
quire to Meet their educational objec-
tives. * ? * The recommendation 'is an in-
itial appropriation of $125 million for grants
and $250 million for loans.
When the question was raised about
making grants to private institutions,
Dr. Culpepper replied:
There are those who take a different posi-
tion from that which is supported by the
Council. Hut we have a critical situation
here in a need for facilities. If we do not
make these grants to the private institu-
tions, so the Council states, then the alter-
Approved For Release 2000
nate to providing those facilities would be
for public funds from some level to go to
construction of new institutions. This
would cost more and require longer.
The critical need is to provide the facilities
for these 3 million new students out and
beyond the present 3 million that we have.
We must move as quickly and as judiciously
as we can to accommodate these young peo-
ple of superior capacity.
The president of American University,
Dr. Hurst R. Anderson, also testified for
the American Council on Education.
Dr. Anderson presented the Council pro-
posal that a $500 grant to the institution
accompany each scholarship awarded.
That is the basis for the amendment I
have offered, which is pending. I quote
his testimony on page 408 of the hear-
ings:
Neither the Hill nor the Smith bill makes
any substantial provision for the additional
costs that must be borne by the colleges by
reason of the enrollment of scholarship hold-
ers. In our opinion this is a serious omis-
sion. Even without a Federal scholarship
program it is estimated that the number of
college students in this country win double
by 1970. How can the institutions provide
the facilities, the larger faculties, and the
laboratories? ? The local communities, the
States, and private sources have basic re-
sponsibility, but anybody who has read the
reports on school-bond elections in the last
year knows that local sources of finance
have strict limitations.
Dr. Anderson continued;
We do not expect you to bail us out
wholly, but we do think if the Federal Gov-
eminent wants us to do something about
this, at least you ought to help us with the
additional students you throw on our shoul-
ders with the scholarship program. We
really feel this very strongly. I cannot em-
phasize this too much * * 5. You cannot
give (a student) $2,000 to go to a university
when you cannot find a university that can
afford to give him an education.
It sounds fine to say to the country,
"We propose to providei 23,000 scholar-
ships to students," but it is a disservice
to the colleges of America, and it is un-
fair to them to place upon them the
burden of educating those students un-
less we are willing to make some- con-
tribution to the institution which re-
ceives students, to help defray the cost
of their education, over and above the
contribution of the scholarships to their
education.
Before I finish, I shall refer to some
statistics to point out what that ,addi-
tional cost is. Let me state it from
memory now.
By and large, in the State colleges the
student's tuition is about 14 percent of
the cost to the State, taken through the
school year.
In private institutions, by and large,
the average tuition fees the student pays
covers about 50 percent of the cost to
the institution for educating the student.
What the college presidents who testi-
fied in support of the principle of my
amendment said to us in committee--
and Dr. Anderson's testimony is very
clear and unequivocal on this point, as
is the testimony of the other witnesses--
was, in effect, that it is not fair or right
that we pass a scholarship bill which
would place a good many students in the
colleges unless we are willing also to
make to the institutions a contribution
08/31 : CIA-RDP78-06365A000200060015-9
Approved For,Release7p00/08/31 : CIA-RDP78-05365A0a0200060015-9
, .
1958 CONGRUSIONAL RECORD SENATE
to the cost of educating the students
over and above what the scholarships
bring in by way of tuition fees. I be-
lieve that is only fair and right.
I now wish to invite the attention of
the Senate to the statements made on
behalf of the great land-grant colleges
. , .
and universities. Among the witnesses
for these institutions were Dr. John
Caldwell, president of the University of
Arkansas, and Dr. Russell Thackrey, ex-
ecutive secretary of the American Asso-
ciation of Land-Grant Colleges, among
others. This association represents 70
colleges and universities, including 68
land-grant institutions, plus Georgia In-
stitute of Technology and the State Uni-
versity of New York, Dr. Caldwell also
spoke for the State Universities Associa-
tion, repreSenting 24 State universities
which are not land-grant institutions,
Here is what this group told us about
education needs: .
Both bills (the Hill hill and Smith bill)
with-some exceptions which .I shall mention
represent a long-range attack on education-
al problems, with heavy emphasis on the
improvement of science, mathematics, and
language-instruction in our elementary and
secondary schools. Neither piece of legis-
lation, again with 1 or 2 exceptions, con-
tains provisions which will substantially
improve our scientific and technological ef-
fort and our competitive position In the
world hl which we live, during the next 10
- - years. Doctoral-degree candidates of 7 to
10 years from now will come from the class
entering college next fall. The quality and
adequacy of college faculties and facilities
\ are the ' essential determinative factors of
the quality and quantity of our highly
trained leadership over the next decade, and
indeed, will always be major factors. * ? ?
i
Mr. President, I digress from the quo-
tation long enough to say that these
great educators are unanswerably right.
With 21 years of college teaching be-
hind me, I say most respectfully that the
bill which is sponsored by the Senator
from Alabazna, myself, and others, bare-
ly scratches the surface oferica's
t
educational needs of the mo ent. It
does not come anywhere near eeting
the real problem which threatens and
confronts 19rnerica in respect to improv-
ing education at the elementary and sec-
ondary school level.
Scholarships, desirable as they are, are
not the whole answer even for the rela-
tively few students whomill benefit from
them; and the scholarship students will
nuke only a slight dent in America's
educational problem, I believe in rely-
ing on the experts. I believe in follow-
ing the experts in matters on which they
0.n speak with authority. Here is the
Unanswerable testimony of experts. We
find it in page atter page of the printed
hearings. I cite testimony such as the
testimony I have just read. I read it
again:
The quality and adequacy of college facul-
ties and facilities are the essential determi-
native factors of the quality and quantity of
our high trained leadership over the next
decade, and indeed, will always he major
factors.
/ continUe toyead:
Our colleges and universities are now_in
great need of expanded financial support, so
that they may attract and retain competent
-faculties, provide adequate facilities, and
keep charges to students low enough that
they do not constitute an insuperable finan-
cial barrier to college attendance. One of
the most dangerous tendencies In American
higher education today in our opinion is the
tendency to throw more and more of the
cost of education on the students, and, of
course, on their families. ? * *
This is preliminary, Mr. Chairman, to say-
ing that the members of our two associa-
tions are opposed to the inauguration of a
Federal scholarship program at this time.
Senators should keep in mind that I
am reading from the testimony sub-
mitted by great educators in behalf of
the land grant colleges and State uni-
versities of America. There are land
grant colleges in each of the States
represented in the Senate.
When the land grant schools of the
Nation takes this position, I submit that
the Senate of the United States had
better stou and take a long look at the
pending all. Our colleges and univer-
sities are telling us that it does not do
the job. They are the people who know.
Filet, it would not meet the primary need,
which is direct aid to colleges and univer-
sities, as I Indicated above, for faculties and
The statements I have quoted from
the hearings, are from experts in the
field of education. When the represent-
atives of land grant colleges and State
universities take this position, we can be
certain that they are the, persons who
know. Listen to the words of the last
quotation again:
First, it would not meet the prlinary need,
which is direct aid to colleges and univer-
sities, as I indicated above, for faculties and
facilities.
The additional reasons given dealt
with the issue of whether the scholar-
ships we provided would actually go to
students who would not otherwise at-
tend college. In presenting this state-
ment, Dr. Caldwell of the University of
Arkansas quoted the recommendations
of the American Society for Engineering
Education as follows:
The most critical shortage affecting en-
gineering education at the university level
is, and will be for the next decade, the
shortage of engineering teachers. Of sec-
ondary, but critical, importance is the de-
ficiency in laboratory, classroom, and office
space. * ? ? Therefore, unless and until
these critical shortages are relieved, pro-
grams which aim primarily at increasing the
supply of undergraduate engineering stu-
dents beyond those now in sight are highly
questionable. On the other hand, programs
to support improvement of their high school
preparation in English, mathematics,
science, language, and history are most
Important.
There are provisions in S. 4237 that
would be of great help in improving the
high school preparation of prospective
engineering students.
But, Mr. President, listen to this edu-
cator. He said not one word about the
need for scholarships. To the contrary,
the testimony made it clear that the
problem is not one of getting students;
it is a problem of getting adequate
teaching and adequate facilities. Those
are the two primary needs, said this
great educator.
One who points this out puts himself
In the embarrassing position of seeming
to be opposed to a bill before the Senate
15911
which is good so far as it goes. I am
not opposed to it. I am among its co-
sponsors. I simply take the position
that we should do first things first. This
is not the first thing we should do. It
Is rather far down the list, when we con-
sider the needs of American education.
So I urge that if we are to pass the
bill?and I shall vote for the scholar-
ships?then we ought to add to the
scholarships a $500 grant to the insti-
tution to which the student will go, so
that the $500 can be plowed into the
facility needs of the institution; into the
teacher needs of the institution, perhaps
into the salary budget, to enable the
institution to keep some teachers who
otherwise would be drained off by indus-
try, because industry is able to pay much
higher salaries.
Among the recommendations of the
Association of Land-Grant Colleges was
this:
We believe that the times call for direct
Federal aid in construction of college and
university laboratory and classroom facilities,
particularly in fields related to science and
engineering.
In answer to questions from commit-
tee members, Dr. Caldwell made this
statement:
The basic premise of this document is that
we need improved faculties and facilities in
order to do higher quality work in higher
education. Putting more students in our
hands does not per se do It. As a matter of
fact, it puts more load on us. We would like
to see more assistance in providing faculty
and facilities for just the very purpose that
you make here. * " We say to you: The
quality and adequacy of college faculties and
facilities are the essential determinative fac-
tors of the quality and quantity of our
highly trained leadership over the next dec-
ade. We are looking for both. This indeed
hastalways been the major factor. The ade-
quacy of faculty, we think, is the determin-
ing factor.
I say again to Senators, each one of
whom has at least one of these institu-
tions in his State, that this is the testi-
mony of the representatives of those
colleges concerning the issue before the
Senate. My amendment seeks only to
make some contribution to those insti-
tutions for faculty and facilities.
The PRESIDING OFFICER. The
time of the Senator from Oregon has
expired.
Mr. MORSE. Has all my time ex-
pired?'
The PRESIDING OFFICER. Thirty
minutes.
Mr. MORSE. May I have 5 minutes
on the bill?
Mr. MANSFIELD. I yield 5 minutes
on the bill to the Senator from Oregon.
Mr. LAUSCHE. Mr. President, will
the Senator yield?
Mr. MORSE. I cannot yield; I have
oaly 5 minutes.
In addition to the experts from the
educational institutions who testified,
our committee received statements from
Senator CASE of New Jersey, Senator
CLARK, and Senator HUMPHREY concern-
ing the recognition that must be taken
of the Federal responsibility in this area.
These Senators all proposed various pro-
grams of direct aid to the States or to
the institutions for improved facilities
or faculties or both.
Approved For Release 2000/08/31 .- CIA-RDP78-06365A000200060015-9
? Amirpved 'ForgiOle-ase 2000/08/
12 NGRESSIO
Made, my own statement to this
? effect, and presented the picture that
7faceS my State of Oregon, where en-
rollments are expected to increase by 58
? matt in the next 4 years, nrespective
of any Federal sehblarship students.
e' taut there Is on more reference to
committee hearings I would like to
make- for the benefit of my colleagues.
? Opi5age-4251 there are set forth the
figures Showing the percentage of the
cog of education that is covered by tui-
tion. The figures from the Office Of
Education are as follows: For the aca-
demic year 1953-54, the most recent
year for which complete and comparable
, Institutional data are available, the in-
come from student fees of the privately
controlled higher institutions consti-
tuted approximately 50 percent of the
total educational and general expendi-
tures. In the case of the publicly con-
trolled colleges and universities the
comparable ratio was 14 percent.
Where we give the student a scholar-
ship and thereby pay most or all of his
tuition, we are only paying half the cost
of educating him if he goes to a private
seheol and only 14 percent of the cost
if he goes to a public school, on the
average.
The average tuition and fees in pri-
Vate institutions in 1957-58 was $736;
and the average tuition and fees in pub-
lic institutions was $168. Therefore, I
tlejfeve a grant of $500 to each institu-
/ tion for each scholarship student it en-
rolls is a reasonable rule of thumb to
follow. It would still not cover the
Whole cost of education; but it would go
a long way in that direction,
I offered my amendment in the sub-
committee, and it was rejected, but not
because all my colleagues on' the com-
Inittee disagreed with the principle of
my amendment. It is fair to say that
a number of my colleagues, including
sortie who voted against my amendment,
took the position that they felt the only
thing we had any hope of having passed
this year was a Scholarship and loan bill
without anything else attached to it. I
stress that point. -
Mr. wEs. Mr. 'President, will the
Senator yield') -
Mr. MORSE. I have only limited
Mr. IVES. I point out only one thing.
This proposal costs only $5 million.
That is a very small amount compared
with the whole cost. I think the insti-
tutions are entitled to it.
Mr. -MORSE. The' Senior Senator
/row New York has been a great friend
to the educational' institutions of the
country. I am not suiPrised to have him
give me this boost in the closing mm-
'a of my Statement in support of my
a etairnent. " ?
I call attention to the fact that in S.
4237 we do provide a grant to the insti-
tutions for each fellowship student they
enroll, a gituirthat may go as high-as
,42,5O. The' Principle ofheIping the in-
sVttitions finande the education of schol-
rship students is just as VaIid, in my
y?amendinent points the way in
ch the, AineriCan Nation Will have to
hicthe iears - ahead. 'The longer we
wait to do the job, the- further ahead
. .
1 C1A-RpP7646365A0002P66001
AL RECORD? SENATE
of us the Soviet Union is going to get in
the science arid technology of war. I
think it is that simple.
The pending bill does make important
contributions to helping improve the
supply of teachers. But there is no sub-
stitute for adequate salaries in obtain-
ing and keeping good teachers at any
level of education.
I favor S. 4237( and I shall vote for
it. It is a step in the right direction.
But it is only a token, and I shall con-
tinue working in the next Congress for
the additional Federal program for edu-
cation that IS really needed.
I offer my amendment?and I do so
good naturedly, probably hoping against
hope?with a plea, yes, with a prayer
on my lips that the Senate tonight will
rise to its responsibility of being fair
to the educational institutions of the
country, and that when it passes the
scholarship bill, it will also provide for
the institutions to which the students
will go a cOntribution which will help
to defray a part of the additional bur-
den which those institutions will have
to assume in order to carry out the
scholarship ,provisions of the bill.
Mr. LAUSCHE. Mr. President, will
the Senator from Montana yield time to
me?
Mr. MANSFIELD. I yield 2 minutes
on the bill to the Senator from Ohio.
The PRESIDING OFFICER (Mr.
SMATHERS itl the chair) . The Senator
from Ohio is recognized for 2 minutes On
the bill.
Mr. LAUSCHE. Mr. President, I seek
Information: If the Federal Govern-
ment is to provide the educational in-
stitutions with $500 for each Federal
scholarship student in attendance, sep-
arate and apart from the scholarship
funds which are to be given to the stu-
dents, I wonder whether such payments
by the Federal Government could be
made to, let us say, Wilmington Col-
lege, a Quaker institution; to Wooster
College, a Presbyterian institution; to
Wesleyan College, a Methodist institu-
tion; to Carroll College, a Catholic in-
stitution; to Kenyon College, an Episco-
palian institution; and to Dennison Col-
lee, a Baptist institution; without vio-
lating the Constitutional provision?
? Mr. MOP,SE. Mr. President, certainly
considerable time is needed to discuss
this point. Let me say that in my opin-
ion there is no constitutional barrier to
the making of such payments. The bill
already calls for them to be made to
the institutions for each fellowship
awarded for graduate study.
I wish the Senate were not now pro-
ceeding under a limitation of time, un-
der the unanimous-consent agreement,
became I should like to discuss this long-
existing prejudice in the Nation which
has no baeis in constitutional law, name-
ly, that the Federal Government is
without power, under the Constitution,
to appropriate funds for the education
of the students who attend private
schools. ,
As I stated earlier today, in connec-
tion with another amendment, such pay-
ments have previously been Made in the
United States, to the extent of great
sums of Money paid in connection with
WPA and, the PWA projects, in the case
of the funds for those agencies which
were used to help improve educational
facilities in the Nation. They have been
made to nonpublic schools which are
land-grant schools. They have been
made to cover the cost of educating' serv-
icemen.
Let me restate very quickly my long-
'standing position which I have taken
under considerable criticism in my
State, although my State has threshed
out, through the courts, the issue of
whether tax dollars can be used for the
benefit of the students who attend pri-
vate educational institutions. The fa-
mous Oregon cases, which went all the
way to the United States Supreme Court,
established that point once and for all,
In my opinion.
I realize that it can be said that those
cases involved State tax funds, rather
than Federal tax funds; but I point out
that there is no justification for an at-
tempt to draw a line of demarcation be-
tween such use of State tax funds and
such use of Federal tax funds, insofar as
the constitutional law on this point is
concerned. The test is whether the
benefit goes to the students concerned.
? In connection with my amendment, it
will be possible to trace directly to the
students the benefits which thus will be
received by the educational institutions.
The PRESIDING OFFICER. The
time yielded to the Senator from Ohio
has expired.
Mr. LAUSCHE. Mr. President?
Mr. MANSFIELD. Mr. President, /
yield 2 additional minutes to the Senator
from Ohio.
The PRESIDING OFFICER. The
Senator from Ohio is recognized for 2
additional minutes.
Mr. LAUSCHE. In other words, I
understand that it is the position ni the
Senator from Oregon that the proposed
$500 payment for each Federal scholar-
ship student would not go directly to the
college the student attended, but woule,
be of benefit to the student himself,
just as the scholarship subsidy the stile
dent received would be of direct benefit
to him, not to the college he attended;
and therefore duch payments would
come within the constitutional pro.
vision.
Mr. MORSE. Yes; even though the
contribution goes to the educational in-
stitution, the court will always be able
to pierce the veil and trace the benefit
from it directly to the students con-
cerned. In my opinion, that is all that
is necessary.
Mr. HITMPHREY. Mr. President,
the Senator from Montana yield 1 min-
ute tome?
Mr. MANSFIELD, Mr. President, I
yield 1 minute to the Senator from
Minnesota.
The PRESIDING OFFICER. The
Senator from Minnesota is recognized
for 1 minute.
Mr. -HUMPHREY. Mr. President,
believe that the Senator from Oregon
EMr. Mossel has clearly stated that his
amendment does not involve payments
to particular institutions, but, instead,
involves payments for the benefit of the
students'who attend the institutions, as
those payments would be made under a
For ReIase"2bOO
-
Approved For Release?42600/08/31 : CIA-RDP78-06365A01V200060015-9
1958 CONGRESSIONAL RECORD ? SENATE
formula established by the proposed ment would give $500 to every college
Federal law: and every institution to Which a boy or
In this instance, the proposed Federal girl would go with a scholarship. A
scholarship will make it.possible for such? scholarship would go to the boy or girl,
and then there would be a grant of $500
to the college or institution.
The record shows it does not cost $500
in many institutions for the education of
a boy or girl for any particular year.
Some of the costs were shown to be as
low as $225 a year, $.239 a year, and $279
a year. So why should we Five such
institutions $500 a year?
The Association of Land Grant Col-
leges and State Universities, at its 71st
annual convention last fall, declared in
its resolution that "payments to institu-
tions should cover only additional direct
administrative costs incurred as the re-
sult of. special services or reports involved
in the Federal program."
The distinguished Senator from Ore-
gon has quoted from the testimony of Dr.
Caldwell, who once was head of one of
our colleges in Alabama, and whom we in
Alabama hold in the highest esteem.
Dr. Caldwell declared that "all payments
should be made to the individual stu-
dents receiving the scholarship rather
than to the institution except for sums
necessary to meet the administrative cost
to the college of any Federally required
reports not required for the ordinary
student."
Instead of this program costing $5
million, it would have to bear the cost
over 7 years, because a boy or a girl who
received a scholarship in the fourth
year would be allowed to continue the
remaining 3 years. So the period would
run for 7 years. Instead of costing $5
million, the program would cost about
$135 million.
For those reasons, both the subcom-
mittee and the full committee rejected
the amendment.
Mr. IVES. Mr. President, will the
Senator' yield?
Mr. HILL: I yield to the Senator from
New York.
Mr. IVES. When I referred to the
figure of $5 million, I was referring to
$5 million a year. I neglected to state
the number of scholarships involved,
which is 22,000 a year. When the years
are added up, the time amounts to 7
years; but even then, the cost would be
less than $20 million for the 7 years,
on the average.
Mr. HILL. So many students are ad-
mitted in 1 year. The 4-year period
goes in effect. The same number are
admitted the following year. It is only
at the end of the 7th year that the
program runs out, because there is a
4-year scholarship period included.
Mr. IVES. But if the amount of $135
million is divided by 7, it comes to less
than $20 million a year.
Mr. HILL. That is true, but we are
talking about the overall cost, which
under the bill would be the sum of $135
million.
Mr. IVES. That is what I am talking
about.
The PRESIDING OFFICER. The
time of the Senator from Alabama has
expired.
Mr. HILL. Mr. President, I yield 3
minutes to the Senator from New Jersey
[Mr. &urn].
a student to choose a college which is
qualified to meet the requirements of the
scholarship he has received,. On that
/basis, the student might attend a col-
liege which Was not a public institution;
and in such case, the amendment of the
Senator from Oregon would require that
the particular institution le permitted
to receive, because of the attendance of
national or Federal scholarship students,
, and receive in behalf of those students?
additional funds, in order to be able to
Make available to them the necessary
facilities.
Let me say that previously I intro-
duced a bill on this subject; and I shall
I request that the bill be printed in the
nEeoRD.
I certainly, believe the Senator from
Oregon is correct; and I wish to asso-
ciate myself with his endeavor.
Mr. CLARIC. Mr. President, will the
Senator from Montana yield time to me?
Mr. MANSFIELD. I yield 1 minute to
the Senator from Pennsylvania.
Mr. CLARK. Mr. President, I am a
Cosponsor of the ?amendment proposed
by the distinguished Senator from Ore-
gon [Mr. Mous]. .
I wish to express my complete, agree-
ment with the pertinent comment which
Was Made a moment ago by the Senator
, from Minnesota [Mr. HUMPHREY]. I
desire to associate myself with his re-
marks, and also to indicate, for the ben-
efit of my colleagues and for the benefit
? of the RECORD, my support of the amend-
, Ment of the Senator from Oregon, with
\ Which I am in hearty agreement,
Mr. MANSFIELD. Mr. President, I
ask unanimous consent that at this time
I may suggest the absence of a quorum,
alid that there may be a quorum call,
without having the time required there-
? for charged to the time available, under
the unanimous-consent agreement, to
either side.
The PRESIDING OFFICER. Is there
objection? Without objection, it is so
ordered. .
Mr. MANSFIELD. Then, Mr. Presi-
dent, I suggest the absence of a quorum.
The PRESIDING OFFICER. The
clerk will call the roll.
The' Chief Clerk proceeded to call the
' roll. .
'--. Mr. MANSFIELD. Mr. President, I
ask unanimous ,consent that the order
for the quorum call be rescinded.
The PRESIDING OFFICER. Without
objection, it is so ordered.
Mr. HILL. Mr. President, I yield my-
self 3 minutes in opposition to the pend-
ing amendment.
The PRESIDING OFFICER.. The
Senator from Alabama is recognized for
3 minutes.
Mr. HILL. As the distinguished Sen- ,
ator from Oregon has stated, this amend-
ment was considered by the subcommit-
tee, and vot down by the subcommittee.
It was the considered by the full com-
mittee, an
committee. There were several reasons
why the amendment was voted down by
both the subcommittee and the full com-
mittee, One reason was that the amend-
15913
Mr. SMITH of New Jersey. Mr.
President, I wish to associate myself
with the position taken by the chair-
man of the committee. The question
has been discussed fully. The proposal
would result in an additional cost and
would not accomplish what we are try-
ing to do. So I wish to identify myself
with the views of the chairman of the
committee in opposing the amendment.
Mr. HILL. Mr. President, I yield back
the remainder of my time.
Mr. HOBLITZELL. Mr. President, I
yield back the remainder of my time.
Mr. MANSFIELD. Mr. President, /
Yield one-half a minute to the Senator
from Colorado [Mr. CARROLL].
The PRESIDING OFFICER. Does
the Senator from Montana yield time
on the bill?
Mr. MANSFIELD. On the bill.
The PRESIDING OFFICER. The
Senator from Colorado is recognized for
one-half a minute.
Mr. CARROLL. Mr. President, I have
listened to the argument made by the
distinguished senior Senator from Ore-
gon. I am very much impressed with
the validity- of the argument he has
made. I desire to associate myself with
him in favor of the amendment.
The PRESIDING OveiCER. The
'question is on agreeing to the amend-
ment offered by the Senator from Oregon
[W. MoRsc] for himself and other Sen-
ators. On this question the yeas and
nays have been ordered, and the clerk
will call the roll.
The legislative clerk called the roll.
The result was announced?yeas 20,
nays 69, as follows:
YEAS-2D
Jackson Mansfield
Javits McNamara
Kefauver Morse
Kuchel Neuberger
Langer Pastore
Lausche Proxmire
Magnuson
NAYS-69
Aiken Freer Morton
Allott Goldwater Mundt
Anderson Gore Potter
Barrett Green Purtell
Beall Hayden Revercomb
Bennett Hennings . Robertson
Bible Hickenlooper Russell
Bricker Saltonstall
Bridges Hoblitzell Schoeppel
Bush Hruska Smathers
Butler Jenner Smith, Maine
Byrd Johnson, Tex. Smith, N. J,
Capehart Johnston, S. C. Sparkman
Carlson Jordan Stennis
Case, S. Dak. Kennedy Symington
Church Kerr Talmadge
Cooper Knowland Thurmond
Cotton Long Thye
Curtis Malone Watkine
Dworshak Martin, Iowa Wiley
Eastland Martin, Pa. Williams
Ellender McClellan Yarborough
Ervin MonroneyYoung
NOT VOTING-7
Chavez Holland Pyne
Dirksen Murray
Flanders O'Mahoney
So the amendment offered by Mr.
MORSE for himself and other Senators
was rejected.
Mr. MANSFIELD. I announce that
the Senator from New Mexico [Mr.
CHAVEZ], the Senator from Florida [Mr.
HOLLAND], the Senator from Montana
[Mr. MURRAY], and the Senator from
Carroll
Case, N. J.
Clark
Douglas
Fulbright
Humphrey
_ Ives
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Approved For Release 2000/0 /31 : CIA-RDP78-06365A000200060015-9,,
CONGRESSIONAL RECORD SENATE
"Oraing Mfr. O'neknoNtY1 are absent
officia.1 business.
this vote the Senator from Florida
ontAeml is paired with the Sena-
Montana [Mr. MURRAY]. If
and Voting the Seikator from
irida [Mr. HOLLAND] would Vote "nay"
, d the Senator from Montana [Mr.
lituRRAY1 would vote "yea."
/CNOWLAND. I announce that
tkie Senater from Illinois [Mr. Diaxstet]
Is abeent by leave of the Senate to attend
the funeral services of Congressman
McVgy and, if present and voting, would
vote "nay."
The Senator from Vermont [Mr.
FLANDERS 1.18 absent because `of illness in
;xis family.
'nee Senator from Maine [Mr. PAYNE]
Is necessarily absent and, if present and
voting, would vote "nay."
'During the delivery of Mr. Moan's
beech,
Mr. morts2. Mr. President, I have
just received a note from the junior
Senator from New _York [Mr. J^svirs],
Who must leave by plane very shortly.
He would like to speak for 5 minutes on
the bill. Apparently he will be yielded
that time. I ask unanimous consent that
I may yield to the Senator for that pur-
pose, with the understanding that I do
not lose my right to the floor, that the
time of the Senator from New York will
not be counted against me, and that my
remarks will be printed in continuity in
the RECORD without shoving the inter-
ruption by -the remarks of the Senator
from New York. -
The PRES/DING OFFICER. Without
abjection, it is so ordered.
Mr. HOBLITZELL. Mr. President, 'I
yield 5 minutes to the Senator from Now
'York.
Mr. JAVITS. Mr. Pregident, I hav'e a
matter which I should like to call to the
attention of the !Senate. It relates to
the bill, but does not have any relation
to the amendment offered by the Senator
? from Oregon.
The language of the Senate bill differs
from the language of the House bill. I
have examined the bill very carefully
With a view to ascertaining whether there
was any likelihood of the administration
of the loan,provision or the administra-
tion of the scholarshiei provision or of
the other features of the bin being in-
truded with any discrimination on the
ground of race, creed, color, or national
origin.
? After examining the bill very carefully,
? I consulted with the Department of
? Health, Education, and Welfare, which
will admixilster the bill if it is enacted
into law.
I should now like to read Into the REC-
ORD a letter which I believe very clearly
covers the subject, and makes very plain
that the Program will be administered
In the 'same spft as the GI bill of
- rights program and other programs
which represent expenditures of national
?funds, and therefore should have no trace
,whate,ver of discrimination connected
,
.twith - I read the letter, as follows:
August
IDEFArTMENT 1311" HtaLltr,
EDUCATION, AND WELTARE,
Washington, August 13, 1958.
Kofi. JACOB K. Jevrrs,
United Stales Senate,
Washington, D. C.
DEAR SENATOR JAVITS: This relates to the
inquiry by a member of your staff regarding
two provisions in If. It. 13247 (the proposed
National Detente Education Act of 1958), as
enacted by the House of Representatives.
The first provision in question is in section
205 (b), and relates to the proposed pro-
gram for loans' to students in institutions of
higher education. It would provide that
sixth a loan shell be made by the institution
of higher education "without discrimination
based upon rade. color, religion, national ori-
gin, or sex. *- *"
It is our belief that the quoted language is
deelaratory of the inherent meaning of other
provisions of section 205. Subsection 205
(b) (1) specifies criteria of eligibility for
student loans: namely, (a) that the student
be in need .of the amount of the loan, and
that he be capable of Maintaining good
standing at the institution of higher educa-
tion he attends. Subsections 303 (a) (2)
and (3) of the Senate bill (S. 4237) contain
similar language with reference to need of
financial assistance and additional language
requiring that special consideration be given
to students whose academic background in-
dicates a superior capacity- or preparation in
science, mathematics, engineering, or mod-
ern foreign language, and who indicate an
interest in teaching in elementary or sec-
ondary school.
These prov4sions, in our opinion, would
govern the determination of Who are eligi-
ble students. Race, color, religion, national
origin, ancestry, or sex are not factors.
Discrimination against eligible students on
any such grords would, therefore, be con-
trary to the bove-mentioned provisions in
the loan titles of each bill.
II. R. 13247 as it passed the House did not
include a scholarship title. Such a title is,
however, in the Senate bill, and we have had
previous occTion to consider whether dis-
crimination ould be permissible in the se-
lection of students for the award of scholar-
ships. We cbncluded that the requirement
for selection of individuals by the State
commissions "in accordance with objectiVe
tests and other measures of aptitude and
ability to pUrsue successfully" the college
course (with special consideration to those
who have suPerior capacity or preparation in
science, mathematics, or a modern foreign
language) weuld preclude the use of unre-
lated selection measures and would, there-
fore, prevent discrimination based on race,
color, religion, national origin, ancestry, or
sex. An antidiscrimination provision in the
scholarship title would, therefore, provide no
new protectien.
The second antidiscrimination provision of
H. R. 13247 as it passed the House is con-
tained in section 503 (a) regarding the award
of fellowships for graduate education.
Both the House provisions and title VI of
the Senate bill contemplate the award of
such fellowships from among those accepted
for study in approved graduate programs.
These award a would be made by the Com-
missioner of Education of this Department.
It seems clear .to me that the awards of such
fellowships ,4vould be the same without as
with an antidiscrimination provision.
Sincerely yours,
ELLIOT L. RICHARDSON,
4niSta71/ Secretary.
Mr. President, it is very essential that
this statement be made a part of the
legislative record of the whole bill. I
feel very deeply that every proponent of
13
the bill, regardless' of What he might
think about its details, desires -that the
program be administered in the spirit of
complete nondiscrimination, as set forth
in the letter.
Mr. COOPER. Mr, President, I call
up my amendment 3--12-58-C, and ask
that it be stated.
The PRESIDING Ca. r iCER. The
amendment will be stated for the infor-
mation of the Senate.
The CHIEF CLERK On page 9, line 15,
It is proposed to strike out "$17,500,000"
and insert in lieu thereof "$5,000,000."
On page 10, line .5, strike out "$500"
and insert in lieu thereof "$250."
On page 10, beginning with "Any" in'
line 6, strike out all through line 14.
- On page 14, line 15, after the semi-
colon insert "and."
On page 14, line 22, strike out the
semicolon and insert in lieu thereof a
period, and strike out all following such
line through line 13 on page 15.
On page 18, line 9, after "Loans" In-
sert "first preference with respect to
$750 of such loan (except as provided in
clause (4) below) shall be given to per-
sons holding National Defense Scholar-
ships, and after such first preference."
Mr. COOPER. Mr. President?
The PRESIDING OleeaCER. How
much time does the Senator from Ken-
tucky desire?
Mr. COOPER. Ten minutes.
Mr. President, my amendment is a
simple one. I do not believe it will re-
quire extensive explanation. I have
placed on the Senators' desks a brief ex-
planation of the amendment.
My amendment refers to title 2 of the
bill, which is called National Defense
Scholarships. As background for 'my
amendment, I make this statement:
The President recommended 10,000
scholarships a year, for 4 years, with in-
dividual grants up to a maximum of
$1,000 a year, wholly on the basis of need.
His recommendation was that all ad-
vances should be grants, and all on the
basis of need.
The Committee bill provides 20,000
scholarships a year for 4 years, with
initial awards of $500 a year, and addi-
tional grants up to a maximum_of $500
a year, if need can be 'established. .An
outright grant of $500 is made at once.
Then if the person selected for a schol-
arship can establish need fon additional
funds, additional funds may be granted
up to $500. The total amount which
would be made available to a high school
student selected for a scholarship to the
maximum of $1,000 a year would be in
the nature of a grant.
The House eliminated the entire title.
There is no provision for scholarships
in the House bill.
While I was not on the subcommittee
on education we did discuss this matter
of scholarships in the full committee.
Amendments were offered. I offered an
amendment which is not quite like the
committee, that one half of he amount
one I am offering tonight Ifroposed in
advanced a student be in the form of a
loan.
Approved For Release 2000/0
/31 : CIA-RDP78-06365A000200060015-9
=
..
'4.., ; - ' -
A'p4;k:w' e d-- Fo ;- Rp.1 eals'e 00/98131 : CIA' tR-iDP78-06365A 2070060015-9 - ?
'NI+
' 4 ?:' "1903 CONORESSIONAL RECORD --- SENATE
, should liJ,? explain what my
,s,xnendnieut- would do, The amendment
Would maintain.the scholarship title. It
,woUld,provicle an,award of $250 a year,
for,eaCla year the scholarship winner,re-
rnained in college instead of the $500
provided in the committee bill.
It also provides that _if a student to
'whom a scholarship had keen awarded
,coulcl.establisli need for additional help,
he can receive loanA to A maximum of
$750 a year. My amendment would
make available to a bpy or girl selected
for a scholarship the se,rne amount of
money, provided in the committee bill?
one thousand dollars?if need can be
established. -The grant would be $250
instead of $500, and the remainder up
- to $1,090 would not be a grant, but a loan.
Mr. IVES. Mr.Presicient, will the
Senator yield at that point?
Mr. COOPER, I yield. ,
Mr. IVES. / wonder if the Senator
would mind ..,n157 ,suggesting another
aspect of this proposal. Actually, under
the bill, the total amOurit to which the
winner of a sc14arship award would be
eligible is an outright grant of $1,090,
and not, $500. So it is $250 against
$1 000
Mr. COOPEkt. The cormittee bill
, .
provides for an immediate award of
$.500. ,
Mr. IVES. That is correct; but it pro-
Vides for an ultimate amount of $1,000,
if nece,,s,sary, whereas this total is $250
overall, plus a loan of_1750.
Mr. REVERC9MB. Mr, President,
will the Senator yield?
'Mu. COOPER,. I yield.
Mr. REVERCOAIB. think the Sen-
ator from New York has raised a Ques-
tion which, might be pursued further.
Under the committee bill which is be-
fore the Senate, there would be an out-
right grant of $500, with the right to
-borrow $500 more, making available a
-total of $1,000.
Mr. COOPER, No; there would be
the right to receive additional grants
s of $500, if need could be established.
Mr. REVERCOMB. In other words,
_it provides for grants of $1,000.
Mr. COOPER. That is correct.
Mr. REVERCOM.13. It is worse than I
thought it was. Put .under the amend-
Ment offered by the Senator from Ken-
tuCky there would be a, grant of $250,
- and if the student needed funds he
Mild. borrow $750, making $1,000 avail-
able to each student who might receive
seholarship.
Mr. COOPER. The same amount
would be available. The conditions of
the loan are prescribed in title
The fiscal effect would be this: The
- committee bill provides, for an initial
authorization of $17,500,000 for the first
year, and then such sums as may be
necessary for the succeeding years. If
the figures are broken down they would
indicate a total of 20,000 scholarships a
year, or 80,000 for the 47year periods.
The grant of $500 per scholarship
would amount to $2,000 for each student
In 4 years,, or $40 million for each
class of students. The total cost would
be at least $160 million; and it we fol-
low the calculations which the Depart-
N
partment of Health, Education, and Wel-
fare, evidently followed, assuming an ap-
propriation of $17,500,000 a year and
scholarship grants averaging about $759
per year, including the grants based on
need, the projected cost of the com-
mittee bill would be $240,000,000.
Following the same reasoning, the
cost of my amendment would be less
than half that figure or $80 million.
But cost-is not the main issue gn which
I ask my amendment to be 'accepted by
the Senate.
The reasoning favoring the scholar-
ship provision is that it will encourage
student to undertake scholastic achieve-
ment, and that it would help outstand-
ing students who might not be able to
obtain the funds to go to college. It
is hoped also that the establishment of
a scholarship program in a State, would
stimulate high schools to revise their
curricula?I hope they would?and re-
turn to the sciences, mathematics, and
of the basic studies.
- My amendment would achieve the
'same ends. The yearly award of $250,
a total of $1,000 per student for 4 years
in college, is an award for scholastic
achieveinent. And if a student really
wanted to go through to College, of
coursle, there would be made available
loans to an additional $3,000 on easy
terms, as will appear from a reading of
-the provisions of title 3.
My amendment would attract the more
serious student, the one who wants to
go to college and spend 4 years in study,
'My proposal would_ do everything that
the committee had proposed to do, and
at half the cost.
Mr. CASE of New Jersey. Mr. Presi-
dent, will the Senator yield?
Mr. COOPER. I yield.
Mr. CASE of New Jersey. Can the
Senator tell us whether the loan which
would be provided under the terms of
his amendment would be subject to for-
giveness in the event a student went
into the teaching profession?
The PRESIDING OFFICER. The
time of the Senator from Kentucky has
expired.
Mr. COOPER. I will allow myself 5
additional minutes.
The loan provisions of title III would
apply to the amendment I have offered.
Title III provides that a person receiv-
ing a loan may obtain forgiveness of the
loan at the rate of 20 percent a year for
each year served as a full-time teacher
in an elementary or secondary school.
Mr. CASE of Nev Jersey. That would
be provided, and it would apply to loans?
Mr. COOPER. Yes.
Mr. COTTON. Mr. President, will the
Senator yield?
Mr. COOPER. I yield.
Mr. COTTON. Will the Senator in-
form us whether in the aggregate his
amendment would increase or decrease
the cost of title II of the bill; and, if so,
by how much and in what way?
Mr. COOPER. The immediate reduc-
tion would be $80 million for the schol-
arship grants. From that point on I
cannot tell, because the remainder of
the money would go, k..).2tudents in the
15915
form of loans, instead of grants based on
need. I cannot tell how much of it
would be paid back and how much might
be forgiven by reason of service as a
teacher in an elementary or secondary
school.
Mr. COTTON. The ultimate cost to
the Government might be just as much?
Mr.-COOPER. It could be.
Mr. COTTON. It could be?
Mr. COOPER. It could be if every
student applied for and received an ad-
ditional $750 Der year in loans, and did
not repay it. ?
Mr. MORTON. Mr. President, will the
Senator yield?
Mr. COOPER. I yield. It is not likely
that it would cost as much as 'the com-
mittee bill, for I am sure that a great
part of the loans would be repaid.
Mr. MORTON. It could be as much
only in the unlikely event that every
student had to draw the whole $750, that
every one of them went into teaching,
and that every one of them continued to
teach for 5 years.
Mr. COOPER. Yes. It is unlikely all
of the contingencies you mentioned
would happen.
Mr. MORTON. Under any normal
application of reason, it seems to me
that the amendment would cut the cost
virtually, in half; certainly by 35 percent.
Mr. COOPER. I am sure the cost
would be cOt as you say by at least 50
percent. How much, no one can say,
but less than the committee bill.
Mr. IVES: Mr. President, will the
Senator yield?
Mr. COOPER. I yield.
Mr. IVES. Is it not correct to say
that this type of loan is generally the
type of loan which is paid back? Gen-
erally speaking, in an educational loan
there is no loss. People who borrow for
their education are practically always
sure to pay back their loans, unless
death or some unusual circumstance in-
tervenes. There are usually the best type
of loans.
Mr. COOPER. Many colleges have
revolving loan funds, and they main-
tain lending programs on the basis of
the loans being repaid. The loans are
repaid.
I close by saying I believe the amend-
ment would achieve the same purposes
as the committee amendment. In addi-
tion it would attract the serious students,
students who are determined to go
through college, and arewilling to show
their determination by borrowing part
of the money, instead of accepting a full
grant. It would save money for the
Treasury. But I emphasize it would
achieve the same objectives as the com-
mittee provision.
The PRESIDING OFFICER. The
time of the Senator from Kentucky has
expired.
Mr. COOPER. I yield myself 1 more
minute.
The House eliminated this entire title.
It seems to me the Senator from Minne-
sota has a substitute.
The PRESIDING OFFICER. That
Is the understanding of the Chair.
*
Apprbved For Release 2000/08/31,: CIA-RDP78-06365A000200060015-9
,
Approved For_ Release 2000/0 r3i : CIA-RDP78-06365A000200060015-9'
- CONGRESSION RECORD? SENATE ' August 13
supported by the testimony, that there
is a real need in the United States for
at least 40,000 scholarships a year. This
was, in fact,. the figure inclUded in the
bill introduced by the Senator from
Alabama, [Mr. HILL], and his cosponsors.
The pending bill (g.. 4327), when it was
Introduced earlier this year, provided for
40,000 scholarships. The year before
that .1: introduced a bill providing for
40,000.scholarships. Why? Because the
records of Cur educational institutions
revealed that from 150,000 to 200,000
graduates of high schools, who were in
the upper braekets of their classes in
terms of intellectual and educational at-
tainment, were not going to college.
They were not going to college because
of the lack of financial opportunities or
financial resources.
We have eliminated the need-for-
scholarships section. The bill as it was
reported by the committee places the
$500 scholarship award entirely on the
basis of merit and intellectual attain-
ment. There is no element of need in
that measure at all. The additional
$500 provided, in the committee bill
Is to be dislatirsed if there is need,
and the need can be demonstrated.
Then the student who is awarded a na-
tional scholarship will be able to obtain
$1,000?$500 as a scholarship award and
$500 as a grant on the basis of need.
No one cap knew the number of students
who will applY under the terms of the
need provision of the bill.
But let us face it: If the amendment
offered by-the Senator from Kentucky is
adopted, then the Senate conferees,
when they go into conference with the
conferees of the other body,__will be con-
fronted with the choice of no scholar-
ships on the basis of awards or grants,
as is provided in the House bill, or a
scholarship program proposed by the
Senate with a minimum of $250 or a
maximum of $250 on the basis of an
award for intellectual attainment.
, Are Senator a to say that a student who
is able to meet the requirements which
will be established under legislation for
a national sct olarship will be given the
paltry sum of $250? There are shoe
companies in the United States which
provide larger scholarships than that. I
pay tribute to the McAn Shoe Co.,
which gives scholarships of $1,000 each
to students, and in some instances more.
There are cigarette paner manufacturing
companies in the United States which
give scholarships of more than $1,000
each to deserving students. If they are
only a few scholarships, but they are ex-
cellent scholarships,
But the Congress of the United States,
which is endeavoring to promote educa-
tion,' which is planning to reward intel-
lectual attainment, which is going to
challenge the Soviet Union, proposes to
offer scriolarships at bargain-counter,
discount-houle, back-alley prices at $250
a year.
If we are to have an educational pro-
gram in which there are to be scholar-
ships, let us have some real scholarships.
A scholarship is not a mere piece of pa-
per. A scholarship is a financial reward
made on the basisfof merit and'intellec-
tual attainment. It is an indication on
- Mr. HILL. / yield back the remain-
'der of my time.
Mr. COOPER. I yield back the re-
mainder of my time.
The PRESIDING OFFICER. All re-
maining time has been yielded back,.
The Senator from MinnesOtft is recog-
nized.
Ur. HU1VLPHREY. Mr. President, I
send an amendment to the desk and ask
that It be stated. It is in the natute of
a Substitute for the Cooper. amendment.
The PRESIDING OFFICER. The
athendment' will be stated.
The LEcisurrivs CLERK. On page 9,
line 15, it is proposed to strike out
"$17,500,000" and insert in lieu thereof
"$22,500,000." '
The PRESIDING OFFICtat. How
Much time does the 4enator from Min-
nesota yield himself
Mr. HUMPHREY. I yield myself 15
minutes. ?
Mr. President, the amendment offered
by the distinguished and able Senator
from Kentucky is an effort not to limit
the number of scholarships which are
available under the terms of the pend-
ing bill, but to limit the extent of the
grants- for the scholarships, and, in so
e doing, to replace the amount of the
_grants by loan availability both in the,
instance of scholarships and in the in-
stance of the money Which is required
on the basis of need.,he ?
Senator from Kentucky, in his
ex Planation sheet of the amendment,
has noted that the bill provides 22,000
Scholarships a year for four years, with
awards of $500 a year for each scholar-
ship. -The ,..,13111- provides additional
grants, up to a maximum of $500, if
need can be established. The amend-
dent of the Senator from Kentucky
would limit the arneunt Of the award of
the scholarship to $250, and would au-
thorize loans up to $750 if need can be
established. The loans under the
Cooper amendment would be made in
the same manner as provided in title III
of the bill, which is the loan feature of
the proposed National Defense Edu-
cation Act.
Mr. President, we ought to face what
we are confronter-With. The other
body struck out the -section of the bill
relating to scholarships. The House de-
cided, in passing the so-called national
scholarship bill, IQ eliminate the schol-
arship feature. -It decided that it
*Mild, place the entire assistance pro-
gram for deserving students on the
' basis of loans, rather than on the basis
cit awards for excellence, awards for in-
tellectual attainment, awards for com-
petency in edncation, end awards for
those with have demonstrated the God-
given attribute of unusual intellectual
talent. '
I cannot for the life of me under-
stand why Congress; \Vhich has been
ling to appropriate approximately
tl billion for the -defense of the na-
tion in terms of Manpower Rid mate-
riel, should quibble about a provision in
a national' defense education bill which
w9uld grant some money to deserving
students, on the basis of national corn-
petition for :national scholarships.
- I Shall explain the purpose of my
effienciment. It is thy view, which is
1
, Approved For Release 2000/13
the part of the Government of the United
States that we are serious about provid-
ing educational opportunities for gifted
young men and women.
My amendment provides that at least
30,000 scholarships, under the terms of
the bill as reported by the committee,
shall be provided. Very frkrikly, I say
to my colleagues, if my amendment is
not adopted, we will be compromising the
scholarship program between 20,000 and
zero when we go to conference. But
with the Humphrey amendment, there
will be a compromise between 30,000 and
Zero.
What is the total cost of the program?
The total cost of the program about
which we ,;4,re speaking is $22,500,000 un-
der the terms of my amendment. That
surely is not very much money. It is
fair to say that some of the tests which
are taking place of our nuclear weapons
In the Pacific cost more than the total
schdlarship program proposed in any one
Year.
I gather that some think we are dar-
ing; that we are venturing forth into
some uncharted area of human/ en-
deavor. They may carry severe restric-
tions which limit eligibility, but there is
hardly a college in the land which has
scholarships of less than $250. We shall
hardly be making a contribution to the
national defense and welfare by offering ,
such small scholarships.
I offer thy amendment as a substitute
for the amendment of the Senator from
Kentucky [Mr. COOPER], not because I
think the committee bill, is not a good
bill; I think it offers a good beginning.
But I think the committee itself, in order
to report the bill, had to compromise
from the real educational requirements
of the country.
j My amendment provides for 30,000
scholarships, at a cost of $22,500,000, as
compared with $17,500,000 in the com-
mittee bill, thus assisting a few more
students in this great Nation in a period
of expanding population, a few more de-
serving students the opportunity to be-
come, so to speak, Soldiers for peace in
the front line of American democracy.
I point out that we sCre saying to de-
serving students, "If you can qualify
under the rigid requirements of 'the pro-
posal in the bill, you will At $500 a year,
and up to $1,000 if you need it." j
We knot that even in the Armed
Forces $10,000 a year Is required for the
training of each man. But 'Congress is
still fiddling around with an educational
program and IS talking about the defense
of America in terms of $250 a student.
Let me conclude my argument by quot-
ing from the committee report. The re-
port of the committee is in behalf of a,'
figure of 23,000 scholarships, which the
committee ultimately recommended, but
the report justifies 40,000. I submit that
the testimony before the committee jus-
tifies 40,000. I submit that the testimony
of the military officers before the com-
mittee justifies at least 50,000.
I was never able to understand why
the President asked for 16,000, because
not a single one 'of his witnesses, except
a Cabinet officer who came before the
committee to back the administration,
_ .
/31 : CIA-RDP78-06365A0002001360015-9
<
ApprOved For Release 2000/08/31': CIA-RDP78-06365A60200060015-9
_
1958 CONGRESSIONAI, RECORD ? SENATE
ever said that 10,000 scholarships were
"adequate.
Dr. Detlev Bronk told the committee:
I woulci reCOMmend that scholarships be
? u$ed not as a xaeans of financial support
only * * I would use s scholarship pro-
frafil for the rising of standards, for setting
? higher levels of achievement toward Which
to StriVe.
Dr. Hronk further said:
It is a prize awarded for achievement, for
unusual excellence, and for unusual promi-
nence.
I ask my Colleagues> Is the best the
Senate can ,clp a prize of a mere $250 a
year to a desoryi4g student for unusual
achievement, for unusual prominence,
for unusual excellence? Is that all?
There are hundreds of colleges in the,
-United States which give football players
and basketball players, for their unusual
ability on, the gridiron or the court, five
times $250 a, year. '
I Submit; that if this is an education
bin to aid the national defense, we ought
to'consider it as a defense measure and
not a consolation prize.
Mr. President, I have prepared a state-
ment on the entire matter of?scholar-
ships. I shall not take the time of my
colleagues to read it. I as unanimous
consent that the statement may be
printed at this point in MY remarks.
There being no objection, the state-
inent was ordered to be printed in the
RECORD, as follows:
STATEMENT R:T SENA'TOR 1-1OMP13.11,EY?TIIE NEED
FOR rEbERAL SCHOLAR,SHIPS
I am for scholarships?for lots of them--
and for scholarships based on intellectual
merit: I would like to explain why. -
I have read the debates on the companion
bill to this measure that were held lest week
in the Howe, and I read with particular in-
terest the various, comments made with re-
Apect to the desirability or undesirability of
a program of Federal scholarships awarded
on the basis of merit alone. This is a sub-
ject which I find of particular interest and
whith?I think deserves our most serious con-
sideration.
" Only once,77and then gnly In passing?did
any of the participants in the discussion held
On the floor taf the House mention the one
- factor which I consider a most important, a
vitally important, reason for keeping schol-
arships in this bill and for awarding those
Scholarships on the, basis of Merit: Scholar-
ships which will- be evidence to the entire
world that the Government of the United
States respects the young mind that devotes
itself to work and study and application;
acholarships which, being granted on the
basis Of merit alone, will bring about that
one change in attitude on the part of parents
that more than anything else is needed to
,assure us that local school boards through-
:Out the country will concentrate on seeing
to it, that the students in their schools
will have the very, best in education-
al opportunity that the local coin-
unity can possibly afford. I am thinking
of tile effects which a scholarship program
based On merit ajone will have on the par-
ents of America' youth?of how such a
program will inevitably and quickly make
parents throughout the country take a really
hard look at the kind of education being of-
fered in the schools which their particular
children attend. For a scholarship program
based on merit will do hist that. And tttat
more than anything else is what we need
to revitalize our educational system and to
guarantee that emphasis on quality educa-
tion will be continuous.
Let's get clown to cases. Let's forget the
generalities. Let's see exactly what it will
mean to the student and to his parents in
any local community in the Nation if we
pass this bill and include in it a sizable
number of sizable scholarships awarded on
tha basis of merit alone.
First of all, no one questions the fact that
it would be a terrific incentive to our brighter
.13tUdents in all our high schools if they were
to be offered an opportunity to win an acco-
lade and a substantial sum of money from
the Government of these United States for
outstanding scholarship. The child who all
too often is made to feel queer and out of
line if he studies math and plays chess, in-
stead of studying rock and roll and playing
the young tough, would find himself work-
ing in a new atmosphere and shoulder to
shoulder with thousands of bright students
in his State and Nation rather than alone.
Second, are there any parents of America
who would not be prOud--exceedingly
.proud?to have a son or daughter win the
recognition of the Nation as being an out-
standing young citizen who has willingly
devoted his time and his talents to work
which the Nation needs done for its defense?
There is no question but that every parent
would encourage his child to strive to win
such honor and such national acclaim.
It is of the utmost importance to the Na-
tion that we get the parents of America to
pay constant attention to the quality of edu-
cation being offered in their local schools.
I am willing to wager without anrn--esitation
at all that within a week after the first
scholarships under such a program as this
bill contemplates are awarded you would
see such an upsurge of interest in our high
schools on the part of parents as have never
been dreamed possible., Once the results
Were announced and it was discovered?and
I think this is what would be discovered?
that most of the scholarships offered in any
particular State had been won by students
enrolled in a relatively small number of the
high schools of that State, ,,you can well
imagine how quickly and how insistently
parents who have children enrolled in other
high scfioo/s would demand to know why
the quality of work in their own high schools
was lower than in the schools which pro-
duced the scholarship winners. They will
want to know why?they will demand to
know why?and they will have a real and
compelling reason for seeing to it that the
deficiencies thus uncovered are corrected.
Right now most of our parents perforce
have to content themselves by taking a look
at the school building. If the building looks
fine they assume that the children attending
courses in that building are getting a good
education. With the awarding of scholar-
ships such as are proposed in this bill they
will have their first real way of finding out
whether or not, they are. They will have
discovered that the quality of teachers is
important, and they will have to start pay-
ing decent salaries to get quality. They will
quickly learn that it doesn't matter how
beautiful or how new the school building is,
but rather how good the teachers are, how
many books and how much equipment they
have, what courses are offered and which, if
any, their children are required to take.
They'll get a real glimpse at just how much
importance their particular community has
placed on brains, and they'll begin to attach
much more to it. But this will happen,
only if these scholarships are awarded on the
basis of merit and if the awards are really
sizable, not less than $600. For It is obvious
that if we give scholarships on the basis of
need only, or if we give scholarships that
have no really meaningful relationship to the
cost of a college education today, we will be
offering no reason whatsoever for parents to
take the kind of interest in the schools that
I have been talking about and which we so
fervently want them ,to take in those schools.
15917
On the other hand, and when we consider
the cost of a college education today, I think
I can say that, without question, if we are
to offer sizable scholarships in sizable
amounts, better than 90 percent of the par-
ents of high school students in this coun-
try will really sit up and take notice. Why?
Because, gentlemen, the cost of sending onp
child?to say nothing of 2 or 3 at the same
time?to college today comes as a terrific
shock not just to America's poorer families
but to families with incomes big enough
to put them in the upper one-fifth of the
population financially. Ask any of the
young men who work in your offices and who
are beginning to contemplate sending their
children to college?men earning anywhere
from $6,000 to $10,000 or $13,000 a year.
They are top earners amongst America's
families. They will tell you that they and
their neighbors are seriously worried about
the changes they will have to make in their
families' patterns of living when the time
comes to send a youngster away to school.
Not only are they concerned, but they are
very greatly interested in any proposal which
shows promise of easing this great strain
on the family income. Were we to enact the
kind of scholarship proposal I arn talking
about, these parents in upper income
brackets, and, of course, parents in every
Income bracket lower, would show a real
and responsible interest in the results. They
would play a really active role in determining
the type of high schools America would op-
erate in the future.
Mr. HUMPHREY. Mr. President, I
ask for the yeas and nays on my amend-
ment.
Mr. COOPER. Mr. President, a point
of order.
The PRESIDING OFFICER. The
Senator from Kentucky will state it.
Mr. COOPER. Can the amendment of
the Senator from Minnesota be offered
in lieu of my amendment?
The PRESIDING OFFICER (Mr.
PROXMIRE in the chair). The Chair is
Informed by the Parliamentarian that
the amendment of the Senator from
Minnesota is in order as an amendment
to the amendment of the Senator from
Kentucky, but is not in order as a com-
plete substitute for the amendment of
the Senator from Kentucky, inasmuch as
the amendment of the Senator from
Minnesota would simply change one fig-
ure set forth in the amendment of the
Senator from Kentucky. _
Mr. HUMPHREY. Mr. President, a
parliamentary inquiry.
The PRESIDING 010.riCER. The
Senator from Minnesota will state it.
Mr. HUMPHREY. Is it the ruling of
the Chair that my amendment is in or-
der as an amendment to the amendment
of the Senator from Kentucky?
The PRESIDING OFriCER. That is
correct.
Mr. HUMPHREY. Then I so offer the
amendment.
Mr. President, on the question of
agreeing to my amendment to the
amendment of the Senator from Ken-
tucky, I as`k for the yeas and nays.
The PRESIDING OFFICER. Is there
a sufficient second?
The yeas and nays were not ordered.
Mr. HUMPHREY. Mr. President,
later, I shall again request the yeas and
nays, on the question of agreeing to my
amendment to the amendment of the
Senator from Kentucky.
, -
Approved For Release 2000/08/31 : CIA2RDP78-06365A000200060015-9
Approved For-Release 2000/0 1313:1tarDSFERM365A00020006 9aPt 13
CONGRESSIONA
Let me say that I understand that in
the meantime the Senator from Ken-
"tubky wishes to reply to the comment
I have made.
I. COOPER. Mr. President, I wish
to respond to the comment made by the
pergttor from Minnesota.
The PRESIDING OFFIcket. Is time
yielded to the Senator from Kentucky?
Mr. COOPER. Mr. President, am not
I entitled to have time in which to speak
cm the arrienElMent whichThas been of-
fered to my amendment?
Mr. JOHNSON -of Texas. Mr. Presi-
dent, I understand that the Senator from
Kentucky wishes tO speak in regard to
the amendment which the Senator from
Minnesota has offered to the amendment
of the Senator from Kentucky. Is that
correct'?
Mr. COOPER. Yes.
Mr. JOHNSON of Texas. Then I am
Willing to yield time to the Senator frorri
Kentucky. Plow much time does he wish
to have yielded to him?
Mr. COOPER. Five minutes.
Mr. JOHNSON of Texas. I yield 5
minute e to the Senator from Kentucky.
The PRESIDING OFFICER. The
Senator fr9m Kentucky is recognized for
.5 Minutes. ,
Mr. coorEs., Mr. President, the
senatethould understand that the effect
Of.. the amendment which the Senator
from Minnesota [Mr. HUMMREY] has
submitted to my amendment is this: The
Humphrey amendment would delete
from the second line, on page 1 of my
am.endment, the figure "$5,000,000," and
would insert in lieu thereof the figure
"$22,500,000"; and that amount would be
available for the first year.
I believe the Senator from Minnesota
will agree with me that his amendment
Would provide 100,000 new scholarships
per year, if my proposal for an initial
award of $250 a year is' maintained.
-Senators who vote to adopt the amend-
ment of the Senator from Minnesota to
-my amendment will vote for approxi-
mate& 100,000 new scholarships a year.
Mr. 1116MPHREV. Mr. President, will
the Sendtor frornkentucky yield to me?
----- Mr. COOPER. I yield. - -
Mr. HUMPHREY. I do not wish to
have my amendment interpreted as pro-
viding for an annuarpayment of $250 in
the cash of each scholarship. Instead,
my amendment, if agreed to, would pro-
vide for scholarships of up to $1,000
each; and my puipose in submitting the
amendment is to provide for scholarships
of $1,000 each as provided In' the corx\-
nittee bill.
-'Mr. COOPER. Mr. President, my
"amendment specifically PreVides that the
annual amount available for each schol-
arship grant will be $250.
Therefore, Mr. President, I rise to a
point of order', and request a ruling by
the Chair ,,,as to whether I have correctly
Stated, the effect of the _Humphrey
amendrient to mi amendment.
The PRESTIDING _ OFFICER. The
Parliamentarian informs the Chair that
the., point of order is well taken, hi that
the amendment submitted by the Sen-
ator from Minnesota would change only
the tgure "$5,000,006" in the second
line on page 'I of the amendment of the
-46enator from Kentucky.
Mr. HUMPHREY. Mr. President, my
amendment calls for a change in the
,amount on page 9 of the bill, in line 15,
where the figure tf$17,500,000" ap-
pears.
The PRESIDING 0.e.raCER? The
amendment submitted by the'Senator
from Minnesota will be stated.
The LEGISLATtVE CLERK. On page 9,
in line 15, it ie proposed to strike out
"$17,500,000", and to insert in lieu there-
of "$22,500,000."
-'Mr. HUMPHREY. Mr. President, my
amendment is offered in the nature of a
substitute, on tile basis of the change I
propose in the figure which just now
has been read by the clerk. My amend-
ment would retain in the bill, as reported
by the committee, the figure "$500," on
page 10, in line 5, which is the maxi-
mum amount assigned to scholarships
based on merit irlone.
The whole purpose of my amendment
Is not only to increase the amount of
money available for scholarships, but
also, I say most respectfully?because I
sincerely disagree with the amount pro-
posed by the Senator from Kentucky?to
maintain the $500 allowance for each
scholarship based on merit, with an ad-
ditional $500 permitted on the base of
need. That is why my amendment is
submitted as an amendment in the na-
ture of a substitute for the amendment
of the Senator from Kentucky.
Mr. COOPER. Mr. President, a point
The PRESIDING OFFICER. Thei
of order.
Senator from Kentucky will state it.
Mr. COOPER. My amendment pro-
vides a total of $5 million be authorized
for the first year, and that a grant of
$250 annually be awarded for each
scholarship, and that up to $750 may be
made available to students awarded
scholarships, at a loan, in the nature of
a loan. The total could be $1,000 per
year?the same as the committee
endment.
The Senator from Minnesota has sub-
mitted, as an amendment to my amend-
ment, a proposal which he states is in
the nature of substitute. But it would
only change the amount authorized for
appropriation for the first year, $5 mil-
lion to 22,00,000. I submit that
the remainder of my amendment would
not be affected by the amendment of the
Senator from Minnesota, and that the
amendment of the Senator from Minne-
sota, would be limited by the remainder
of my amend ent.
Mr. Preside t, I request a ruling?
whether his alnendment can be a sub-
stitute?
The PRESIDING OFFICER. The
Chair has already ruled on the point of
order.
The provisits set forth on page 2 of
the amendm t of the Senator from
Kentucky wild not be affected by the
amendment o the Senator from Minne-
sota. The fret provision on page,. 2 of
the Cooper arriendment relates to 'page
10 of the bill; the last provision on page
2 of the Cooper amendment relates to
the language .appearing on page 18 of
the bill.
The only Part Of the Cooper amend-
ment which Would be affected by the
Humphrey aniendment is the second line
on page 1. Attthat pint in the Cooper
amendment, the figure "$5 million" '
would be stricken out by the Humphrey
amendment, and the figure "$22,500,000"
would be inserted in lieu thereof.
Mr. COOPER. Then, Mr. President,
the effect of the amendment of the Sen-
ator from Minnesota would be to in-
crease the number of scholarships from
20,000 to over 80,060 ,a year. I do not
think the Senate would wish to have
that done.
Mr. President, under my amendment,
a student approved for a scholarship
could receive the same amount of money
he could receive under the bill reported
by the committee. When the Senator
from Minnesota [Mr. Humernav] states
that I am proposing to reduce the money
available to a student and making it
difficult to attend college, such a state-
ment is in error, and does not recognize
the 'purpose of my amendment. I re-
peat any student could receive a total of
$1,000 a year, or $4,000 during a 4-year
college course. During those 4 years, he
would receive a grant of a total of
$1,000?on the basis of $250 a year; and
if he so desired, he could secure a loan,
over the 4-year period, totaling $3,000.
The loan would run for 12 years, at easy
interest rates and Without security. But
If the -student enters the teaching pro-
fession, the lean would be forgiven, at
the rate of 20 percent a year.
If a student has the desire to attend
college and get an education, I know
of no better way than under my amend-
ment.
I believe that many students would
much prefer to receive a grant of $250
a year, and loans for the balance rather
than to have their total expenses paid
by the Federal Government.
Mr. President--
The PRESIDING OFFICER. The time
yielded _to the Senator from Kentucky
has expired.
Mr. COOPER. Mr. President, I have
not quite finished my statement.
Mr. HILL. Mr. President, I yield 1 ad-
ditional minute to the Senator from
Kentucky.
The PRESIDING OVEICER. The
Senator from Kentucky is recognized for
1 additional,,. minute.
Mr. COOPER,. I thank the Senator
from Alabama.
Mr. President, the Senate knows that
_throughout my serviteAn. the Senate I
have voted again and again for Federal
aid to education; for aid to teachers,
and for school construction. I have in-
troduced bills to give Federal aid. In
1954, I was chairman of, the subcommit-
tee on education, and worked for and
reported to the Senate a Federal aid
bill.
Earlier today, I voted for the amend-
ment submitted by the Senator from
Michigan [Mr. McNamasa] to provide
Federal aid for school construction.
So I speak as a friend of improving
the educational system of our country:
But, I believe with all my heart that
my amendment Conforms more nearly
to the spirit of the people of our coun-
try than does the committee's proposal.
Mr. HILL. Mr. President, I yield 5
minutes to the senior Senator from Colo-
rado [Mr. Ataorr].
Approved For Release 000/08/31 : CIA-RDP78,06365A*200060015-9
1958 CONGRESSIONAL RECORD -- SENATE
The PRESIDING Or k iCER. The
Senator from Colorado is recognized for
5 minute.
Mr. ALLOTT. Mr. President, the hour
grows late. I know everyone is tired.
Sometimes it is very difficult to legislate
in such circumstances.
I should like, to say something about
the bill. I am afraid we afe now in a
quandry. We are pulling two ways in
trying to accomplish the intention of
the bill. We all know the House has
taken out of its bill the scholarship pro-
visions.
I am afraid our distinguished friend
from Kentucky has misconceived the
real purpose of the scholarship provision.
If the scholarships are merely to send
more young people to college, I say let
us strike out title II of the bill, as the
House did and leave only the loan title.
But the purpose of the scholarship em-
phasis is this; Realizing many of our pri-
mary and secondary schools are much
below their possibilities in the develop-
ment of our youth, we must put some
emphasis on tightening up the academic
atmosphere of our high schools, and even
of our primary schools.
If the Senate were to adopt the
amendment of the Senator from Ken-
tucky, we would flood the country with
many small, cheap scholarships, which
would provide no drive, no incentive, and
no honor to the students who received
them. In fact, in my opinion, we would
be mach better advised, if it is necessary
to make an adjustment in the cost of
this title, to go the other way and cut
the number of scholarships in half and
double the amounts allowed for the
scholarships, so that we would Intensify
and deepen the significance and the
honor of the awards, and accordingly
increase the interest in scholarship gen-
erally.
I am afraid if we adopted the amend-
ment of the Senator from Kentucky we
would cheapen the value of the national
defense scholarships to the point where
the significance of the scholarships would
be nothing, minimal when they are in-
tended to be a badge of honor and some-
thing to impel students to work harder,
and to bring about more intensive study
and tougher curriculums.
I say to my friend from Minnesota,
with reference to the amendment he has
proposed, that reasonable men can dif-
fer as to the amount which should be
in the bill. The House has stricken the
title from its bill. The figure arrived at
by the committee was reached after
inany weeks and months of discussion
and intense debate, not only in the sub-
conunittee but in the full corrunittee.
I believe it represents an eminently rea-
sonable judgment of the committee as to
the amount and number of scholarships
which should be provided, so as best to
combine the maximum impact of the
scholarship program and a reasonable
cost to the Federal Government.
Mr. HILL. Mr. President, I yield 4
minutes to the Senator from New Jer-
sey [Mr. Swim].
The PRESIDING OFFICER. The
Senator from New Jersey is recognized
for 4 -minutes.
Mr. SMITH of New Jersey. Mr.
President, I wanted to say a few words
on the subject. Both the Senator from
Kentucky [Mr. COOPER] and the Senator
from Minnesota [Mr. HUMPHREY] have
offered amendments which are diamet-
rically opposed. It illustrates what we
were up against in the committee. Dif-
ferent ideas were expressed. The com-
mittee finally came to the conclusion
that what is contained in the committee
bill is the best solution.
I wish to congratulate the Senator
from Colorado [Mr. ALLOTT] for what he
has said. He was one who felt we
should have a larger amount for scholar-
ships. He was willing to compromise,
and agreed to the figures contained in
the committee bill, which he is sup-
porting.
I feel the Senate would be making a
terible mistake if, at this time of night,
It tried to arrive at whatis the best com-
bination. It is a difficult question, The
committee did the best it could after
weeks of testimony, asking witnesses
their opinions, and reaching the best
judgment it could. To change at this
time what the committee has arrived at
as a solution seems to be a futile thing
to do from the standpoint of getting leg-
islation enacted promptly.
I urge that the Senate get to a vote,
and I urge defeat of both the Cooper
amendment and the Humphrey amend-
ment, and that the Senate adhere to the
decision of the committee.
Mr. HILL. Mr. President, I yield my-
self 3 minutes.
The PRESIDING OFFICER. The
Senator from Alabama is recognized for 3
minutes.
-Mr. HILL. I wish to emphasize what
has been said by the distinguished Sen-
ator from New Jersey and the distin-
guished Senator from Colorado. This
amendment or an amendment similar to
It, was offered by the Senator from Ken-
tucky in 'committee, and the committee
rejected the amendment.
As the Senator from Colorado has
stated, to cheapen the scholarships
would be to defeat the, very purpose of
having scholarships. As Dr. DuBridge,
who is president of California Institute
of Technology, and one of the most emi-
nent scientists and scientific leaders of
the country, emphasized before our com-
mittee, not only should we have scholar-
ships, but we should provide that they be
In sufficient amount as to constitute an
honor, and stimulate, and present a chal-
lenge to, the boys and girls, and to the
parents of the boys and girls, and to the
schools themselves, in order that better
curriculums and better courses may be
established, and in order that boys and
girls may take more difficult courses in
mathematics, science, and engineering,
and better prepare themselves to serve
our country and the defense of our coun-
try.
As the Senate knows, President Eisen-
hower did not limit his recommendation
to a small amount like $250. He stated
that, where there was a need, the amount
should go up to $1,000.
urge the Senate to vote down both
of these amendments.
15919
I understand why my distinguished
friend from Minnesota offered his
amend,ment. In offering the amend-
ment, he was in line with my original
thought in the matter. The bill I origi-
nally introduced for myself and 25 other
Senators provided for 40,000 scholar-
ships. After considering the matter, as
the Senator from New Jersey has stated,
the committee arrived at the provision
now in the bill. We urge the Senate to
stand by the committee's provision.
Knowing that we have to deal with the
House, do not tie the hands of the Senate
conferees before they can even get to
conference.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 5 minutes to the Senator
from Mississippi [Mr. STENNIS].
The PRESIDING OFFICER. The
Senator from Mississippi is recognized
for 5 minutes.
Mr. STENNIS. Mr. President, I rise
in oppoSition to the Humphrey amend-
ment, and, as compared with the Cooper
amendment, in favor of the Cooper
amendment; but I primarily wish to ad-
dress myself to the proposition of enter-
ing into the field of Federal scholarships
for education.
I believe the present temper of the
Senate is such that we shall probably
destroy a landmark in American govern-
ment in the final vote on this very bill,
unless some opinions are changed. I
believe we shall do it for false reasons, or
at least for insufficient reasons.
I wish to point out those reasons, brief-
ly. I believe this is one of the sputnik
bills. It got off the ground when sputnik
went into orbit. There was a great deal
of talk and thought on the subject. Per-
haps some Senators committed them-
selves to a bill without going far enough
and considering just what it might mean.
I notice this bill is wrapped up with the
words "National Defense." That ex-
pression is on every single page of this
59-page report. It is on the first page
the second time. It is on page 7 at the
top. Every time the title changes, it is
in there?National Defense Student Loan
Program; National Defense Act; National
Defense Scholarships. Almost every-
thing that has been before the Congress
at this session has been wrapped up in
these misleading words.
I have not had a chance to hear very
much of the debate today, but I passed
through in time to catch another
familiar refrain this morning, "What is
Russia going to do?" There is a fear
of Russia.
Mr. President, it seems to me we are
living too much in an atmosphere of fear
as to what Russia is going to do. I have
heard every briefing on the subject of
what Russia is trying to do, beginning
last December and continuing until yes-
terday. I have a fear of only one thing
Russia may do, and that is that Russia
May outwork us.
We talk about a National Defense Act.
No one says anything about advocating
a 40-hour week. No one says anything
much about putting more spine and more
grit into the backbones of our youth.
Nothing is said about a more rigid line of
training. We rush in again, as we do
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Olek
; Approved For-Release 2000/0 /31 : CIA-RDP78-06365AQ002000600154
CONGRESSIONA RECORD ? SENATE August
time, with a big bag of money.
e. debate, is primarily as to how much
oney should be provided. The talk is
of &liars and more dollars. This is an-
other time we are attempting to solve a
problem mainly and largely with money,
arid it is another time when I think
money will fail.
If we really think Russia is going to
Jump up in a few years and overcome us,
,atlhough we have 182 years of political
freedom behind us, since the birth of our
Nation, fortified by 1,000 years of free
institutions prior to then, and fine tradi-
tions, culture and scientific achieve-
ments, and if we really believe these
things have to be done because of what ?
Russia may do, then I submit, Mr. Pres-
ident, we are already whipped to` begin
'With.
I do not yield to anyone when it comes
to being interested in education and the
Proper training of the youth of America,
but I believe When we get into the field
? of Federal scholarships we are going to
kill the heart and soul of the other kind
Of scholarships. I believe it will be like
digging a well beside another well One
may dig a large well and a well which
teems te be better, but it will dry up the
original source. I think we are treading
on the most dangerous kind of ground,
without really considering the value of
what we have, or the consequences of the
action.
All day long we stayed in the Appro-
priations Committee yesterday and ar-
gued about the supplemental appropria-
tion bill, which totaled $3.8 billion, and
then came to the floor. What was the
argument about? The argument was
about reducing taxes in the face of a
known $12 billion to $14 billion deficit.
With all deference, many of those who
are in favor of the highest figure in this
bill were in fey& of the highest reduc-
tion of taxes last night.
The PRESIDING OFFICER. The
time of the Senator from Mississippi has
expired.
Mr. STENNIS. Mr. President, will the
penator yield me 1 additional minute?
Mr. JOHNSON of Texas. I yield 1
additional minute to the Senator from
Mississippi.
Mr. STENNIS. Mr. President, I do
not wish to detain the Senate, but I
simply state a warning. Those of us
Who have been wrestling with these fig-
ures M the Appropriations Committee
are aware of the problem. Every pro-
gram costs more and more and is grow-
ing larger all the time. Costs are going
up while tax income is going down.
There is not too much being done to try
to remedy the situation.
We talk about leadership. We talk
about being overcome by Russia. Let
as concentrate on a few fundamentals.
There will be plenty of time for Federal
scholarships later.
Mr. President, I come from the State
of Mississippi', and ram very Proud of
it. My State is sometimes pointed to as
the one with the lowest individual in-
sortie. I visited at my home college in
"Mississippi last March.
The PRESIDING OFFICER. The
- time of the Senator from Mississippi has
expired.
Mr. STENNIS. Mr. President, will
the Senator yield me 1 more minute?
Mr. JOHNSON of Texas. I Yield 1 ad-
ditional minute ' to the Senator from
Mississippi. ?
Mr. STENNIS. There was one thing
we were agreed on. I spoke on scholar-
ships at the alumni meeting. All of us
were agreed there is not a single worthy
boy or girl in the State now who does not
have a chance to get a higher education
if he or she has, a little grit and deter-
mination.
Mr. ROBERTSON. Mr. President, will
the Senator yield?
Mr. STENNIS If I have any time re-
maining, I yield.
Mr. ROBERTSON. I merely wish to
associate myself with the splendid and
sound sentiments voiced by our distin-
guished colleagtie from Mississippi.
Mr. STENNIS.' As a choice between.
evils, I support the Cooper amendment.
Mr. HUMPHREY. Mr. President, it is
my intention te withdraw my amend-
ment.
The PRPSIDING 01,FICER,. How
much time does the Senator yield to
himself?
Mr. HUMPHREY. Mr. President, I
yield myself 5 minutes.
It is my intention to withdraw my
amendment because in a discussion with
the Parliamentarian I have learned the
only way we &an have a vote on the
Cooper amendinent and the criteria to
be established is for me to withdraw the
amendment and then later to offer my
amendment de novo at another time.
I offered my itmendrxient for one pur-
pose. There was no thought of in any
way disparaging the committee bill. I
offered my amendment to demonstrate to
the Members of the Senate that in my
mind a Federal scholarship of $250 is an
insult to the intellectual attainment of
American students.
Mr. President, I do not judge my life
by what Russia does. As an American
I am not going to judge what we ought
to do in this congress by what Russia
does. I would like to judge what we do
by what we Ought to do. There are
many things Which need to be done in
America, even fl there had never been a
Communist. I, for one, am fed up to
the gills with talk to the effect that we
ought to do this or the Communists will
get us.
We ought to educate the bright young
men and women of our country as an in-
vestment in We. We ought to educate
our bright stOdents because God -Al-.
mighty gave them brain power. We do
not have enough gumption at times in
America to giVe these young men and
women the opportunity they need to use
their brain poWer.
I hear much about fantastic sums of
money. I say to Senators that my own
University of Minnesota spends twice as
much a year?that one university?as
what is involved in the scholarship pro-
gram under the amendment I have of-
fered. The University of Minnesota is
one of the greatest universities in the
world. It is the second largest, and 1
of the top 10 in intellectual attainment,
in the United States. We take a back
seat to no one.
13
Mr. President, when I hear about the
dangers of Federal scholarships, I should
like to remind my colleagues, every one
of them., of what they have been doing
for years. We have been giving Federal
scholarships to every young man who
goes to the Military Academy at West
Point, to the Naval Academy, to the Air
Force AcademY, or to the Coast Guard
School or any other place we send them.
And they are not $250 scholarships.
Their average cost is $5,000 a year. All
those young men do not become generals,
either, many of them become engi-
neers, go into accounting, or into some
other line.
In addition, we have appropriated lit-
erally hundreds of millions of dollars for
facilities for the Air Force Academy, the
Naval Academy, and the Army Academy,
which I encourage. I am not complain-
ing; I merely want to set the RECORD'
straight.
I hear that somehow or other a Fed-
eral scholarship May be bad. If that
is the case, may I say there are some
very prominent men in America today
who have enjoyed Federal scholarships?
One can draw his own conclusions. They
are not bad men.
Mr. President, the Senator from Mis-
sissippi is eminently correct when he
says we ought not to be judging our
actions on the basis of what Russia is
doing or will do. America has the great-
est educational system in the world, and
I want it to be greater, - 1 say that no
Member of this body can really in his
own heart justify taking 1, 2, or 3 years
from a young man's life for service in
the military forces?for plain old mili-
tary duty?and then ignore that young
man's brainpower. This country is not
in trouble because of soft living; it is in
trouble because of soft thinking. Liter-
ally thousands of students in America
today are not being given the opportu-
nity they need.
One can say if students had gumption
or "get up and go" they would go to
college. I can talk about that. Nobody
paid my way through college. Perhaps
I did not have much gumption or "get
up and go," but I earned every day of
it?every living last day of it. I did not
have any scholarship, either. Perhaps
I could not qualify. [Laughter.]
Mr. President, there are many univer-
sities in America today which are better
universities because of Federal grants.
There are many universities in America
today which would not be universities
without the Land-Grant College Act, the
first great Federal grant for universities.
The first great educational grant was
the Northwest Ordinance.,
I happen to think the Government of
the United States is as good as the gov-
ernment of Minnesota. I happen to be-
lieve the Government of the United
States, if it can take time from the lives
of my sons?and I have three?is also
entitled to give something to their edu-
cation. What do Senators think of that?
If the Government can put my sons in
the Army, it can also, if they have the
brainpower, help them go to college. I
am talking about the right of our country
to survive. If we are going to stack up
/31 : CIA-RDP78-06365A000200060015-9
Approved For Release/sill/000/08/31 : CIA-RDP78-06365A040200060015-9
/954 CONGAESSIONAL RECORD --SENATE
Man for Man and bodY for body against
the Soviets, we are licked. -
The PRESIDING OFFICER.. The
time of the Senator from Minnesota has
expired.
Mr. HUMPHREY. I, yield myself 2
more minutes. I have had this in my
craw for a long time, and it is about
time I got it out. '
I think this country has some sort of
idea that all we need to beat the Soviets
is more bombs and more trained troops.
If that is all we need, we shall be licked.
What we need =ore than anything else
is more know-how, supported by faith in
and understanding of the democratic
processes in which we believe. We be-
lieve in individuality. An individuality
which is ignorant or untrained is not
much of an individuality. I want an
American individualism that is the best
God Almighty can provide, with man's
ingenuity to embellish it. That is why
believe in a scholarship program.
In all frankness, the committee has
reported a good bill, but the chairman
of the committee has said tonight that
the amendment which I offer, providing
for 30,000 scholarships, is no radical
venture. I predict that before long there
will be many more than 30,000 scholar-
ships. This is the beginning, and a good
beginning. To cut back the number of
scholarships or the grants in connection
with scholarships would be to do the
wrong thing at the right time.
Mr. President, I withdraw my amend-
ment. I hope that the amendment of-
fered by my friend from Kentucky [Mr.
COOPER], whom I admire as one of the
great Members of this body, will be de-
feated. If it is, I shall support the
comMittee bill.
The PRESIDING 0.1.VICER. The
amendment of the Senator from Minne-
sota having been withdrawn, the ques-
tion recurs on the amendment offered
by the Senator from Kentucky, [Mr.
COOPER]. On this question the yeas and
nays have been ordered.
Mr. KNOWLAND, I suggest the ab-
sence of a quorum.
The PRE?rDING OFFICER. The
clerk will call the roll. ?
The legislative clerk called the roll,
and the following Senators answered to
their names:
Aiken Gore McNamara
Allott Green Monroney
Anderson Hayden
Morse
Barrett
?leanings Morton
Beall Hickenlooper Mundt
Bennett Hill Neuberger
Bible Hoblitzell Pastore
Bricker Hruska Potter
Bridges Humphrey Proxmire
Bush Ives
Purtell
Butler Jackson
Revercomb
Byrd Javits Robertson
ehart Jenner Russell
Cp
Carlson Johnson, Tex, Saltonstall
Carroll Johnston, S. C, Schoeppel
Case, N. J , Jordan Smathers
Case, S.,Dak. Kefauver Smith, Maine
Church Kennedy Smith, N. J.
ClarkKerr Sparkman
Cooper
KW:WI and Stennis
Cotton Kuchel Symington
Curtis Langer Talmadge
. Douglas Lausche Thurmond
Dworsbak Long Thye
Eastland Magnuson Watkins
Ellender Malone Wiley
Ervin Mansfield Williams
Freer Martin, Iowa Yarborough
Fulbright Martin, Pa, Young
Goldwater McClellan
The PRESIDING OFFICER. A quo-
rum is present The question is on agree-
ing to the amendment offered by the
Senator from Kentucky [Mr. COOPER].
All time has expired. The yeas and -
nays have been ordered?
Mr. REVERCOMB. Mr. President, a
parliamentary inquiry.
The PRESIDING OFFICER. The
Senator will state it.
Mr. RpTERCO1VIB. Is the "Senate
about to tote on the Cooper amendment?
The PRESIDING OFFICER. The
Senator is correct. The question recurs
on the Cooper amentlment All time has
expired. The yeas and nays have been
ordered, and the clerk will call the roll.
The legislative clerk called the roll.
The result was announced?yeas 46,
nays 4; as follows:
YEAS-46
Eastland
Ervin
Freer
Goldwater
Hoblitzell
Hruska
Aiken
Barrett
Beall
Bennett
Bible
Bricker
Bridges
Bush
Butler
Byrd
Carlson
Case, S. Oak.
Cooper
Cotton
Curtis
Dworsnak
Allott
Anderson
Capehart
Carroll
Case, N. J.
Church,
Clark
Douglas
Ellender
Fulbright,
dore
Green
Hayden
Hennings
Mundt
Purtell
Revercomb
Robertson
Russell
Saltonstall
Ives Schoeppel
Jenner Stennis
Johnston, S. C. Talmadge
Jordan Thurmond
Knowland Watkins
Lausche Wiley
Malone Williams
Martin, Pa. Young
McClellan
Morton
NAYS-42
Hickenlooper
Hill
Humphrey
Jackson
Johnson, Tex.
Kefau ier
Kennedy
Kerr
Kuchel
Langer
Long
Magnuson
Mansfield
Martin, Iowa
McNamara
Monroney
Morse
Neuberger
Pastore
Potter
Proxmire
Smathers
Smith, Maine
Smith, N. J.
Sparkman
Symington
Thye
Yarborough
NOT VOTING-8
Chavez Holland O'Mahoney
Dirksen Javits Payne
Flanders Murray
So Mr. COOPER'S amendment was
agreed to.
, Mr. MANSFIELD. I announce that
the Senator from New Mexico [Mr.
CHAVEZ] , the Senator from Florida [Mr.
HOLLAND] , the Senator from Montana
[Mr. MURRAY] , and the Senator from
Wyoming [Mr. O'MAHONEY] are absent
on official business.
On this vote the Senator from Florida
[Mr. HOLLAND] is paired with the Sena-
tor from Montana [Mr. MURRAY]. If
present and voting, the Senator from
Florida would vote "yea," and the Sena-
tor from Montana would vote "nay."
Mr. KNOWLAND. I announce that
the Senator from Illinois [Mr. DraxsEN]
is absent by leave of the Senate to attend
the funeral services of Congressman
McVey.
The Senator from Vermont [Mr.
PLANDERS1 is absent because of illness in
his family.
The Senator from Maine [Mr. PAYNE]
is necessarily absent, and, if present and
voting, would vote "nay."
The Senator from New York [Mr.
JAvrrs] is absent by leave of the Senate
to attend the NATO Parliamentary Con-
ference in London as Chairman of the
15921
Economic Section of the General Affairs
Committee.
The Senator from Illinois [Mr. DIRK-
SEN] is paired with the Senator from
New York [Mr. JAvirs]. If present and
voting, the Senator from Illinois would
vote "yea," and the Senator from New
York would vote "nay."
Mr. COOPER. Mr. President, I move
that the Senate reconsider the vote by
which the amendment was adopted.
Mr. KNOWLAND. Mr. President, I
move to lay that motion on the table.
The motion to lay on the table was
agreed to.
Mr. GOLDWATER. Mr. President, I
send an amendment to the desk and ask
that it be stated.
The PRESIDING OFFICER. The
amendment will be stated.
The LEGISLATIVE CLERK. On page 41,
line 17, after the second "of" it is pro-
posed to insert "of Latin America."
Mr. GOLDWATER. Mr. President, on
Page 41, line 17 of the bill there are
mentioned the languages which are to
be taught in the language development
title, which is title VIII. I understand
that the languages, of Latin America are
not included. The predominent lan-
guages are Spanish and Portuguese. It
seems to me, in the light of the recent
visit of the Vice President--
Mr. CURTIS. Mr. President, may we
have order?
The /PRESIDING OrriCER. The
Senate will be in order.
Mr. GOLDWATER.. It seems to me,
in the light of recent experiences of the
Vice President in Latin America, a mat-
ter which I, living on the border, can
assure the Senate stems to a great de-
gree from our failure to learn a beauti-
ful language, Spanish, my amendment
should be adopted. I ask the distin-
guished chairman if he will accept the
amendment.
Mr: HILL. Mr. President, It-will ac-
cept the amendment.
Mr. GOLDWATER. I yield back the
remainder of my time.
Mr. HILL. I yield back the remainder
of my time.
The PRESIDING OteriCER. All re-
maining time on the amendment has
been yielded back.
The question is on agreeing to the
amendment offered by the Senator from
Arizona [Mr. GOLDWATER]. Without ob-
jection, the amendment is agreed to.
Mr. MUNDT. Mr. President, I send an
amendment to the desk and ask that it
be stated.
The PRESIDING OFFICER. The
amendment will be stated.
The LEGISLATIVE CLERK. On page 62,
line 5, after the word "payments" it is
proposed to strike out the words "under
any scholarship, fellowship, or grant,"
and insert in lieu thereof the words "or
loans."
Mr. MUNDT. Mr. President, first of all
I should like to congratulate the commit-
tee on the language on page 62 where, in
carrying out the suggestions of the Na-
tional Scienee Foundation, and in line
with good American practice, the Senate
is assured that students qualifying for
the scholarships shall be good Americans
Approved For Release 2000/08/31 CIA-RDP78-06365A000200060015-9
5n2
eind ilot fie people involited in Communist
er anY other subversive organizations.
. HILL. Mr. President, will the
Senator yield?
Mr. ivratibT. T have discussed the
situation with some legal experts. While
there is some doubt among them that
this language would provide the same
protection for all titles of the bill, the
chairman of the committee and I both
feel that certainly that is the intention
of the committee, and I believe the chair-
man of the committee is willing to accept
the amendment.
Mr. HILL. The distinguished Senator
discussed his amendment with me. In
my opinion it is a qualifying amendment.
I know of no objection fo it, and I will
accept it.
? Mr. MUNDT. I yield back the re-
mainder of my time.
Mr. HILL. I yield back the remainder
5_ my time.
The PRESIDING OFFICER. All time
on the amendment has been yielded back.
The question is on agreeing to the
amendment of the Senator from South
Dakota Mr. MUNDT].
WWIOut objection, the amendment is
agreed to.
Mr. JENNER. Mr. President, I send an
amendment to the desk and ask that it
be stated.
The PRESIDING OFFICele The
amendment will be stated.
The LEGISLATIVE CLERK. It is proposed
to add a new seetion at the end of the
bill providing as follows:
That the gtate of Indiana be excluded
from the provisions of this act.
Mr. JENNER. Mr. President, yield
myself 10 minutes. Then perhaps I
shall have to yield myself more time,
begause I do not believe I can make
Senators understand the purpose of my
amendment in so short a time.
I spent between 45 and 50 minutes on
the floor this afternoon explaining the
position of the State of Indiana with
respect to this matter. Indiana has gone
to considerable trouble and expense to
make a survey of entire educational
system. The report on the survey haS
been filed With this body. It has been
printed in the CONGRESSIONAL RECORD.
In a State having a total population
of 41/2 million, of ail the students who
Were examined in an the schools of Indi-
ana, it was found that among those who
mild qualify, only 53 students needed
help. The people of Indiana have al-
ready risen to that need by raising a
scholarship fund to take care of those
53 students. In other words, we do not
want Federal help, we do not need Fed-,
eral help, and we know that Congress
cannot afford to give us Federal help.
I do not want to take the time of the
Senate at this late hour. My remarks
were extended at great length this after-
noon arid by previous insertions In the
RECORD. I am ready for a vote.
Mr. NEUBERGER. Mr. President, a
parliamentary inquiry.
The PRESIDING OFFICER. The
Senator from Oregon will state it.
r. NEUBERGER. Would it be ger-
Mane to amend the amendment offered
by the 'Senator from Indiana by adding
the foliqwing sentence?
Oak
Approved For-fielease 2000/0
CONGRESSIONA
/31 : CIA-RDP78-06365A00020006Q015-9
RECORD?SENATE August 13
Mr. JENNER. To include Oregon?
That will be all tight.
Mr. NEUBERGER. The sentence is:
"Nor shall any farm subsidy be paid to
any resident of the State of Indiana."
The PRESIDING OFFICER. The
amendment would not be germane.
The question is on agreeing to the
amendment of the Senator from Indiana.
(Putting the queistion.) In the opinion
of the Chair, the "ayes" have it.
Mr. JENNER. The Chair is correct.
The PRESIDING OFFICER. The
amendment is agreed to.
Mr., JENNER. ' Mr. President, I move
to reconsider the vote by which the
amendment was, agreed to.
Mr. GOLDWATER. I move to lay that
motion on the table.
The motion to lay on the table was
agreed to.
Mr. BUSH. Mr. President, I offer
amendments which I ask to have read.
The PRESIDING OFFICER. The
amendments,wi11 be stated for the infor-
mation of the Senate.
The CHIEF C1RK. On page 50, line 21,
it is proposed o strike out the words
"each fiscal year, beginning with"; and
after the second comma on line 22, insert
"and for each of the 3 succeeding fiscal
years the sum of."
On page 52, hetween lines 14 and 15,
insert the following:
(3) That fundS appropriated under sec-
tion 301 of this title shall be used exclusively
for the training of individuals designed to
fit them for useful employment as highly
skilled technicians or semiprofessional per-
sonnel in recognized occupations requiring
scientific knowledge in fields necessary for
the national defense.
Mr. BUSH. Mr. President, I yield
myself 10 minutes; I hope I will not
need all of it.
My amendments are intended to bring
title X into conformity with the other
titles of S. 423/, and to restrict title X
to the purposes stated in the report.
The amendment would, first, limit to 4
years the authorizations for appropria-
tions for the lew area vocational edu-
cational prog ams which would be
established by 'title X; second, provide
that funds authorized to be appropri-
ated for such programs shall be used ex-'
elusively for the training of individuals
designed to fit them for useful employ-
ment as highly skilled technicians or
semiprofessional personnel in recog-
nized occupatlons requiring scientific
knowledge in fields related to the na-
tional defense.
It seems to 'ne that when we start a
new program like this, it should be lim-
ited. I have discussed the first part of
the amendment with the chairman of
the committee, the distinguished Senator
ija
from Alabama and the ranking minority
member of t e committee, the 'distin-
guished Sena r from New Jersey. I do
not belieVe they have any objection to
the amendments.
t
I hope the, Senate will accept the
amendments, because we do not know
how the program will work. It seems to
me that since 'the program is experi-
mental, it shoidd have a limitation, and
the limitation of 4 years is a reasonable
one. I
..
Approved For Release 2000/0
The second part of the amendment
simply seeks to point up in the bill what
the committee says it wants to do in the
way of training personnel in the fields
which are necessary for the national
defense. I could elaborate on that sub-
ject,.but the hour is late. I simply em-
phasize that the amendments are not in
conflict with the committee report but
are actually in support a the committee
report.
The bill ought not to be vague. If -
money is to be appropriated for this
particular program, it should be pin-
pointed for the purposes intended, and
made secure for the purposes for which
the committee report intends it to be
used.
I hope the Senate will agree to the
amendments.
Mr. HILL. Mr. President, I have dis-
cussed these amendments with the dis-
tinguished senior Senator from New Jer-
sey, the ranking minority member of
the committee. We will take the
amendments to conference.
Mr. BUSH. I thank the Senator from
Alabama. I yield back the remainder of
my time.
The PRESIDING OFFICER. Without
objection, the amendments are agreed
to.
Mr. POTTER. Mr. President, I offer
an amendment which I ask to have read.
The PRESIDING OFFICER. The
amendment will be stated for the in-
formation of the Senate.
The Crime CLERK. On page 8, line 23,,
after the period, add the following:
For the purposes of title IV, the teem
"secondary school" may include a junior
college, as determined by State law.
Mr. POTTER. Mr. President, I yield
myself 5 minutes.
. My amendment will allow States, such
as California and Michigan, and other
States, which have private junior col-
leges to receive assistance under title IV.
A junior college, in many eases, is noth-
ing more than an extension of a second-
ary school. The assistance will be for
the purpose of obtaining equipment,
whether it be for science, mathematics,
or foreign languages. The money would
be made available according to a State
plan administered by a State school of-
ficial.
My amendment would make the mini-
mum allowance available to junior col-
leges. It would not take anything away
from the States. If a State so desired,
it could take advantage of the plan.
That would be within the discretion of
the State.
I hope the chairman of the committee
will agree to take the amendment to
conference. The amendment was of-
fered in the House when the bill was
considered there and was adopted by
the House.
Mr, HILL. Mr. President, will the
Senator yield?
Mr. POTTER. I yield.
Mr. HILL. Will the Senator state
again where his amendment applies?
Mr. POTTER. My amendment
changes the definition on page 8, line
23. It reads as follows:
For the purposes of title IV, the term sec-
ondary school may include a junior college,
as determined by State law.
/31 : CIA-R0P78-06365A00d200060015-9
Approved For Release 2600/08/31 : CIA-RDP78-06360A1300200060015-9
1958 CONGRESSIONAL RECORD - SENATE
Mr. HILL. I do not know why junior
colleges should be included any more
:than other colleges. If junior colleges
are to be included, I do not know where
to draw the line between a junior college
-and a senior college. Colleges are not
included in the bill now.
Mr. POTTER. In many States, as the
pepator well :knows, a junior college is
'nothing more, really, than an extension
o sec,oncrary education. A State does
not have, to include them unless it so
desires.
If a State so, desires to spread the
moneY stA a way gts to include the
junior colleges, / believe 1t should have
the right to do so.
Mr. HILL. So' far as a scholarship
--winner was concerned, he could attend a
junior college if he selected it. But I do
not know why we should select junior
colleges in contradistinction to other col-
leges, and should provide that the junior
colleges ghould receive the grants now
provided for the secondary and elemen-
tary schools.
Mr. POTTER, I know that in many
cases-I knowit is true in my State-7a
junior college is really an extension of a
secondary school, arid in Many cases the
junior college and the secondary school
use the same facilitie,s_. The exact ar-
rangement depends in The State plans.
There has to be an allotment fOr each
State-. _States which do not care to do
so would not have to do so. Eut I know
that in some Sta,,tes the junior college Is
really a part of te preparatory program
for the Senior college.
Mr. IIILL. Mr, President, I should like
to'do anything I cap to be helpful to my
friend, the Senator from Michigan. But
I 'believe we would be doing violence to
the bj if we included in it a provision
thatMe junior colleges -would receive
benefits which would not be.received by
senior colleges. In fact, in some States
the jiinior colleges are tied in with thp
senior colleges.
So I do not know why in the pending
bill we should provide that the junior
colleges should receive grants which
would be denied to other colleges.
Mr. POTTER. Of course, the Senator
from Alabama realizes that this provi-
sion was Included in the bill which was
passed by the House of Representatives.
Mr. HILL: That may he true; but we
must vote on the merits of these mat-
ters, as they appeal to us.
I do not believe we would be justified
In providirik that junior colleges would
receive special treatment which would
not be received by other colleges.
' Mr. KNOWLVD. Mr. President, will
the Senator from Michigan yield to me?
The PRE,SIDING OFFICR (Mr. Meg-
ION chair). Does the Senator
from,
Michigan yield to the Senator from
California?
Mr. POThER. I yield.
Mr. KNOWLAND. Has the Senator
from Michigan considered having this
provision apply to junior colleges UP to.
the 12th grade? In other words,- they
would not be excluded, as junior colleges,
up to what would normally be the sec-
ondary school level.
Mr. HILL. Under* the definition, the
junior colleges are included, through the
No. 139=14
12th grade, regardless of whether the in-
stitution calls itself a high school or
junior college. However the institution
denominates itself, it would be included,
up through the 12th grade, but not be-
yond the 12th grade.
Mr. POTTER. Even -though it called
itself a junior college?
Mr. HILL. Such institutions are not
included beyond the 12th grade, regard-
less of what they call themselves.
Mr. EliOWLAND. But I believe it
Important that we establish the legisla-
tive history in connection with this mat-
ter., I understand that it is the opinion
of the chairman of the committee that
even though the institution might be a
junior college, it would be included, up
through the 12th grade.
Mr. HILL. That is correct.
Mr. POTTER, Mr. President, I with-
draw my amendment.
The PRESIDING OFFICER. The
amendment submitted 'by the Senator
from Michigan is withdrawn.
? Mr. GOLDWATER. Mr. President, I
submit an amendment which I send to
the desk and ask to have stated.
The PRESIDING OFFICER. The
amendment of the Senatoefrom Arizona
will be stated.
The CHIEF CLERK. On page 38, be-
ginning with line 1, it is proposed to strike
out all through line 2, on page 41.
It is proposed to strike out references
to title VII and sections therein in the
bill, and to renumber titles and sections
of the bill as needed.
Mr. GOLDWATER. Mr. Presi-
dent-
The PRESIDING OFFICER. How
much time does the Senator from Arizona
yield to himself?
Mr. GOLDWATER. Mr. President, I
yield myself 10 minutes.
The PRESIDING OFFICER. The
Senator from Arizona is recognized for
10 minutes.
Mr. GOLDWATER. Mr. President, I
realize that the hour is late, and that my
colleagues are anxious to go to their
homes. However,. I would remind them
that the Senate is on the brink of taking
a very dangerous step in American his-
tory; and I, for one, do not intend to
hurry homeward before my tasks are
cornpleted.
My amendment would strike out title
VII of the bill; it is the title which would
provide Federal grants to State educa-
tional agencies to assist them to estab-
lish and maintain programs of testing
and guidance andcounseling.
These days, the term "testing" covers
a great deal more than simple tests of
knowledge of reading, writing, arithme-
tic, English, history, and science. It in-
cludes I. Q. tests, personality check lists,
problem check ,lists;' -psychological apti-
tude testsof all sorts and descriptions.
Most of these tests are given in an
atmosphere of secrecy or semisecrecy.
Neither the children nor their parents
are permitted to know the scorings.
Children are often admonished not to
tell their parents the questionS asked.
The test publishers sell the tests, only to
schools or other institutions-never to
laymen.
15923
It has occurred to me, however, that if
We are to authorize the appropriation of
the taxpayers' money for these tests, we
have the right-even the duty-to find
out what sort of tests they are.
I hold in my hand a test which is pub-
lished, by one of the more popular test-
makers, the Science Research Associates.
The test is entitled "Science Research
Associates, Junior Inventory-Form A."
The child is told to mark each one of
the statements which sets forth what
constitutes a problem to him or to her.
I may say that my staff obtained the
document, despite the opposition of the
educational branch of the Department
of Health, Education, and Welfare.
I shall read some of the significant
items. On page 1 appears the heading
"My Health."
I read some of the items which appear
under the heading:
1. I wish I didn't have pimples on' my face.
2. Sothetimes it hurts when I breathe.
16. I have a thumping in my chest.
17. My stomach hurts a lot.
22. I can't hold onto my pencil.
24. My hand shakes too much.
25. Sometimes I get real dizzy.
28. I have to pick my nose a lot.
29. I sneeze a lot.
30. My skin itches.
35. I have no "pep."
39. I don't like to eat.
43. I am too thin.
45. Sometimes I wet my bed.
Under the heading "Getting Along
With Other People," we find the follow-
ing, among others:
46. I need more friends.
47. I can't make friends with very many
kids.
49. I don't like people.
50. People don't like me very much.
57. I'm afraid of people.
59. People think I'm a sissy.
68. The girls don't like to play with me.
69. The boys don't like to play with me.
70. I'd rather play with little kids.
77. I wish people would leave me alone.
78. Nobody likes me.
79. People hurt my feelings.
80. I don't know how to act at a party.
83. I can't work with people.
Mind you, Mr. President, this is a test
of the type which we would have given
to the brilliant students of the Nation,
In order to determine at an early age
which ones would ultimately receive
grants by way of Federal scholarships.
I had further from the test:
84. I don't know-how to talk to people.
85. I don't know why people get mad at the.
87. I'd like to know more about girls.
Under the heading "About Me and MY
School," we find the following, among
others:
89. I don't like school.
90. I don't like schoolbooks.
95. I don't like history.
96. I don't like geography.
97. I don't like social studies.
-102. I don't see why I have to go to school.
118. I'm afraid of tests.
121. I don't like teachers.
129. I'm afraid of teachers.
131. I'd like to quit school now.
132. My schcglwOrk is too easy.
Under the heading "About Myself," we
find the following, among others:
133. I am not nice looking.
131, I bite my fingernails too much.
Approved For Release 200016?111 : CIA-RDP78,06365A000200060015-9
Approved Far Relea2000/0 /31 : CIA7R0P7.8:06365A000200060015-9
24
I feel bad atout things I do.
CONGRESSIONIM. RECORD ---SENATE
14. I "throw up" a lot.
35. I have no "pep."
36. can't her very well.
37. I can't see very well.
38. am hiingry a lot. ,
30. don't like to eat.
40. I am always so sleepy.
41. am not strong enough.
42. I am to? ft.
tin.
44.
I am too
i
44. My glassedmake my eyes hurt.
45. Sometiniesi I wet my bed.
-
GETTING ALONG WITH OTHER PEOPLE
46. I need fore friends.
138. 1 tell too many lies.
139. I feel mad most of the time.
140. I am afraid my mother or daddy
'might die.
141. Sometimes I wish was dead.
142. Sometimes I have to steal things.
).46. I want to be good, and I can't.
147. I don't know what is wrong with me.
149.1 worry too much.
150. /'d like to be a boy.
? 151, I'd like to be a girl.
153. I'd like more clothes.
131 I'm afraid of the doctor.
162. I'm afraid of the dark.
4/. I can't make friends with very many
163. On afraid to be home alone at night. kids
165. ram too nervous.
168. I am too bashful.
170. I am. too careless.
172. I am too crabby. ,
173. I can't go to sleep'at night.
174. f have bad dreams.
177. Idon't have enough money.
48. I can't rdn as fast as the other kids.
49:1 don't like people.
50. People don't like me very much.
i 51. People are too bossy-.
62. People treat me like a little kid.
53. People make fun of me. _
54. People won't answer my questions.
Under the ,heading "About Me and My 55. People don't think I'm ever right.
Horne," -we find -the following, al,11.011g 56. People won't help me.
other
'er 57. I'm afraid of people.
(
s.
-
58. People tllink I'm "spoiled."
178. I wish we had more money. 59. Peopl m e think I' a sissy.
- 183. I wish I could go to more movies. 60. Peeople think I'm too loud.
184. I don't have enough things to play
With.
185. I wish we had a nice hpuse,
186. I don't like my home.
187. I wish OYdacldy was home more.
188. I wish my mother would coins baelt.-
191. I wish aidn't have a brother. ' "
?
192. r wish I didn't have a sister. `
195. MY mother is too bossy.
196. My daddy is too bossy.
199. I don't like my brother.
201. I wish ray mother liked me more.
203. My mother and daddy often ght.
204. My mother treats me like a litle kid.
205. My daddy treats me like a little-kid; 74. I'd like to have at least one good friend.
007. My daddy won't help me. 75. People don't like my friends.
208. I don't like babies.
61. People think I'm too crabby.
62. I fight too much.
63. I always ,say the wrong thing at the
wrong time. '
64. The kids Opll me names.
65. The kids rOtek on me.
66. The kids chase me home.
67. The kids won't play with rim.
637the girls don't like to play with me.
69. The boys don't like to play with me.
70. I'd rather play with little kids.
71. The litcis think I'm too smart.
72. The kids laugh at me.
78. I'm afraid to talk to people.
76. I'd like to learn how to dance.
215. lam afraid of my inolher. 77. I wish people would leave me alone.
, 216. lain afraid of my daddy. / R. Nobody likes me.
August 13
?
110. I always get in trouble in school.
120. I'm not smart enough.
121. I don't like'teachers.
1.
22. Teachers pick on me.
' 123. Teachers make fun of Tae.
' 124. Teachers won't answer my questions.
125. Teachers use words I dOn't know.
126. Teachers don't help me.
127. Teachers don't like me.
128. Teachers are too bossy.
129. I'm afraid of teachers.
130. I don't have any fun in school. -
131. I'd like to qui% school now.
132. My schoolwork is too easy.
ABOUT MYSELF
133. I am' not nice looking.
134. I bite my fingernails too much.
135. I'm afraid someone will hit me.
136. I can't do anything right.
137. I feel bad about things I do.
138. I tell too many lies.
139, I feel mad most of the time.
' 140, I'm afraid my mother or daddy might
die.
141. Sometimes I wish I was dead.
142. Sometimes I have to steal things.
1-43. I swear too much.
144. I get mad too much.
145. I do things I shouldn't do.
146: I want to be good and I can't.
147.?I don't know what is wrong with me.
148. I don't have much fun.
149. I worry too much.
150. I'd like to be a boy,
151.. I like to be a girl.
152. I can't talk very well.
I'd like more clothes.
I'd like a pet animal.
I'm afraid of animals.
I wish I could do more things 'briny-
,
158.
154.
155.
156.
self.
157.
158.
159.
160.
161.
162,
163.
I'd like to get a fob.
I wish I was good ift games.
I'm afraid of loud noises.
I'm afraid of the doctor.
I'm afraid of the dentist.
I'm afraid of the dark
I'm afraid to be home alone at night.
222.-My home is too dirty. 7O. People hurt my feelings. 164. I'd like to know what I'm going to be
223. I have to do too much work at home. _ 80. I don'tknow how to act at a party. when I grow up.
Mr. President, I ask Unanimous co
--n-
81. I don't like the girls. 165. I am too nervous.
82. I don't like the boys. 166. I am too short.
sent to have the entire list printed at ' 83. I can't work with people. * , # 167. I am too tall. `
this point in the RECORD. '
There being no objection, the list 84. I don't know how to talk to people. 168. lam too bashful.
85. I don't know why people get mad at 169. I am too loud. was
r ordered to be printed in the RECORD, as me. .
,
follows: 86. I'd like to know more about boys.
, Ms FlEatrif 87. I'd like to know more about girls.
- ?
.1. I wish I didn't have pimples on my face.
2. Sometimes it hurts when I breathe
8. I get out of breath when run or 'pray.
4. I cough a lot in the morning.
5. My feet hurt when I play.
8. My feet hurt all the time.
7. I have sores between my toes.
8. My eyes itch.
O. My eyes hurt a lot.
10. 'Sometimes my ears hurt.
, 11. My nose bleeds a lot.
2. My teeth hurt.
3. My head hurts a lot. -?
14. My throat hurts a lot.,
15. My chest hurts.
16. I have a thumping in my ph est.
17. My stomach hurts a lot.
18. 1Vty back hurts..:
19. My arms hurt aot.
20. My hand hurts a lot. -
.1. My fingers hurt.
2. / can't hold on to ray pencil.
23. My legs hurt a
24. My hand shakes too much.
25. Sometimes I get real dizzy.
26. I get tired of sitting.
2.7. I have little sores on my skin.
28: I have to pick my nose eta.
2$. I sneeze a lot.
30. My *in. Itches.
31. ft hurts when I go to the toilet.
32. I'm sick a i;t.`
$3. I have a lot of colds.
88. I'm not invited to parties.
Avow ME. AND MY SCHOOL
, ,
89. I donkt like school.
90. I don't like our schoolbooks.
91. I don't like arithmetic.
92. I don't like spelling. ,
93. I don't like reading.
94. / don't like writing. '
92, I don't like history. _
96. I don't like geography.
97. I don't like social studies,
98. I don't like gym.
99. I don't like music.
k .
100.
, , I ,_
101. don't g t good grades in school.e art,
?
102. I don't see why I have to go to school. 185. / wish we had a nice house.
1R3. I can't remember my schoolwork. 186. I don't like my home.
,
104. I'd like 'to find some good books to s 187. I wish my daddy was home more.
read 188. I wish my mother would comeback.
189. I'd like to have a brOther or sister.
190. I don't like my clothes.
191. I wish I didn't have a brother.
192. I wish I didn't have a sister.
193. 1 wish my daddy would play with me
more.,
i I wish my mother would play with me
More. .
195. MY motVer is too bossy.
196. My daddy is too bossy.
197. My brother-is too bossy.
198. My sister is too bossy.
199. I don't like my brother.
209. I don't like my sister.
170. I am too careless.
171. I ain too bossy.
172. I am too crabby.
173! I can't go to sleep at night.
174. I have bad dreams.
175. I talk too much,
176. I can't sit still.
177. I don't have enough money.
? ABOUT ME AND MY HOME
178. I wish we had more money.
179. I'd like to have my own room.
180. I don't like to take music lessons.
181. I don't like to rest when the other kids
are playing.
182. I wish / could take music lessons.
183. I wish I could go to more movies.
184. 1 don't have enough things to play
t
105. I'd like to join a club in school.
196. I'd like to have a garden at school,
107. 1'a Ii4 t? paint more In school.,
108. I'd like to have more music in school.
109. I'd like to do more things in school.
110. Our schOolroona gets too hot.
111. Our schoolroom gets too cold.
112. Our schOolroom is 00 C411.4.
' lid. our scllc4olroom is too dirty.
114. I can't rad very well.
115. I can't ite very well.
116. I can't a ell yery well.
117. I can'td ailthmetic very well.
i18. Van e.fra'cl of tests.
--Afiproved FO Releoe 200010
_
dIAADP78-06365A000200060015-9
Approved ForlRelez*2000/08/31 : CIA-RaP78-06365A00200060015-9
1958 CONG4SSIONAL RECORD- ?ENATE
201. I wish my mother liked me more.
202. I wish my daddy liked me more.
203. My mother and daddy often fight.
204. My mother treats me like a little kid.
205. daddy teats file like a little kid.
206. Mj mother won't help me
207. M'y daddy whn't help me.
208. I don't like babies.
209. My mother makes Tun ?rile.
210. My daddy makes fu'n of me.
.211. My mother doesn't think I'm ever
right.
212. My daddy doesn't think I'm ever right.
213. Isly mother won't answer my queS-'
tiOnS.
214. My daddy won't answer my questions.
215. I'm afraid of my mother.-
, 216. I'm afraid of my daddy.
217. I'm afraid of my sister.
218. I'm afraid of my brother.
219. My home gets too hot.
220. My home gets too cold.
221. My home is too dark.
222. My home is too dirty.
223. I have to do too much work at home.
Mr. GOLDWATER. Mr. President, the
persons who prepare the tests evidently
dO not think too highly of American edu-
cation, to begin with, because they in-
clude in the test a list of words which
they believe young people have' difficulty
with. Among the words thus listed are
"bashful"-certainly a difficult word.
Other words included in the list are
"bossy, breathe, crabby, dizzy, pep, pim-
ples, sores, and stomach."
Those are the words which this organi-
zation thinks brilliant American children
have trouble with, or have to 'be told the
meaning of, before they will be able to
take the tests.
Mr. CURTIS. Mi. President, will the
distinguished Senator from Arizona
yield t9 fie?
Mr, GOLDWATER. I am happy to
yield.
CT T1S I shall support the
amendment winch has been submitted
by the Senator from Arizona.
I do ,not expect' to vote for the
because I believe it would remove edu-
cation from the hands of 'the parents.'
I should like to call attention to an
article published in Human Events for
June 16, 190:
Archbishop &Nara, in an address to the
National Catholic Education Astociationf
April 8, said: "I ern afraid that sometime
some of our teachers overlook the fact that
the philosophy of secularist counseling is
based, _on the exclusion of God and the soul
from the educational `process. I" mention
this because counseling is the subject of a
piece of legislation now before the Congress.
A bill presented at this session proposes
Federal Subsidies for exilaigad counseling
service available to sCuaents in both public'
and nonpublic schools, its purpose being the
discovery of latent talent that could profit
by coLleie education."
This publication also' quotes the Rev-
erend Robert O. rubes, ongregational
ihinister in Washington:
Proponents of IC it: 1"261i) O:re4surely to be
found in the company of those disciples of
John Dewey and Sigmund Freud who man-
aged to ban from public schools the reading
Qi the Bible and the Terrcommandments.
Raving spent many Years as a military
? chaplain, r can say that I have 'dealt suc-
cessfully with counseling situations only
When I managed to relate the Individual's
problems to a belief in docl and moral values.
, Mr. GOLDWATER. Usually one says,
"'You took the words right out of my
mouth," but the Senator from Nebraska
took the.slip right off my page, so I will
destroy it.
I want to continue with a few quota-
tions from other samplings of statements
'found in other publications. .
This is from the Science Research As-
sociation Youth Inventory, as quoted in
the Los Angeles Times of May 26, 1958:
80. I have thought of suicide.
80. People dislike my race or nationality.
93. I have a crush on an older person.
155. I am not attractive to the other sex.
173. I don't feel I belong in tha
187. I wish my father had a higher-level
job.
188. I'm sometimes ashamed of my family.
203. I wonder if I am normal in my sex
development.
212. Should I be b'othered by dirty stories
and vulgar talk?
213. My family avoids discussing sex
with me.
277. How far should high-school students
go in love relations? -
230. I have conflicting information about
sexual matters.
231. I want to know about venereal disease.
236. What can I do about body odor?
238. I smoke too much.
240. I have trouble with my menstrual
period.
258. I want to get rid of pimples.
285. I am losing faith in religion.
293. Is it wrong to deny the existence of
God?
291. Does it really pay to be honest?
The "Mooney Problem Check," as
quoted by the same newspaper, contains
the following statements and questions,
and again I shall not read them all:
No one to tell My troubles toL
Wanted to know more about boys.
Swearing and dirty stories.
Family quarrels.
Wanting to know more about girls.
Wanting to run away from home.
Wanting to know more about marriage.
Should I neck, to be popular?
Should high-school student pet and make
love? '
Wan't things my parents can't give me.
Wanting. to improve my figure.
My parents are too strict.
, I am sometimes ashamed of my family.
I feel there is a barrier between myself and
parents.
My allowance is too small.
My parents don't respect my opinions.
Mr. President, I have read many ques-
tions and statements, but I have not read
anything which might influence me, if I
were aeommissioner, of education, to
pick out one student Over another stu-
dent and say that he was deserving Of
money from the Federal Government for
the purpose of a scholarship. In fact,
I would go to the houses of the children
and talk to .the parents, because with
them may lie the fault not the State or
the Federal Government as yet.
/It is hardly surprising that,inany par-
ents-when they do find out about these
tests-complain that they tend to under-
mine belief in God, respect for parents
and even the self-respect of the indi-
vidual child.
It is more surprising, but certainly
highly significant, that the test makers
themselves are at loggerheads as to the
Vialidity of one another's teas. Even Mr.
?
15925
John R. Ludington of the Office of Edu-
cation concedes:
There are, to be sure, instances when indi-
vidual measures on a single test might not
be reliable. * ? * The advantage, I think, is
in having a series of tests or a battery of tests
rather than reliance upon a single test?
However, Prof. Donald E. Super, of
Teachers College, Columbia University,
in a study of Multif actor Tests in Guid-
ance, published in Personnel Guidance
Journal, points out:
A dim view of multifactor test batteries is
taken 1 by Cronbach in the 1956 issues of
Annual Review of Psychology. Cronbach
goes on to cite the withdrawal of the Ameri-
can Council on Education Psychological Ex-
amination from the market, and its replace-
ment by a measure of verbal and quanti-
tative achievement (the Cooperative School
and College Ability Test), as further evidence
of the dubious status of differential apti-
tude testing.
After reviewing a number of papers by
prominent test makers, Dr. Super gives
his unqualified approval to only one bat-
tery of tests as valid for use in the high
schools at this time.
There is nothing in this bill to assure
that only this one battery may be used-
assuming Professor Super to be correct
In his appraisal. Hundreds and hun-
dreds of different tests are currently in
use, all recommended by their respective
makers and all under intellectual attack
by some other expert.
I can recall this particular instance
very well. It is quoted in Sorokin's
Fads and ,Foibles in Modern Sociology
and Related Sciences. I am sure some
of my colleagues from the Far West re-
member back to the time when Professor
Terman sifted a school population of a
quarter million in order to identify and
study a thousand or more with the high-
est I.Q. In 1935, 25 years later, he
tested the group he had selected, 1,070
schoolchildren. Here is what he found.
This is interesting. I call the attention
of my colleagues to it, because it points
up one of the broad steps to the stupid-
ity we are achieving tonight in trying to
say the Federal Government can take
over not only the functiOns of the
schools, but also the functions of the
Twenty-five years later, at the mean age of
35, the 1,070 schoolchildren, selected by a
battery of the best intelligence tests avail-
able, and certified by the tests as being
the most gifted among some 250,000 school-
children in California, have not demon-
strated any notable superiority over a typi-
cal sampling of children of the professional,
semiprofessional, and business classes from
which-81.4 percent of them came.
The PRESIDING Or kiCER, The
time of the Senator from Arizona has
expired.
Mr. GOLDWATER. I yield myself 5
additional minutes.
I think that is condemnation enough
of the Idea that the Federal Govern-
ment should now begin to finance these
tests which, year after year, professor
after professor, college after college,
have passed on as being inconclusive.
1 House hearings, part II, p. 773.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
'For fleteage 290b/0 f31 CIA-RI-OPT 06365AdOn00060015-9
CONGRESSIO AL IRECORI) ? ATE August 13
tulters doubt the extent to
8151).million is going to be
ec a- to Federal scrutiny, let Shim
What has to he complied with when
State draws up tiese measure's.
f th,e Federal Government is going to
to the families of America that we
have to guide arid counsel the chil-
'Of America as to ?what is the best
'net for them te take in college and
What sheuld be their hest pursuit in life,
/ think. we ,have really- tossed in the
aperige. -
I do ,not Want the* Federal Govern-
ent counseling my children. I do not
my oWn State counseling my chi],
". That is the job of American par-
eat and American churches. Have we
gone so, fay down the ladder on rubbery
legs that we are frightened to death by
Russia and nilist say, to the parents of
the country, "Do not bother with your
? children. We are going to take them
over: We will tell them what to study
arid what we want them to do, and
how to do it. You keep on drinking
your beer and, watching television"? If
se, this country is going to Pot in si
Cadillac, and net in a chariot, as haP-
--Peried in the days of Rome. ?
'it seems to iner Mr. President, until
the testing exertscan get together on
'hat tests are valid and what are not,
Wec.--_ would be unwise to vote Federal
funds to 'further psychological experi-
inentation with the minds of the Na-,
tion's youths. I therefore offer my
arnendMent to strike title VII. from the
-Mr. HILL. Mr. President, "I Yield 5
Minutes to the distinguished Senator
from New Jersey [Mr. Smirfil.
. The PRESIDING OFFICER The Sen-
ator from New Jersey, is recognized for 5
Minutes.
Mr. SMITH of New Jersey. Mr. Presi-
dent, I think my distinguished and be-
loved friend from Arizona has complete-
ly missed the purpose of this title. It
Was Put in the bill because of the Presi-
- dent's recommendation and his desire to
identify aptitudes. 'Title VII reads,
"Guidance, Counseling, and Testing;
? Identification and Encouragement , of
Able Students."
-Let me read what the President stated
in his message transmitting his recom-
mendations relative to our educatienal
' stern on January 27, 1958:
gh-ciliality professional Personnel in, sei-
erigibeering, teaching, languages, and
other critical fields are necessary to our na-
tional security effort. Each year, neverthe-
less, many young people'drop out of high ?
school before graduation. Many able high-
school graduates do not go on to college.
This represents a waste of needed talent.
Much Of this waste could' be avoided if the
aptitUdes of these young people were iden-
tified and they were encouraged toward the
fullest development of their abilities.
The administration proposes, tilerefo're,
that the Congress authorize?.
(a) Matching grants to the States to en-
courage, improved State and local testing
,prograniS to identity Mae potential abilities
of students at an e rly stage, in their ecluca-
Wu. t
lb). Matching grants to the States' to en.;
,
courage the strengthening of local counsel-
ing-and guidance services, so that more able
Students will be, encouraged to stay in high
school, to put mbre effort intO their academic
Vork, and t,,o rrepare for 'higher education.,
The program aiso would provide for grants
of funds to colleges and universities to per-
mit them to establish training institutes to
Improve the qualifications of counseling and
guidance persotmel.
IN simply cannot understand the disti-
luished Senator's argument or the ques-
tlons he raiSes, which seem to have
iihthing to de with the matter at all.
What we are trying to do is to identify
the able students. That is the recom-
mendation of the President. One of the
purposes of the bill I introduced was to
endeavor to actomplish the President's
recommendations, as contained in title
VII. It is for us to decide whether the
President was correct: We must realize
the need to seek the best talent in the
country.
I have been in the education field.
The greatest ,pleasure I had in educa-
tion was to talk to the young men and
Women who Wanted advice' from older
people as to the best course to follow
to become this or that. Why should we
not have people to advise these young
men and wonien? I think it would be
intelligent and cooperative to do so, and
it is a reasonable function in the educa-
tion process.
That is all I have to say. It seems
to me We have to choose what is in the
bill and in the President's recommen-
dation. That seer& to me to be a logical
course if we are really going to step
up our educational process. The best
einalified young men and women should
be obtained from the high schools, for
training in science, if they are able, will-
ing, and eager to take on a profession
which will lead to progress in our coun-
try.
The PRESIDING OFFICER. The
time Of the Senator has expired.
Mr. HILL. Mr. President, I yield an
additional 3 Minutes to the Senator from
New jersey.
The PRESIDING OFFICER: _ The
Senator -from' gew Jersey is recognized
for 3 additional minutes.
Mr. HILL. Mr. President, will the Sen-
ator yield?
Mr. SMITH of New Jersey. I yield.
Mr. RILL. Is. it not true, so far as
testing is cerieerned, that the testing is
entirely in the hands of the State educa-
tional agency?
Mr. SA/11TH of New Jersey. So far as
I know that is entirely correct.
Mr. HILL. The testing is bntirely in
the hands .0 the State educational
agency.
Mr. SMITH of New Jersey. Yes.
Mr. HILL. So far as any guidance or
counseling of the individual student is
concerned, with respect to the courses
the student might best take to improve
himself in scheol, that is a matter which
is left entirely in the hands of the State
and local people, the teachers and coun-
selors in the school. The Federal Gov-
ernment will, have nothing to say about
-guidance and counseling, and the Fed-
eral Goverrunent will have notifmg to say
about' who does the job or who is em-
ployed. There is nothing whatever pro-
vided so far ai ate Federal Government
is concerned.,
There is to be a.small grant ok funds,
to be matched by the States, to be used
for these purpases, but the program will
be entirely in 'the hands of State and lo-
etk,1 school officials; is that correct?
Mr. SMITH of New Jersey. That is
entirely correct.
? Mr. HILL. This is something which
has been done -in regard to schools for
many years. Federal funds have been
used for such purpose for 40 years, at
least, under the vocational education
program. There is no difference between
what is proposed now and what has been
done for 40 years with Federal funds un-
der the vocational education program.
Is that correct?
Mr. SMITH of New Jersey. The Sen-
ator is correct.
Mr. HILL. The Federal Government
has nothing whatever to say about- who
is selected for guidance or counseling,
what those persons shall do, or how they
shall guide or counsel. That is a mat-
ter which is entirely in the hands of the
State and local school authorities. Is
that correct?
Mr. SMITH of New Jersey. In con-
firmation of that statement, I shall read
again what I read previously from the
President's message:
Matching grants to the States to encour-
age improved State and local testing pro-
grams to identify the potential abilities of
students at an early stage in their education.
The language is very clear.
Mr. HILL. The provision is on all
fours and carries out the recommenda-
tion of President Eisenhower. Is that
correct?
Mr. SMITH of New Jersey. That is
what I am trying to emphasize:, The
President requested that we set up the
program.
The PRESIDING OFFICER. The
time of the Senator from New Jersey
has expired.
Mr. BUSH. Mr. President, will the
Senator from California yield me 2 min-
utes in opposition -to the amendment?
Mr. KNOWLAND. Mr. President, I
yield 2 minutes to the Senator from
Connecticut.
, Mr. BUSH. Mr.,President, I admire
My reintrkable friend from Arizona very
much, but as to the amendment now
under consideration I must take a posi-
tion opposed to him. I have given ?
thought and study to this particular
phase of the bill, and even today I have
discussed it with the Office of the Secre-
tary of the Department of Health, Edu-
'cation, and Welfare.
I know something about conditions in
my own State. I will say to the Senator
from Arizona and to my other colleagues
there are many families which are in-no
position whatever to give the children
we are trying to aid by this proposed
legislation the counseling and guidance
the children need. Many families in my
State are first-generation immigrants.
The parents in the families s'ometimes
cannot even speak English. The chil-
dren go to school, and I will say that
those children are some of the finest cit-
izens in our State.
The evidence proves the program
would be very useful in trying to obtain,
dIA-RDP78-06365A000200060015-9
Approved Fqj Releasl#2000/02431 : CiA-RDP78-06365A*200060015-9
1958 CONGRESSIONAL RECORD?SENATE
from the high schools in particular, some
of the boys and girls with real capabili-
ties who are not able to,pse their capa-
bilities because they do not know
enough of the process. There are tow-
nies with children who have divorced
parents, or parents who are alcoholics,
or one thing and another.
Mr. President, I believe this is a
worthy program. When the counseling
has been done well it has been very val-
uable. I hope the Senator's amendment
will be defeated.
The PRESMING OFFICER. The
time of the Senator from. Connecticut
has expired.
Mr. GOLDWATER. Mr. President?
The PRESIDING OFFICER. How
much time does the senator yield?
Mr. GOLDWA'Allt. I yield myself 5
minutes.
The PRESIDING OFFICER. The
Senator from Arizona is recognized for
5 minutes.
Mr. GOLDWATER. Mr, President, I
agree with MY distinguished friend from
New Jersey and with my very good friend
from Connecticut that guidance coming
from teachers,is a very desirable and,
I repeat, a very natural thing. It is a
custont which has been followed by the
teachers in our schools, I imagine, ever
since the first school was established in
this country. I apProve of that kind
of guidance.
What I do not approve of and what
we ought to be wary of is the type of
guidance which will come from a pro-
fessional guidance group set up under
the law.
It is all'well and good for my friends
to say that the States will control the
matter, and to hark back to the Voce-
ional Education Act. I will say to my
colleagues again that this is one of my
fears. The language of section 703
reads:
Any State which desires to receive pay-
ments under this title shall submit to the
Commissioner, through its State educational
agency, a State plan, which meets the re-
quirements of section 2204.
Once again it will be necessary to
come to Washirtgton and present to the-
Department of Health, Education, and
Welfare the requirements of the State
of Arizona, the requirements of the State
of New Jersey, and the requirements_ of
the State of Connecticut, before any-
thing can be paid for the guidance pro-
gram, which should be the natural
function of the family and the teacher.
If my colleagues will be so kind as to
read section 1204, they will find that sec-
tion is about 2 pages long and contains
a statement of quite a few things which
a State must do before payment can be
made.
Section 703 provides that these plans
can set forth:,
A program for testing students in the
public secondary sschoOls, and if authorized
by law in other secondary schools, of such
State to identify students with outstand-
ing aptitudes and ability.
I shall read from page 759 of the hear-
ings before the Committee on Labor and
Public Welfare, with regard to limita-
tions on test procedures, from,,, state-
ment by Roger W. Russell, executive sec-
retary, American Psychological Associa-
tion, who was accompanied by Lee J.
,Cronbach, professor of the University of
Illinois, Mr. Russell said:
There Is no strong evidence that tests
'measure potential creativity or inventive-
ness.
Mr. President, we have had no testi-
mony that such tests are needed. We
fall back on the old cliche that the ad-
ministration wants this program. Per-
haps I am a little old-fashioned, but I go
back to the idea that we have three sep-
arate branches of government. It is our
duty to legislate, not to be told by some-
one at the other end of the avenue or
someone in some building halfway down
the avenue what we are supposed to do.
I do not put much credence in the state-
ment that the administration wants any
State in this Union to have any guidance,
counseling, and testing program. I think
that is a matter for this body to decide.
The second part of section 703 calls
for a program of guidance and counsel-
ing in the public secondary schools of
such State?
SEVERAL SENATORS. Vote! Vote! Vote!
Mr. GOLDWATER. May we have or-
der, Mr. President?
The PRESIDING OFFICER. The Sen-
ate will be in order.
Mr. THURMOND. Mr. President, will
the Senator yield?
Mr. GOLDWATER. I am happy to
yield.
Mr. THURMOND. The statement was
made a few minutes ago, I believe by the
distinguished Senator from Alabama
[Mr. HILL], that this matter would be
left in the hands of the local authori-
ties. The Senator read from the bottom
of page 39 of the bill these words:
The Commissioner shall approve any State
plan and any modification thereof which
complies with the provisions of subsection
(a).
Subsection (a) reads as follows:
Any State ,which desires to receive pay-
ments under this title shall submit to the
Commissioner, through its State educa-
tional agency, a State plan which meets the
requirements of section 1204 (a)?
And so forth. That means that the
Commissioner in Washington _must ap-
prove the plan. It must be a plan which
is directed through the State agency,
and not through the local communities.
Regardless of how Senators feel as to
whether testing is advisable, or not, the
question here is simply whether we want
Washington to be required to approve
the counseling, or whether we want to
do it back in the States. There is $15
million that can be given to the States
for this purpose, if they consent to let
Washington approve these plans. There
is no question about the provision.
Washington must approve the plans, and
think the Senate ought to be clear on
that point.
The PRESIDING 0141010ER. The
time of the Senator from Arizona has
once more expired.
Mr. GOLDWATER. I yield myself
1 more minute.
I am serious about this amendment.
I am very hopeful that the chairman
may accept it, inasmuch as there was
15927
practically no evidence .showing the
need for this service, and the absence of
this provision from the bill would make
It more palatable to those of us who do
not like the idea of Federal aid to edu-
cation, because my amendment would
remove, for this year, one of the direct
controls over State participation in the
program. To me, if it is not removed,
it will serve as a guidepost as to what
we can expect in the coming Congresses.
If the temper of this Congress prevails
in the next one and others to follow, we
shall have more and more Federal aid to
education, to the point where the local
school boards, the local superintendents,
and even the State superintendents will
have nothing to say about the education
of our children.
I urge the Senate to act favorably on
my amendment. I yield back the re-
mainder of my time.
The PRESIDING OFFICER. The
question is on agreeing to the amend-
ment offered by the Senator from Ari-
zona [Mr. GOLDWATER]. [Putting the
question.]
Mr. GOLDWATER. Mr. President, I
ask for a division.
On a division the amendment Was
rejected.
The PRESIDING OFFICER. The bill
is open to further amendment.
Mr. COOPER. Mr. President, I offer
an amendment which I send to the desk
and ask to have stated. It is desig-
nated "8-11-58-F."
The PRESIDING OFFICER. The
amendment offered by the Senator from
Kentucky will be stated.
The CHIEF CLERK. On page 31, be-
ginning after "guidance," in line 5, it
is proposed to strike out all to the period
in line 9, and insert in lieu thereof "and
for loans in accordance with part E to
be made by the Commissioner to such
personnel and teachers while attending
such institutes."
On page 31, beginning after "schools,"
in line 22 it is proposed to strike out
all to the period in line 2 on page 32,
and insert in lieu thereof "and for loans
in accordance with part E to be made
by the Commissioner to such individuals
while attending such institutes."
On page 32, beginning after "school,"
In line 17 it is proposed to strike put
all to the period in line 20, and insert
in lieu thereof "and for loans in accord-
ance with part E to be made by the
Commissioner to such individuals while
attending such institutes."
On page 33, between lines 6 and 7 it
Is proposed to insert the following:
PART E?LOANS
Authorization
SEC. 541. (a) Any person who attends an
Institute established under the provisions
of this title shall be entitled to a loan,
made in accordance with subsection (b), in
the amount of $75 per week for the period
of his attendance at such institute In good
standing, as determined by the Commis-
sioner.
(b) Loans made under the provisions of
this section?
(1) shall be made without security, ex-
cept that the borrower shall execute a prom-
issory note payable to the 'United States:
(2) shall be canceled upon the death of
the borrower, or if he becomes permanently
and totally disabled as determined in ac-
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
Oak
-Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060015-9
928 CONGRESSIONAL RECORD ? SENATE August 13
dance with regulations of the Commis-
oner;
may be made In such installments as
ommissioner deems appropriate;
shall bear interest at the rate of 2
it per annum on the unpaid principal
aiance thereof, extept that no interest shall
sterile before the date on which the 'repay-
Men% of the lain is to begin;
(5) shall be repaid, together With interest
hereon, in graduated periodic installments,
in accordance with such schedules as may be
approved by the Commissioner, over a period
beginning 1 vele after the date on which
the borrower eetiees to attend such institute
and ending not rater than 11 years after such
date, except that (A) interest shall not ac-
crue on a loan made under this section, and
periodic installments need mit be paid, dur-
ing any period (1) during which the borrower
is pursuing a full-time course' of study at an
Institution of higher education, (11) not in
eXcess of 3 years, during which the borrower
is 'a member of the Armed Forces of the
United States. or (hi) during which the bor-
rower is serving in a full-time position as a
_teacher in an elementary or secondary sehool
In any State, (B) any such period shall not be
included In determining the 10-year period
during which the repayment must be com-
pleted, and (C) the borrower may at his
option accelerate repayment of the whole or
sify part of such loan and
(6) shall be canceled for service as a full-
time teacher in an elementary or secondary
school in a State, at the rate of 331/4 percent
of the amount of such loan plus interest
thereon, which was unpaid on the first day
of such service, for each complete academic
year of such service.
On page 3, it is proposed to amend the
table of contents by inserting after "SEC.
1531. Determination of eligibility," the
following:
PART E?LOANS
SEC. 541`, Authorization.
The PRESIDING OFFICER. The Sen-
ator from Kentucky is recognized.
Mr. JOHNSON of Texas. Mr. Presi-
dent, will the Senator yield to me?
Mr. COOPER. I yield.
Mr. JOHNSON of Texas. I under-
stand that the Senator from Kentucky
plans to speak for only a very short time.
Then it is hoped that a vote may be had
on his amendment. So far as I am
aware, the Senate can then vote on the
bill. If there are any further amend-
ments, they will go over until tomorrow.
If not, a vote will be had on the bill as
soon as action is concluded on the pend-
ing amendment.
Mr. COOPER. Mr. President, this is
.the last amendment I shall offer. I shall
not ask for a yea and nay vote. I shall
ask for a division.
My amendment is directed to title V
of the bill. This title establishes 3 in-
stitutes, 1 for counseling and guidance
training, one for foreign languages, and
a third called General Institutes. These
Institutes would be established in insti-
tutions of higher learning by the Corn-
Missioner of Education. Their purpose
is to train teachers, either in counseling
and guidance, in foreign languages, or,
In the General Institutes, for general
purposes.
Tuition at these institutes would be
paid by the Federal Government, and I
believe this fair. The committee bill
Prevides also that grants shall be paid
to the teachers who attend the insti-
tutes, and, in addition, it provides allow-
ances for dependent children when they
attend the institutes.
The House bill has a similar title, ex-
cept that no General Institute is estab-
lished in the House bill. The House pro-
vides that stipends of $75 weekly shall
be paid to teachers attending the insti-
tutes, and that allowances for dependent
children shall be $15 a week.
I understand that the usual institute
is from. 8 to 13 weeks, if we assume 12
weeks, and the stipend would be $75 a
week, $900 would be paid to a teacher
for attending the institute. If there
should be a dependent child or two, the
allowance would be $15 or $30 more per
week.
I know that it is difficult for teachers
to pay their expenses to attend these in-
stitutes. My amendment would not re-
quire them to rhay their expenses. But I
point out the purpose of the institutes is
that teachers receiving training in the
institute shall return to their schools
to teach. I assume that they will return
to teach and I believe most of them will.
My amendment proposes to make ad-
vances to teachers, in the ambunt of $75
a week, with no allowances for depend-
ent children. , The allowance would
amount to $900, but it would be a loan,
under the easy provisions of the bill. It
could be a 12-year loan, but the teacher
would not be reqUired to repay the loan
if he continued to teach. For my amend-
ment provides that if the teacher attend-
ing the institute continues to teach, the
loan, whatever its total may be, shall be
forgiven at th.s rate of 331/3 percent a
year. If the teacher continued to teach
for 3 years, the loan would be repaid.
Of cOurse, if he should get a better job
and leave the teaching profession, it
seems to me that he should repay the
loan over a period of 12 years, for the
purpose of the institute is to train teach-
ers for continued teaching. My amend-
ment is fair o teachers selected for the
institutes, for they would not be out of
pocket for their expenses and could re-
pay in money, or 331/3 percent of the
loan would be ,forgiven for each year of
teaching. It is fairer to other teachers
who would not get Federal help and who
must take advance training, and are
forcekto pay all their expenses.
Mr. CASE of South Dakota. Mr.
President, will the Senator yield for a
question?
Mr. COOPER. I yield.
Mr. CASE of South Dakota. It seems
to me that the Senator's amendment
urpose, if I cor-
s I understand, it
e availability of
o take these spe-
could serve a useful p
rectly understand it. A
would not change th
funds to aid teachers t
cial courses.
Mr. COOPER. Not at all. Every
teacher admitted would receive full
expense.
Mr, CASE of South Dakota. But it
does provide that, instead of being an
outright gift, the allowance shall be in
the form of a loan, which will be for-
given at the rate of one-third for each
year the teacher may continue to teach
the courses afterward.
Mr. COOPEIt That is the purpose
of the amendment.
Mr. CASE of SOuth Dakota. It seems
to me that is on all fours with the princi-
ple we followed during the war, when we
provided for the medical education of
certain students, and required that they
should serve at least 1 year?or whatever
the requirement was--in the Medical
Corps of one of the military branches.
That insured that in return for the
medical education and for deferment
from other military service, the Govern-
ment would get some service in the
Medical Corps.
In this instance the Senator is at-
tempting to make certain that where
money is advanced to teachers for ob-
taining special courses that they will ac-
tually spend some time in teaching
those courses afterwards, or else repay
the money.
Mr. COOPER. That is the purpose of
the amendment. '
Mr. REVERCOMB, Mr. President,
will the Senator yield?
Mr. COOPER. I yield.
Mr. REVERCOMB. The amendment
has been very much clarified by the re-
marks of the Senator from South Da-
kota. To sum it up, the Senator's
amendment replaces the stipends or
gifts with loans. Is that correct?
Mr. COOPER. That is correct.
Mr. REVERCOMB. That is the sum
and substance of it. The Cooper amend-
ment would provide loans which could be
repaid or earned back, so to speak, if
the people performed their teaching
services.
Mr. COOPER. That is correct. That
Is the sole purpose of the amendment.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 3 minutes to the Senator
from Oregon [Mr. MoasE].
Mr. MORSE. Mr. President, if I were
to describe the amendment, I would call
it the birth control amendment. The
elimination of the provision for depend-
ent children is quite unrealistic and fails
to take into account a practical problem
which confronts us in regard to the
small institutes. We have a good many
teachers in secondary schools who have
large families. They are recognized as
teachers who have great teaching poten-
tialities, and who ought to be encour-
aged to take further training. -
What do they have to do? They are
.alreadY paid such low salaries that the
fathers of large families in the teaching
profession have to engage in some other
work during the summer.
I am not talking about exceptional
cases. The cases exist by the hundreds.
It is recognized that if we are to give
these particular individuals the advan-
tages they need and make it possible for
them to get better positions in the
teaching professions, so they can make
greater contributions, it is necessary to
send them to institutes.
What do they say? They say, "We
cannot afford to do it, because we do
not have the funds to take care of our
children." The unmarried teachers or
the young married teachers with very
small families can go, but the amend-
ment makes it impossilble for the teach-
ers with the big families to go to the
institute. We must face up to the re-
ality of the teachers' families. A very
competent teacher ought to be encour-
/31 : CIA-RDP78-06365A000200060015-9/
aged to go to an institute. It Is only
common sens0' that I'Vq. ?light t9 nlake
an arrangement for the Payment of an
additional itiliend to help take care of a
larger family, so that the father of the
family may take the institute training,
I happen to he against birth control,
particularly in this kind of, situation.
Therefore, I oppose the amedment.
Mr. JOHNSON of texas. Mr. Presi-
dent, I yield 5 minutes to the Senator
- from New Jersey.
Mr. SMITH of New Jersey._ In com-
mittee we discussed the subject of the
stipends. It semecl that that was ;the
least we could 00 fQ/6 the teachers who
are willing to undergo the training.
The amendment' would effect a CQ/11-
plete departure from the policies and
regulations previously established by
Congress for the conduct of training in-
stitutes by the National Science Foun-
dation and the National Institute of
Health, as well as the training programs
conducted by other government agen-
cies, such as the professional nurse
traineeship program, the public health
traineeship program, and the vocational
rehabilitation program.
The Teachers Institutes in title V of
S. 4237 will be modeled on these pro-
grams. They will be administered by
the institutions of higher education, un-
der the supervision of the Commission-
er of Education. I think we can assume.
that the Commissioner will approve only
those Institute which conform to the
pattern already established by Congress,
and which are approved by the Bureau
of the Budget.
Therefore I cannot support the Cooper
amendment. I urge that the Senate re-
tain the present language of the Insti-
tute title.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 1 minute to the Senator
from Alabama.
Mr. HILL. Mr. President, if we adopt
the amendment we discriminate against
the teachers of our country, the poorest
paid, most underpaid, the most miserably
paid group in America.
Under the Public Health Service, un-
der the training program for professional
nurse, under the program of the Na-
tional Science Foundatiqn, under the
programs of vocational rehabilitation,
and under all other Government pro-
grams we provide stipends. The amend-
ment would pick out the teachers and
deny the stipends to the teachers when
they take a short 4-week course in the
summertime, if we required them to
pay book these stipends, it would cost
the government more in redtape and in
administration and in the collection of
these loans than it would cost by giving
them the same benefits we give to the
other people under the various Govern-
ment programs.
. Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield back the remainder of my
time.
Mr. COOPER,. I yield back the re-
maindernf my gine.
The PRESIDING .OFFICER, The
question is on the amendment of the
Senator from Kentucky [Mr. COOPER].
Mr, JOHNSON of Texas. Mr. Presi-
dent, I ask for a division on the amend-
ment.
On a division, the "amendment was re-
jected.
The PRESIDING OFFICER. The bill
Is open to further amendment. If there
be no ?further amendment to be pro-
posed, the question is on the engross-
ment and third reading of the bill.
The bill (S. 4237) was ordered to be
engrossed for a third reading and was
read the third time.
The PRESIDING OFFICER. The
Chair announces that, under the order
previously entered, the bill having been
read the third?time, the Senate now pro-
ceeds to the consideration of H. R. 13247,
the compahion House bill, to strengthen
the national defense and to encourage
and assist in the expansion and improve..."
ment of educational programs, to meet
critical national needs, and for other
purposes; that the House bill is deemed
to be amended by striking out all after
the enacting clause, and inserting in lieu
thereof the provisions of S. 4237, as
amended; and that the amendment is
deemed to be engrossed and the bill, as
amended, read the third time.
The bill (H. R. 13247), as amended,
is now before the Senate, and the ques-
tion is on the passage of the bill.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 1 minute to the Senator from
Minnesota.
Mr. THYE. Mr. President, I ask unan-
imous consent to have printed in the
RECORD at this point in my remarks a
statement which I have prepared.
There being no objection, the state-
ment was ordered to be printed in the
RECORD, as follows:
STATEMENT BY SENATOR THYE
Less than a year ago, the Russian sputnik
shocked us out of our. complacency. I sin-
cerely hope the scientific successes and de-
velopment of our own country since that
date have not lulled us to sleep. By enact-
ing into law S. 4237, we will assure our-
selves that we will be graduating in the
future the scientists, engineers, technicians,
and mathematicians so important to us in
this highly technical world in which we live
today. These will be the men and women
who will help forge the progress and leader-
ship our Nation must possess if we are to
regain a position of unquestioned world
leadership.
I am happy to rise in support of this
National Defense Education Act of 1988.
When Congress reconvened last January,
I introduced several education bills of my
own, namely; S. 2918, S. 2917, and S. 3281.
I had hoped that we could act swiftly on
these education measures so that they could
become effective in the school year begin-
niris next" month. I was convinced that we
could regain unquestioned world leadership
in science and technol,ogy only through our
educators and our system of education.
That is why I felt it was so essential that
Congress act early in the session. I regret
that this was not done.
I am pleased, however, that we have the
opportunity to enact effective educationjeg-
islation now, before we adjourn. I am partic-
ularly pleased that S. 4237 includes most
of what I had proposed in the bills I intro-
duced last January. My bills included a na-
tional scholarship program and provision
for loans to colleges and universities for
science equipment and facilities. Both of
these items are included in the Hill bill.
There are many other worthwhile features
in the National Defense Education Act which
/ will not enumerate, but I do want to go
on record in support of this bill as a "giant
step" in the right direction.
I regret the action of the House of Repre-
sentatives in eliminating the scholarship
provisions of their version of the bill. /
strongly feel that we must include a scholar-
ship program if we are going to encourage
the most apt of our students to continue
their education beyond the high school level.
A loan program will not provide sufficient
motivation to bring into our colleges and
universities the number of future scientists,
engineers, and technicians our country
needs. Therefore, I want to go on record
as favoring the provision in the bill now
before us which calls for 23,000 4-year
scholarships.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 1 minute to the Senator
from Nevada.
Mr. MALONE. Mr. President, I ask
unanimous consent to have printed in
the RECORD several telegrams and a let-
ter I received on the pending subject.
There being no objection, the tele-
grams and letter were ordered to be
printed in the RECORD, as follows:
Et.y, NEV., August 11, 1958.
Senator GEORGE W. MALONE,
Senate Office Building,
, Washington, D. C.:
Earnestly request you oppose Federal
scholarship bills now before Senate. Ex-
penditure not justified; too much Federal
interference in schools as is. Federal money
would undoubtedly put controls on cur-
riculum of both the recipient and the college
of their choice. Regards.
THOMAS A. SMITH,
Member, Nevada State Council on
Education.
BATTLE MOUNTAIN, NEV., August 9, 1958.
Senator GEORGE W. MALONE,
United States Senate,
Washington, B. C.:
We strongly oppose any action on Federal
scholarship.
E. DIGRAZIA,
Member, State Council on Education.
LAS VEGAS, NEV., August 11, 1958.
Senator GEORGE MALONE,
Senate Office Building,
Washington, D. C.
DEAR SENATOR .% Please vote in opposition to
any further Federal aid to education and to
Federal scholarship.
Sfncerely,
Mrs. J. DEWEY SOLOMON,
Mrs. WENDELL BUNKER.
RENO, NEV., August 8,1958.
Senator GEORGE W. MALONE,
Senate Office Building,
Washington,
Urge your opposition to Federal scholar-
ship bills.
S. VERNON WINES.
BOULDER CITY, NEST., August 8, 1958.
Senator Meaty MALONE,
Senate Office Building,
Washington, D. C.:
Please vote to oppose Federal scholarship
bill.
LILLIAN COLLINS,
Approved For Release 2000/08/3'1 : C1A-RDP78-06365A000200060015-9
'5930
Approved r-nramEffisoNick ii;t1E:CatR_Dspacip65A000200060015 9
August 1:3
Elmo, Nay., August 8, 1958.
Hon GEORGE W. MALONE,
Senate Office Building,
Washington, D. C'..?
We repeat our resolution being directly
opposed to Federal aid to education, particu-
larly pending bills on Federal aid to scholar-
ships.
? R. H. PEARCE,
President, Mk? Chamber of Commerce.
JreaS Nev., August 7, 1958.
Hon. GEORGE W. MALONE,
United States Senator,
Washington, D. C'.
Duiot Sul: Please oppose the Federal
scholarship bill which will be in the Senate
tor debate next week, I understand.
We oppose Federal aid to our schools?our
last stand against socialism.
Thank ydO.
Very truly yours,
, FERN J. BARNES,
Member, Citizens Committee on Education,
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 4 minutes to the Senator.
from Ohio.
Mr. LAT3SCHE. Mr. President, I shall
rote against the bill because I believe it
will?
First. Bring about the destruction of
the privately financed scholarship foun-
clattnia.
Second. Drive the students of highest
ability from the hundreds of small col-
leges of the Nation to a few colleges of
high prestige.
Third. Enlarge the power and the size
of an already oversized Federal Govern-
ment incapable, because of its bignegs,
to efficiently manage its affairs and fi-
nances.
, Fourth. Lead to the control of our ed-
ucational system by the Federal Gov-
ernment, with its dangerous potential-
ities of exercising centralized influence
and of' limiting academic freedom.
riftla. Weaken private, municipal and
State initiative in educational affairs.
Sixth. Emphasis the fallacious belief
' that Federal moneys are the cure for all
evils.
Seventh. Fail to recognize the fright-
ening fiscal predicament of the Federal
GavernMent at a time when State and
local governments are financially in a
far better position to finance the
scholarships if they are necessary.
There is not a State in the Nation
which is not in a better financial' posi-
tion than the, Federal Governraent to do
so.
Mr. KNOWLAND. Mr. President, I
yield 5 minutes to the Senator froth Ne-
braska riVir. Cuarrsl.
? Mr. GOLDWATER. Mr. President,
till the Senator yield so that I may ask
for the yeas and nays on the passage
of the bill?,
Mr, CURTIS. I yield.
Mr. GOLDWATER. Mr. President, I
ask for the yeas and nays on the pas-
sage of the bill.
- The yeas and nays were ordered.
Mr. LAJRTIS. Mr. President, I yield
to no one in the confidence I have in'
the youth of our country. I think they
are much smarter than we realize. We
have been talking about giving them
something: grants, gifts, stipends, loans.
Yet the Government of the United
States cannot manage its affairs so as
to pay the current costs of government.
A deficit of $1:) billion or $12 billion
will accrue this year. Whose debt will
it be? It will be the debt ol the 'youth
of the land.
Tonight we try to "kid" them and
say, "We will increase the debt a little
and give you sornething." But we can-
not even pay the current costs of gov-
ernment. With more people employed
In the United States than ever before
in its history, wlth all the years of pros-
perity which mir country has enjoyed,
the Government is unable to manage its
affair t without adding to the debt.
The greatest thing we can do for the
youth of America is to pass on to them
our American heritage; to make secure
,for them our economic system; to as-
sure the solvency of the Federal Gov-
ernment.
For many years people have raised
their voices about the Federal debt. But
I submit that if the deficit of the cur-
rent year continues to increase at this
rate fa 10 years, we will reach the
point of no return. I
Congress has 'instigated program after
program to add to the debt and place it
on the shoulders of the youth of the Na-
tion. Tonight we insult their intelligence
by telling them ViTe are going to give them
something. We send word to the people
back home: "Do not reappraise your
schools. Do not have town meetings to
see what you can do to improve your
educational facilities. Uncle Sam will do
it for you."
We shall be directing a blow at the
best kind of edUcation if we pass the bill.
Make no mistake about it; this is not a
bill for Federal aid to education; it is a
bill for Federal education.
Many persons were shocked when the
Army marched into Little Rock to run
the schools. If we pass the bill, before
many years there will be an army of
psychologists, Counselors, guidance ex-
perts, inspectors, bureaucrats, and
others who wfil approve or disapprove
the local plans and will direct and select
the teachers who are to institute the pro-
grams. What teachers will they be?
They will be thpse who will go along.
Mr. President, this is Federal educa-
tion. It is beginning tonight. The cost
enumerated here is small compared with
what it will be There is nothing in the
bill which changes the courses of study.
There is nothing which provides that the
money shall be used to redirect 'teaching
efforts.
This is a bill to take education away
from the parents and the localities, and
to place it in bureaucratic Washington.
I hope the biil will be defeated. If it is
not, the President of the United States
ought to defeat it.
SEVERAL SENATORS. Hear! Hear!
Mr. JOHNSON of Texas. Mr. Presi-
dent, I yield 6 minutes to the distin-
guished junior Senator from Texas.
Mr. YARBOROUGH. Mr. President,
I agree with the distinguished junior
Senator from Arizona, who said this is
a day of decision in American history,
because we ate deciding, at midnight,
whether we will let the educational sys-
tem of the United !States drift away or
-whether the power Of the Federal Gov-
ernment will be put into the scale on the
side of a better educational system for
the American people.
Mr. President, these are times which
challenge America's military, intellec-
tual, spiritual, and material leadership.
This is our day of decision. What we
do here today can represent a beginning
in this Nation's answer to the Commu-
nist Challenge in education and to our
own increased educational needs. Amer-
ica must educate more young people in
the highly complex skills which the Na-
tion needs to sustain and to continue to
progress in the free world.
Our answer to the Nation's educational
needs is based, in part, upon informa-
tion and advice which resulted from the
valuable and Constructive hearings held
by the Senate Committee on Labor and
Public Welfare. The committee dis-
cussed these needs with outstanding sci-
entists, leaders, educators, and repre-
sentatives of professional organizations.
We have weighed the evidence, we have
measured the facts, and I, for one, am
thoroughly convinced that they call for
action on the part of this Congress.
There can be no question?time does
not permit further delay in remedying
the fact that?
First. Excellence in seholastic'achieve-
ment continues to go largely Unreward-
ed: Each year almost one-half of the
Nation's most talented and capable stu-
dents do not continue their education
beyond the high school. This results in
a serious loss of the optimum develop-
ment of brainpower so vitally needed in
the industrial and defense efforts of our
time.
Second. Thousands of capable students
who would pursue higher education in
preparation for careers in teaching or
science are discouraged by the cost of 4
years of college, which has more than
doubled since 1940.
Countless thousands of other students
of good potential do not pursue post-
high-school studies because of a lack of
motivation in the home, in the school,
and in the larger community.
Third, At a time when the technically
and scientifically trained person is most
needed, about 100,000 seniors attend
public high schools where no advanced
mathematics of any kind is offered.
Only 1 out of 3 students takes a chem-
istry course; 1 out of 4, physics; 1 out of
3, intermediate algebra; and 1 out of 8,
trigonometry or solid geometry.
Fourth. The foreign language picture
Is equally dim. Of all public high
schools in the United States, 56.4 per-
cent offer no modern foreign language
instruction to their students, not quite
half of the public high schools in 25
States teach modern foreign languages.
Fifth. There are still 91,500 full-time
teachers in our public schools who hold
less than standard certificates. This
situation is further complicated by the
failure of most of the States to develop
modern foreign language, mathematics,
and science courses of study and teach-
ers guides.
Schools have been slow in adopting
newer methods which would enhance
the teaching-learning situation such as
the mass mediums of television, radio,
films, and Other audio-visual aids.
Approved For Release 2000/0 /31 : C1A-RDP78-06365A000200060015-9
Approved ror Relea?e1:2000708/31 : CIA-RDP78-06365A90020Ci060015-9
1958 CONGRESSION* RECORD ? SENATE
Sixth. The quality of instruction in
higher education in no small measure
will determine the ?excellence of our fu-
ture profesaional men and women. We
must prevent further deterioration in
the qualifications of leachers in our in-
stitutions of higher education. This
gradual breakdown is reflected by the
fact that 14 1953-54, 31 percent of new
college teachers had doctorial degrees.
Three years later this figure had dropped
to only 23 percent, which indicates a
serious deterioration in the qualifications
of new College teachers.
The chairman of the Senate Commit-
tee on ' Labor arid Public Welfare, the
senior Senator from Alabama, stated
upon the occasion of the opening of the
recent hearings on science and educa-
tion for nationaldefense:
We Ameyicans know we must mobilize our
Nation's hrainpower in the struggle for
survival.
In the interest of national defense the
Federal Government must undertake a
definite role in the solution of certain
educational problems. I think Dr. Fred-
erick L. Hovde, president of Purdue Uni-
versity summarized this point quite
adequately when he stated:
In the interest of not only national de-
fense, but also the maintenance of our sys-
tem of Government and the free-enterprise
system Itself * * ? the. Federal Government
Must do everything in its power to improve
and strengthen our Aiaaerican educational
system by stimulating, motivating, and sup-
porting both private and local governmental
efforts to improve the effectiveness of Ameri-
can education.
The testimony heard by the Senate
committee, the reports, and studies of
various groups concerned with educa-
tion, all substantiate one prevailing fact:
The greatest need in American educa-
tion today is a new emphasis on the
pursuit of learning, and a new esteem for
academic teaching and academib accom-
plishment. We have already said that
the fullest utilization of our brainpower
rehources must be accomplished if we
would advance scientific research, man
our commerce and industry, staff our
schools and fill our public offices with
qualified people.
The National DefenseEducation Act
has been carefully and thoughtfully de-
signed to offer assistance to the States
to help them improve and expand the
quality of their educational programs
Where it is most needed.
In summarizing the provisions of the
National Defense Education Act, the
committee reports that?
Scholarship awards are offered to stimu-
late and challenge high school students to
do their best, anti to stimulate parents to
Insist not only that their children work
hard, but that their schools provide the
proper courses of instruction. Additional
scholarship grants based on need will also
aid scholarship winners to complete a 4-
year college education. Student loans will
be aavilable to other highly qualified col-
lege students needing financial assistance.
A limited number of fellowship grants are
offered those who advance into graduate
school to obtain their doctoral degrees and
thus better qualify themselves to be college
instructors.
Secondary?and elementary-school teach-
ers will have the opportunity to attend ape-
No, 139-15
cial institutes where they may increase their
knowledge of the subjects they teach. Able
students will be encouraged to become
teachers by a forgiveness feature in the stu-
dent loan program under which recipients
who later enter the teaching profession will
have their loans canceled in 5 years at the
rate of 20 percent for each year they teach.
The bill provides for aptitude testing of
children as they are entering high school,
in order to identify the particular talents
and potentialities of each child. To assure
that all of our children, and especially those
most gifted Intellectually, can be encour-
aged to develop their abilities to the maxi-
mum, guidance and counseling services will
help high school students along paths of
study best suited to their individual capaci-
ties, and will give particular attention to
urging that the ablest and most promising
take the courses that will qualify them for
admission to college.
Provision is made for research and experi-
mentation in the use of television and other
modern media of communication for educa-
tional purposes.
To enable students to secure the most
benefit from courses In science, mathe-
matics, and modern foreign languages,
grants will be made to State educational
agencies, on a matching basis, for purchase
of modern laboratory equipment.
To help Meet the defense and foreign
relations needs of the Nation, language and
area centers will be provided to give in-
struction in the language and culture of
foreign peoples, especially those in Africa,
the Middle East,.-Asia, and the Soviet Union.
To help assure an adequate supply of
technical personnel - to assist scientists
and engineers, area vocational educational
schools will be created to give Instruction In
techniques and skills essential to the na-
tional defense.
To assure that scientists and researchers
shall have available to them the latest
developments in their fields, there is es-
tablished a science information service for
indexing, abstracting, translating, and dis-
tributing to American scientists the findings
of scientific research throughout the world.
By enacting the bill, we will say to the
American people, that this Nation will
recognize and reward scholastic achieve-
ment through a well-constructed pro-
gram of scholarships. We say also, that
we must improve guidance, counseling,
and testing in order that we can identify
capable students and help students at-
tain the heights of their potential. We
would further recognize the Nation's
urgent need to have more well-taught
science, mathematics and modern foreign
language courses.
One of the most valuable features of
the national defense education proposal
is that it reflects awareness of the de-
pendency of one phase of learning upon
another. For example, the bill would
help to meet some of our more specific
needs for the scientific and profession-
ally trained person. At the same time it
recognizes the continuing value of exist-
ing programs such as vocational educa-
tion and its role in the training of tech-
nicians. The better reporting of stets-
tics on education and the need for bet-
ter scientific information receive due
and prober attention under the provi-
sions of this act. The design of this leg-
islation will not allow us to rob Peter to
pay Paul.
The fulfillment of America's educa-
tional needs presents our citizens with
one of the most demanding, most imper-
15931
ative and most momentous tasks of
these times. The strategic importance
of good education has both national and
International implications: First, the
forward progress of our own society both
in terms of productive living and re-
sponsible citizenship depends upon a
more highly trained, more informed, en-
lightened and learned citizenry, because
the effects of education are felt in every
phase of society, the task of overcoming
long-existing deficiencies, of enriching
present programs, and of improving and
expanding each of our State school sys-
terms is truly momentous; and, second,
America as a democratic society and as
one of the leaders of the world's free
peoples must be able to respond to the
scientific, technical and educational
challenges of another nation which
seeks only to further the cause of totali-
tarianism.
To me, one of the most expeditious
and feasible means by which this chal-
lenge can be met, and the problems of
American education soundly solved is
through a system of Federal assistance
to the States for those programs which
are in most dire need of attention. The
National Defense Education Act of 1958
would provide that Federal assistance. I
consider this proposal to be a sound and
purposeful measure through which the
Federal Government may make a re-
sponsible and significant contribution to
the solution of our educational problems.
My membership on the Labor and Pub-
lic Welfare Committee and participa-
tion in the hearings concerning science
and education for national defense have
served to strengthen my conviction that
the enactment of SI 4327 is a must.
Mr. President, I commend the able and
distinguished chairman of the Commit-
tee on Labor and Public Welfare, the
senior Senator from Alabama, for his
unfailing courtesy and the great pa-
tience and care with which the hearings
were conducted. They reflect credit
upon him, on the committee, and on the
Government of the United States. Like-
wise, I pay my sincere tribute to the
educators who testified before the com-
mittee.
Mr. JOHNSON of Texas. Mr. Presi-
dent, we are about to act on one of the
most important measures of this or any
other session.
The Nation can be no stronger than
its people. Modern machines have per-
formed miracles. But they cannot, no
matter how complicated, replace the
human mind.
It would be difficult to imagine a more
complicated field of legislation than
this. There is no doubt of our need to
strengthen the educational system of
our country. But at the same time, we
do not want to encase our system in a
totalitarian mold.
Americans value deeply the traditional
system under which the control of edu-
cation will be in the hands of the local
people who are affected. They rightly
do not want to abandon that system.
We were looking for a way through
which help could be extended without
the control of Federal bureaucracy.
And in this bill I believe we have found
it.
Approved For Release 2000/08/31 : CIA-R6P78-06365A000200060015-9
141110,,,
Approved For ^ease 2000/08/
5932 CONGRESSIONA RECORD - SENATE
65A000200060015-9'
*Our Nation is very ' fortunate that
Standing at the helm of the Labor and
lie Welfare Committee was the very
le, Very experienced, senior Senator
rem Alabama [Mr. Huai I know of
no 'more ? effective legislator in the Sen-
ate?no man who does a better job in
representing his State and serving his
country. ' _
The committee approaches the prob-
lems with prudence, with caution, and
with a desire to produce an effective,
workable bill. Fortunately, the com-
mittee consists of men extremely well-
qualified to handle the problem.
The thanks of the Senate and the
thanks of the Nation are due the
, senior Senator from Montana [Mr.
MtnutaY1, the junior Senator from Mass-
achusetts [Mr. KENNEDY], the junior
Senator from Michigan I Mr, Mc-
Maranal , the Senator from Oregon [Mr.
Moan], and my own colleague, the Sen-
ator from Texas [Mr. YARBOROUGH].
Vitra thanks are due the members
.Of the minority who were led by the
scholarly Senior Senator from New Jer-
sey [Mr. &urn]. I think that since he
is retiring from the Senate this is a
fitting measure to serve as a climax to
his distinguished legislative career.
The same can be said of our dedicated
senior Senator from New York [Mr.
Ivas ] .
Of course, there were Members who
opposed this bill. But again, they de-
bated the issues and kept consideration
of the measnre on a plane befitting its
importance. ?
This generation will be remembered as
the one which permitted the education
of our children to slip behind the
present-day level of human knowledge.
Let us hope that it will not also be
remembered for failure to remedy this
deplorable situation once we became
aware of it.
, -It took the Soviet satellites and the
Soviet ballistic missiles to arouse us to
the full dimensions of our peril. We
have taken many steps since Sputnik I,
seeking to close the gap.
a We have appropriated billions of dol-
s for missiles, planes, and scientific
eseareh. We have reorganized the
Defense Department. We have estab-
,lished a Space Agency. We have, in-
creased material incentives to keep our
skilled and able men in the armed serv-
es.
hs represents -a tremendous invest-
it of the TesolirceSaand the energy
the Arnerican peOple. -
Would remind my colleagues of
her trenierldonr investment in the
rc,?es -afier the
a 'energies of the peo-
le of brad 'Nation. It was the Ma-
not Line behind-which France thought
could Sit-fri-safety.*
exi,1017 ediFrefelvere-poffred into the
inoetine. ' The -ablest artillery ex-
s of the time -carefully implaced
of '-eVer? deseription to cover every
eelfable spot In- front of the line.
borate -SyStems "OT Underground
ortatien were laid out. There
Vators' and cars and devices to
1 &hid-etc/lite Preservation of the
'sorclieri Who thantett the line.
- a
But despiie the concrete and the guns
and the elaborate fortifications, the
Maginot Line did not slow up the advance
of the German armies for a day once
they began to move. The Maginot Line
represented one of the most wasteful in-
vestments in all of history simply because
It had a fatal weakness?it could be
outflanked.
The billions Of dollars that we have
spent on missiles, planes, guns, ships,
radar, and the other implements of mod-
ern war could easily become another
Maginot Line. The instruments are
'worthless if wS do not have educated
minds to control them.
There is no security except in people.
The Atlas, the Thor, and the Jupiter will
be obsolete within a few years. And
once they are obsolete there will be noth-
ing left of our investment in them ex-
cept the experience we have gained.
But there is ,one investment in which
the United States can never lose. It is
the investment in the minds of our young
people. I wish to say to my colleagues
that it would be a mistake to consider
this measure solely from the standpoint
of national defense. I believe a major
issue before our country is that of secu-
rity, but we Would live within narrow
and limited horizons if we thought that
security was a matter of weapons alone.
Security consists of people who are
alert, people Who are vigilant, and people
who are trained to cope with the tre-
mendous problems of the modern world.
We cannot cope with those problems
unless we have men skilled in physics,
chemistry, mathematics, astronomy, and
all of the natural sciences, but neither
can we cope with them if our training
is solely in the natural sciences.
We look for citizens who are broad-
gauged, who understand the workings of
our system, who are conscious of the
great heritage of our culture. We need
men and wornen who understand Aris-
totle as well. as Darwin; who are as
familiar with Shakespeare as they are
with Einstein and Newton. The time
may come when we will have to take up
arms once again to defend our heritage.
But we must know what it is that we
are defending, and even more important
we must know the kind of world which
we wish to extend and create so that our
descendants can live in peace and
progress.
Mr. President, this measure is an im-
portant step in that direction. It is only
the first step but, as such, it is an historic
lariclmark and the Nation owes a debt of
eternal gratitude to those who contrib-
uted to its achievement.
Mr. President, I am prepared to yield
back the remainder of my time.
Mr. KNOWLAND. I yield back the
remainder of my time.
The PRESIDING OveaCER (Mr.
CHURCH in the chair). All time has been
yielded back.
The bill having been read the third
time, the question is, Shall it pass? On
this question the yeas and nays have
been ordered, and the clerk will call the
roll.
The Chief Clerk called the roll.
The result was announced?yeas 62,
nays 26, as follows:
YEAS-62
Aiken Hennings Monroney
Allott Hill Morse
Anderson - Hoblitzell Morton
Barrett Humphrey Mundt
Beall Ives Neuberger
Bush Jackson Pastore
Carlson Johnson, TeX. Potter
Carroll Johnston, S. C. Proxmire
Case, N. J. Jordan Purtell
Case, S. flak. Kefauver' Revercomb
Church Kennedy Saltonstall
Clark Kerr Smathers
Cooper Knowland Smith, Maine
Cotton Kuchel Smith, N. J.
Douglas Langer Sparkman
Ellender Long Symington
Ervin Magnuson Thye
Fulbright Mansfield Wiley
Gore Martin, Iowa Yarborough
Green McClellan Young
Hayden McNamara
NAYS--20
Bennett -
Bible
Bricker
ridges
BUtler
Byrd
Capehart
Curtis
Dworshak
Chavez
Dirksen
Flanders
Eastland
Freer
Goldwater
Hickenlooper
Hruska
Jenner
Lausche
Malone
Martin, Pa.
NOT VOTING--S
Holland O'Mahoney
Javits Payne
Murray
Robertson
Russell
Schoeppel
Stennis
Talmadge
Thurmond
Watkins
Williams
So the bill H. R. 13247 was passed.
Mr. MANSFIELD. I announce that
the Senator from New Mexico [Mr.
CHAVEZ]) the Senator from Florida [Mr.
HOLLAND], the Senator from Montana
[Mr. MURRAY], and the Senator from
Wyoming [Mr. O'MailoainY], are absent
on official business.
I further announce that, if present and
voting, the Senator from New Mexico
[Mr. CHAVEZ] , the Senator from Florida
[Mr. HOLLAND] , the Senator from Mon-
tana [Mr. MURRAY], and the Senator
froth Wyoming [Mr. O'Manotiey], would
each vote "yea."
Mr. KNOWLAND. I announce that
the Senator from Illinois [Mr. DIRKSEN
is absent by leave of the Senate, to attend
the funeral services of Representative
McVey. If present and voting, the Sen-
ator from Illinois [Mr. Duntssa] would
vote "yea."
The Senator from Vermont (Mr.
FLANDERS] is absent, because of illness
in his family.
The Senator from Maine [Mr. PAYNE]
is necessarily absent. If present and
voting, the Senator from Maine Mr.
PAYNE] would vote "yea."
The Senator from New York [Mr.
Jams] is absent by leave of the Senate,
to attend the NATO Parliamentary
Conference, in London, as chairman of
the Economic Section of the General Af-
fairs Committee. If present and voting,
the Senator from New York [Mr. JAVITS
would vote "yea."
Mr. HILL. Mr. President, I move that
the vote by which the bill was passed
be reconsidered.
Mr. JOHNSON of Texas. Mr. Presi-
dent, I move to lay on the table the
motion to reconsider.
The PRESIDING OFFICER (Mr.
CHURCH in the chair). The question is
on agreeing to the motion to lay on the
table the motion to reconsider.
-
roved For Release 2600
,
0813 -RDP78-06365A000200060015-9