NATIONAL DEFENSE EDUCATION ACT OF 1958

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06365A000200060019-5
• Release Decision: RIFPUB
• Original Classification: K
• Document Page Count: 49
• Document Creation Date: December 9, 2016
• Document Release Date: November 9, 1998
• Sequence Number: 19
• Publication Date: January 1, 1958
• Content Type: REPORT

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85TH CONGRESS HOUSE OF REPRESENTATIVES REPORT
2d Session . No. 2157
NATIONAL DEFENSE EDUCATION ACT OF 1958
JULY 15, 1958.-Committed to the Committee of the Whole House on the State
of the Union and ordered to be printed
Mr. BARDEN, from the Committee on Education and Labor, submitted
the following
REPORT
The 'Committee on Education and Labor, to whom was referred the
bill (H. R. 13247) to strengthen the national defense and to encourage
and assist in the expansion and improvement of educational programs
to meet critical national needs; and for other purposes, having con-
sidered the same, report favorably thereon without amendment and
recommend that the bill do pass.
PURPOSE OF LEGISLATION
The purpose of this bill, H. R. 13247, is to assist in the improvement
and strengthening of our educational system at all levels and to
encourage able students to continue their education beyond high
school. It is designed to accomplish these objectives by (1) establish-
ing a limited program of Federal scholarships, (2) establishing loan pro-
grams for students at institutions of higher education, (3) providing
grants to States for strengthening science, mathematics, and modern
foreign language instruction in public schools, (4) establishing language
institutes and area centers to expand and im rove the teaching of
languages, (5) assisting in the expansion ofp graduate education,
(6) assisting in the improvement of guidance, counseling, and testing
programs, (7) providing for research and experimentation in the use of
television, radio, motion pictures, and related media for educational
purposes, and (8) improvement of statistical services of State educa-
tional agencies.
The bill contains all of the corresponding proposals recommended in
1958 by the Department of Health, Education, and Welfare, plus two
others, the loan program and the provision for research and experimen-
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tation in more effective utilization of television, radio, motion pictures,
many fields. The challenge-in science, industry, government, mili-
tary strength, international relations-stems from the' forces of
totalitarianism. This challenge, as well as our own goal of enlarge-
ment of life for each individual, requires the fullest possible develop-
ment of the talents of our young people. American education,
therefore, bears a grave responsibility in our times.
It is no exaggeration to say that America's progress in navy fields
of endeavor in the years ahead-in fact, the very survival, of our free
country-may depend in large part upon the education we provide
for our young people now.
The primary responsibility for education, in the, future as in the
past, should remain with the States and local communities' and higher
educational institutions. The Nation looks primarily to citizens and
parents acting in their own communities, to school boards and city
councils and State legislatures, to teachers and school administrators,
and to the trustees and faculties of our colleges and universities to
develop the support and the educational effectiveness needed to bring
our educational system more abreast of today's needs.
In an effort which is so critical to the national interest and to
national security, however, the Federal Government can and should
play a constructive role. This role should be one of encouragement
and assistance to the States and communities and higher educational
institutions as they strive to meet certain critical national' needs.
There is ample precedent for such action. For example, as early
as 1862, the Federal Government acted to meet a national need in
education by providing aid to land-grant colleges. During World
War I, Congress recognized a great national need for more agricultural
and mechanical training by enacting the vocational education pro-
gram. With Federal support and encouragement, the States and com-
munities greatly strengthened their own educational activities in
these fields. This program over the years has contributed greatly
to individual opportunity and to national strength.
In much the same way, H. R. 13247 is designed to help, our educa-
tional system meet the grave challenge of our time. Although the
bill embraces a variety of approaches, its central purpose is to en-
courage improvement in the quality of education particularly with
respect to those aspects which are most important now Ito national
defense. I
One of the greatest needs in American education today is a new
esteem for scholarship, a new respect for the crucial importance of
education. These intangible objectives cannot be assured, of course,
by any governmental decree or action-they result only from a sense
of values developed within the people. The committee believes,
however, that the proposed legislation, through which the Federal
Government would give recognition and support to basic scholastic
achievement, would help develop in this country new incentives and
encouragement, and new prestige, for academic accotnplishment.
The committee believes the enactment of this legislation will help to
develop a better atmosphere for emphasis on good academic education.
A number of provisions in the bill are aimed specifically'I at reducing
the waste of needed talent which results when students with great
America is confronted with a serious and continuing challenge in
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potential ability drop out of school or college too soon. Several other
provisions are designed to encourage an improvement and expansion
the teaching of science, mathematics, and modern foreign languages.
Another provision recognizes the need for more college teachers to
prepare future scientists, teachers, and leaders in many fields.
Although our national security is handicapped by shortages of
highly trained persons in all fields of endeavor many thousands of
young people with high ability drop out of higii school before graduation or fail to attend college subsequent to graduation. This is a
loss not only to these young people, but to the Nation as a whole.
The bill provides grants to support improved State and local pro
grams of counseling, guidance, and testing to help identify able
students and encourage them to remain in school and achieve their
optimum of performance based on their intelligence and aptitude.
The bill also provides a limited scholarship program as a major in-
centive to able students, and to help assure that those identified as
having great ability will not be denied educational advancement
because of lack of funds. Further, a program of loans to college and
university students is provided to help students who need financial
assistance to continue and complete their education.
It is exceedingly important to maintain a balanced program of
instruction in all fields. The committee does not desire that one field
of training be developed at the expense of another. It is evident,
however, that many of our elementary and secondary schools today are
not providing instruction in science, mathematics, and modern foreign
languages of sufficient quality or quantity to meet today's increasing
needs in these fields. Serious shortages of equipment in all three
fields exist. H. R. 13247 provides financial assistance to States for use
by local school systems in improving equipment and materials in the
fields of science, mathematics, and modern foreign languages, both in
quality and in quantity. Grants also are provided to assist State
departments of education in expanding their professional services to
local schools in these subjects. In addition to grants to the States,
the legislation authorizes the establishment of institutes for teachers
to improve the quality of instruction of modern foreign languages in
the elementary schools, the secondary schools, and the colleges and
universities. Language institutes and area study centers would also
be established to provide training in the so-called "rare" languages,
many of which are not now taught in the United States, but which are
spoken by many millions of people and are essential to the conduct of
our economic, cultural, and political relations with other peoples.
Grants for basic research in improved instruction and newer methods
and materials in the teaching of modern foreign languages are also
provided.
Serious shortages of faculty members already exist in colleges and
universities; yet, enrollments are expected to double by 1970. H. R.
13247 proposes to assist in resolving this problem by awarding fello:v-
ships to students who intend to complete advanced graduate education
and enter college teaching as a profession. In order to encourage
the expansion of facilities to train these additional graduate students
the bill authorizes cost-of-education payments to institutions of higher
education on behalf of students attending graduate schools on fellow-
ships financed under title VI of this bill.
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The progress of education depends in no small measure upon
accurate information concerning the development of our educational
system. Nationwide data on our schools is reported to'the Office
of Education by State educational agencies. These agencies frequently
find it difficult, if not impossible, to provide nationally needed statisti-
cal information on a current basis. This legislation provides direct
assistance to State departments of education to enable them to meet
more fully and quickly the requirements which are placed upon them
for furnishing adequate educational statistics.
The members of the committee believe that the bill offers an effec-
tive approach to those critical areas of shortage and neglect which
now carry highest priority in the national interest-in the teaching
of science, mathematics, and modern foreign languages. The com-
mittee believes, too, that the related sequence of programs in testing,
counseling, scholarships, loans, and fellowships-to identify, encour-
age, and assist the ablest students who need help-will be of great
value in the continuing effort to conserve and develop the critically
needed human resources of our country.
In the development of this legislation, the committee members
have sought to preserve the fundamental principle that', education
in our country is a State and local responsibility. States and institu-
tions of higher education retain basic responsibility for planning and
administering the programs authorized in the bill.
ESTIMATED COST OF THE PROGRAM
The estimated cost of the bill is approximately $840 million for
the basic 4-year period, and an additional $230 million during the next
3 years as the program is phased out on an annually reduced level.
The following table indicates the estimated cost for each title for each
fiscal year.
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NATIONAL DEFENSE EDUCATION ACT OF 1958
TITLE I-GENERAL PROVISIONS
This title contains a statement of findings and declaration of policy
a section prohibiting Federal.control of education, and definitions of
terms used throughout the bill.
TITLE II-NATIONAL DEFENSE SCHOLARSHIPS
Description of the program
This title authorizes the appropriation of $17.5 million for the
fiscal year ending June 30, -1959, and for each of 3 succeeding fiscal
years, to provide new scholarships to qualified high school graduates
who have been selected by State scholarship commissions. There
is also authorized to be appropriated for the fiscal year ending June
30, 1960, and for each op the 6 succeeding fiscal years, such sums
as would be necessary for making payments to individuals previously
awarded national defense scholarships. Scholarship recipients will
be paid at least $500 during each academic year, but not to exceed
4 academic years or, subject to regulations of the Commissioner, such
longer periods as are normally required to complete the', undergrad-
uate curriculum pursued. A scholarship recipient who is ',determined
by the State commission to need additional financial assistance could
be paid an additional amount as determined by the State commission,
but not to exceed an additional $500 for each academic year.
Based upon an estimated average scholarship stipend of $750,
approximately 23,000 scholarships will be-awarded in each of the first
4 years. The approximate number of students attending colleges or
universities under this scholarship program for each year will be as
follows: 1958-59, 23,000; 1959-60, 46,000; 1960-61, 69,000; 1961-62,
92,000; 1962-63, 69,000; 1963-64, 46,000; 1964-65, 23,006.
National defense scholarship recipients will be selected by the
State commissions on the basis of objective tests and other measures
of aptitude and ability to pursue a course of higher education, with
special consideration given to applicants with "superior capacity or
-preparation in science, mathematics or a modern foreign' language."
Students will be completely free to select their own course of study
and to choose their own college or university.
The appropriations will be allotted among the States on the basis
of relative college-age population (18-21 inclusive) as determined by
the most recent estimate from the Department of Commerce. Each
year the Commissioner will also allot to each State the amount needed
for continuing to make payments for scholarships awardedlin previous
years and for new scholarships to be awarded during that year. In
each fiscal year, the Commissioner of Education shall reserve a sum
not to exceed 2 percent of the authorized appropriation for the allot-
ment of scholarships to the Territories and possessions of the United
States according to their respective needs.
A State desiring to participate in the program must "establish a
State commission on scholarships or designate an existing State agency
to serve as the commission. The scholarship commission' is required
to submit to the Commissioner a State plan for the administration of
the scholarship program. The Commissioner shall approve this plan
if it complies with requirements specified in the act. The adminis-
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trative expenses of the State commissions, including the cost of the
preparation of the State plan, will be paid by the Commissioner.
The basic objective of this title is to create additional incentives for
students in high school to work harder on academic subjects and to
prepare for college training. Recognition by the Federal Government
of the importance of scholastic attainment in the form of scholarships
to be earned on a competitive basis in itself should stimulate a stronger
incentive on the part of more of our able students to continue their
education beyond the high-school level.
TITLE III-LOANS TO STUDENTS IN INSTITUTIONS OF HIGHER
EDUCATION
Description of the program
This title provides for Federal contributions to the capital of student
loan funds to be administered by institutions of higher education.
These funds will be used for long-term, low-interest loans to under-
graduate and graduate students to enable them to continue their
higher education. The Federal contribution will be a maximum of
80 percent of the capital funds and the institutional contribution
a minimum of 20 percent, but the maximum Federal contribution
to a single institution for any fiscal year is $250,000. The program
also provides for an institution to obtain Federal loans to finance its
own capital share of the student loan fund.
Each loan program established at institutions of higher education
upon their own application will be administered by the college or
university in practically the same way that existing loan programs
? are administered at the present time. This procedure utilizes pres-
ent machinery and also places the administration of the funds,
closer
to the students who may need and apply for loans.
Loans to college students cannot exceed $1,000 for a single academic
year nor a total of $5,000 to any one student. Loans will be made
available to students who need them in order to continue their course
of study subject to agreements entered into by colleges and univer-
sities and the Commissioner. The student will pay interest on the
unpaid balance of his loan at 2 percent a year while in college and for
the next year after he leaves school, and 4 percent a. year for the
next 10 years, during which time the loan must be paid off by the
student. The student might, however, repay all or any part of his
loan in less time than 10 years. Liability for repayment will be
canceled upon death or permanent and total disability of the borrower.
Background
Based upon the returns of 1,746 colleges and universities in the Office
of Education study of institutional student financial aid, 179 institu-
tions (10.3 percent) reported no student aid in any form, I. e., no pro-
grams of undergraduate scholarships, graduate fellowships, student
loans or employment. Among the colleges which submitted data
concerning their programs, 704 (47.7 percent) lacked loan resources.
It is estimated that this group of 883 colleges and universities which
reported no available loan funds, enrolled approximately 30 percent
of the Nation's total full-time college enrollment.
In recent months a number of colleges and universities have experi-
enced a substantial increase in requests for loans as is indicated by
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the following statement of December 10, 1957, from the University of
Michigan News Service:
Demand for student loans at the University of Michigan
is mounting at a recordbreaking rate. Loans approved since
July 1 have jumped 45 percent over the corresponding period
a year ago. This comes on top of a 40-percent increase in
loans made during the year 1956-57 over the previous
year 1955-56.
This report also included a canvass of the financial aid officers of
Dartmouth, Indiana, Iowa State College, Purdue, State University of
Iowa, the Universities of Colorado and. Washington, and Wayne State
University which revealed a similar situation with respect to applica-
tions for loans.
With respect to the demand for loans, George B. Risty, director of
student financial aid, University of Minnesota, at the hearings before
the subcommittee of the House Committee on Education and Labor
at Eau Claire, Wis., October 28, 1957, stated in part as follows:
In these years we have always had much greater demand
for loan funds than we have for scholarships. Maybe it is
because we lack some of the scholarship money and there-
fore we aren't able to help as many * * *. We have granted
more loans than we have scholarships in all the years I have
been there * * *. We are running through approximately
100 and some loans a week and it will run some over
$300,000 in this academic year.
Objectives
Effective use of larger loan fund resources will be a valuable supple-
ment to other forms of student financial assistance and could mate-
rially reduce the serious problem of student dropouts.
The proposed Federal loan program will materially assist institu-
tions of higher education to retain their more competent students
who need financial assistance in order to continue their studies.
Based upon an average loan of $600 per student, in the first year
of the program approximately 83,000 students would receive assistance
under this program, and during each of the next 3 years approximately
125,000 students would receive assistance under the program. There-
after the program would be phased out until its termination on June
30 1966.
These figures represent a considerable increase in the number of
students who should be retained in colleges and universities with
assistance provided under this title.
TITLE IV-GRANTS TO STATES FOR STRENGTHENING SCIENCE,MATH-
EMATICS, AND MODERN FOREIGN LANGUAGE INSTRUCTION IN PUBLIC
SCHOOLS
Description of program
This title authorizes grants to the States to assist over a period of
4 fiscal years in establishing -and maintaining a 2-part program for
strengthening science, mathematics, and modern foreign language
instruction in public schools, both administered in accordance with
a single State plan for accomplishing the purposes of the program.
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First, there is authorized the appropriation of $60 million for the
fiscal year ending June 30, 1959, and for each of the 3 succeeding
fiscal years for payments to State educational agencies for the acqui-
sition of special equipment suitable for use in providing education in
science, mathematics, and modern foreign languages in the public
elementary and secondary schools of the State, and for minor remodel-
ing of laboratory or other space used for such equipment.
Secondly, there is authorized the appropriation 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 modern foreign language
instruction, and for the administration of the State plan.
The amounts appropriated for the acquisition of equipment and
the remodeling of space will be allotted to the States on the basis
of a formula reflecting relative school-age populations of the States and
the relative income per school-age child. The sums appropriated to
strengthen State supervision and leadership in these subjects and for
the administration of the State plan will be allotted to the States
on the basis of school-age population, but in no case will be less than
$20,000 for any State for any fiscal year. In each instance not in
excess of 2 percent of the appropriated amounts for each year will be
reserved by the Commissioner to make payments to the Territories
and possessions of the United States, according to their needs, for the
purposes of this program. The States' allotment for. the acquisition
of equipment and remodeling of space will be used to pay one-half of
the expenditure for projects approved, and the States' allotment for
supervisory and administrative services will likewise be used to pay
one-half o the amount expended by the States, except during the
first year o the program the Commissioner will pay for the full amount
of the State expenditures for supervisory and administrative services.
Any State which desires to receive payments under this title is re-
quired to submit to the Commissioner of Education its State plan
setting forth principally (1) a program under which funds paid to the
State from its allotment will be expended solely for local elementary
and secondary school projects for acquisition of laboratory and other
special equipment, including audiovisual materials and equipment and
printed materials (other than textbooks), suitable for use in providing
education in science, mathematics, or modern foreign languages, and
for minor remodeling of laboratory and other space used for such
materials or equipment; (2) principles for determining the priority of
such projects in the State for assistance under this title and provides
for undertaking such projects, insofar as financial resources available
therefor make possible, in the order determined by the application of
such principles; (3) the establishment of standards on a State level for
laboratory and other special equipment acquired with assistance
furnished under this title; (4) a program under which funds paid to the
State from its allotment will be expended for (a) expansion or improve-.
ment of State supervisory and related programs in the fields of science,
mathematics, and modern foreign languages, and (b) administration
of the State plan; and (5) provisions for administration of the pro ram
by the State educational agency, for necessary reports to the Com-
missioner, and for suitable fiscal control and accounting.
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The Commissioner must approve any State plan and any modifica-
tion thereof which complies with the provisions of the act.
Background
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 subjects to our national defense and to the conduct of our .foreign
economic, cultural, and diplomatic relations is inescapable. Instruc-
tion in these subjects-utilizing modern techniques and equipment-
must be adequate at the elementary and secondary school level if we
are to produce the educated prople 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.
Subcommittee hearings revealed that during recent years most
school districts throughout the country have been pressed with prob-
lems caused by increased enrollments, such as financing new construc-
tion and obtaining sufficient teaching personnel. As a result needs
for adequate laboratory facilities, equipment and other teaching aids
have been neglected. This, of course, has in many instances inter-
fered with effective teaching in science, mathematics, and foreign
languages.
There is need for modern laboratory equipment including audio-
visual materials and equipment such as motion pictures, slides, film-
strips, transparencies, disk and tape recordings, still pictures, models,
globes, charts, and maps in elementary and secondary schools if in-
struction and learning is to be improved.
Although there have been slight increases recently in the numbers
of pupils studying science, analyses of program trends ind*ate a de-
creasing emphasis on laboratory experimentation by pupils. Steps
must be taken to reverse this trend if theory and new knowledge is
to be related to practice.
A survey for the school year 1957-58 revealed that only 60 high
schools have electronic laboratory equipment for drill in hearing and
speaking the foreign languages offered. Such equipment should be
as much a part of a good school as the typing room, machine shop,
or home economics room. An essential objective in foreign language
study is a high level of competence in understanding the? spoken
language and in speaking. The conventional classroom does not
provide adequately for the systematic oral practice which is indis-
pensable in learning to speak a second language. Schools which
have used electronic equipment for developing aural-oral skills report
unanimously and enthusiastically in favor of the language laboratory.
Although adequate State leadership and supervisory service is
widely recognized as vital -to the development, maintenance and
improvement of sound classroom instruction, only 2 States have
full-time supervisors in mathematics; 6 States have full-time super-
visors in mathematics and science; and only 2 States have supervisors
in foreign language instruction.
Objectives
Under this title and dependent upon the determinations which are
made by the State education agencies in developing their respective
State plans, it is estimated that $175 would be available for mathe-
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matics and science equipment and related teaching facilities in each
of 706,000 classrooms during the 4-year life of the legislation.
It is further estimated that during the same period, 10,000 class-
rooms could each be equipped with electronic equipment, tapes, and
disks valued at $500 for modern foreign language instruction.
In the area of science, it is estimated that 6,000 new and fully
equipped general-science laboratories, 6,000 new biology laboratories,
1,500 new chemistry laboratories, and 1,200 new physics laboratories
could be installed. During the same period, some 60,000 existing
laboratories could be modernized by improving and extending labora-
tory equipment.
The States could also expend an average of $25,000 each for science
films and other audiovisual aids to be used in elementary and second-
ary schools, 22,000 public schools could receive funds for improving
their reference libraries in mathematics, science, and modern foreign
languages, and an estimated 10,000 schools could receive varying
amounts of money for mathematics teaching aids.
These accomplishments would go far toward meeting the needs of
State and local school systems-as determined by them-in providing
sound instruction in mathematics, science, and modern foreign
languages.
TITLE V-FOREIGN LANGUAGE DEVELOPMENT
Description of the program
This title authorizes the Commissioner of Education to arrange,
through contracts, with institutions of higher education for the oper-
ation by them of short-term or regular session institutes for advanced
training in teaching modern foreign languages. This training is for
teachers in elementary and secondary schools and higher education
institutions. The contracts will be for summer institutes and for
academic year institutes and will cover all or any part of the cost of
the institutes as the Commissioner determines to be necessary. The
Commissioner is also authorized to pay stipends to persons attending
the institutes, including allowances for dependents and for travel to
and from places of residence.
The Commissioner will also contract with institutions of higher
education for the establishment and operation by them of centers for
instruction in languages now rarely taught in the United States and
for instruction in other fields to provide a full understanding of the
areas in which such languages are commonly spoken. He will deter-
mine the languages in which individuals should be trained in relation to
the needs of the Federal Government or by business, industry, or edu-
cation in the United States. The contracts will cover not more than
50 percent of the cost of establishing and operating a center. The
Commissioner is also authorized to pay stipends to individuals taking
training in foreign languages and with respect to which a center could
be established, and the cost of travel in connection therewith of such
persons and their dependents.
Institutions desiring to establish foreign language institutes and
foreign language and area studies centers will submit to the Commis-
sioner of Education applications, on prescribed forms, setting forth
their plans in detail. Those plans that meet the requirements of the
law and established regulations will be approved for financial assist-
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ante insofar as funds are available. The Commissioner will then con-
tract with the institution to provide the instruction.
The Commissioner is also authorized, directly or by contract, to
make studies and surveys to determine the need for increased or
improved instruction in modern foreign languages and area studies,
conduct research on methods of teaching the languages and related
studies, and develop specialized materials for, use in such training,
Background
As a Nation we are not prepared linguistically to exercise the full
force of our leadership in the building of a peaceful world. Some 3
million Americans, including members of the Armed Forces and their
dependents, are reported to be living, traveling, and working overseas
each year. Few Americans available for overseas assignments have
had any foreign language training. Most Americans who do study
foreign languages start too late and stop too soon to become proficient
in the use of the language.
Of the 24 languages of the world each spoken natively by more
than 20 million persons, only Spanish and French are studied by any
appreciable proportion of American high-school students. Of the total
enrollment in grades 9 through 12 in the school year 1954-55, 7.3
percent of the students were enrolled in Spanish and 5.6 percent in
French. Over half of our high schools offer no modern foreign lan-
guages at all, although many of these are, of course, the smaller
schools.
On the basis of the latest available data (1954-55), less than 15
percent of the public high-school population was studying any modern
foreign language. It is estimated that not more than 15 'percent of
the 3 million students enrolled in our colleges and universities are
studying foreign languages. Although a movement is underway to
encourage the teaching of modern foreign languages in the elementary
schools, and while some progress is being made, it is estimated that
less than 1 percent of the current elementary school enrollment is
receiving training in foreign languages.
America can ill afford to lot this situation continue. The U. S. S. R.
is moving ahead rapidly in language instruction, and its emissaries
to foreign nations are able to speak the languages of these nations.
This is in marked contrast with the competence of most Americans in
similar situations.
The number of college graduates prepared to teach who have
majored in a foreign language declined from 2,193 in 1950 to 1,525 in
1957, a decline of about 30 percent. The national supply of new
high-school teachers of foreign languages was reported as 25 percent
short of the demand in 1956.
A number of foreign languages spoken by millions of people, such
as Chinese, Arabic, Hindi, -Farsi, Indonesian, and Swahili, are taught
in only a very few centers in the United States. Today, there are
probably not more than 25 institutions of higher education in the
Nation that are suitable for the establishment of either foreign lan-
guage institutes or foreign language area studies centers.
Great advances have been made in recent years in the development
of various electronic devices for language instruction. These need to
be evaluated and continuous research and development are essential
to reach new levels of efficiency in language instruction.
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NATIONAL DEFENSE EDUCATION ACT OF 1958 13
Objectives
This title of the bill will assist in extending and improving the
instruction in foreign language in the United States. The foreign
language institutes-will improve both the knowledge and skill of the
teachers of foreign languages in the elementary and secondary schools
and the colleges and universities. It will help to emphasize compe-
tence in speaking those languages, and it will encourage . the wider
teaching of foreign languages at all levels of instruction. This title
will also provide the means of preparing more Americans to conduct
governmental, business, and cultural relations in an effective way.
The language and area studies centers will play a significant role in
developing a greater number of our citizens to represent effectively
our varied interests in those countries of the world which speak lan-
guages that are rarely taught in the United States.
It is estimated that in fiscal year 1959, 8 summer institutes and 5
academic year institutes in foreign languages will be established and
that stipends will be paid to 235 summer students and 250 academic
year students. In succeeding years the number of institutes and the
persons attending them will be increased to meet the need and demand
for foreign language instruction. It is also estimated that during the
year 6 foreign language training and area studies centers will be
established and that stipends will be paid to 180 students. In suc-
ceeding years the number of centers will be approximately doubled
and the number of persons in attendance will be substantially in-
creased.
TITLE VI-EXPANSION OF GRADUATE EDUCATION
Description of the program
The purpose of the title for the expansion of graduate education is
to provide additional fellowships in the graduate schools of institutions
of higher education for those individuals who are principally interested
in teaching in colleges and universities. The expressed aim of the
program is; in addition, to "further the objective of increasing the
facilities available in the Nation for the graduate training of college or
university level teachers and of promoting a wider geographical
distribution of such facilities throughout the Nation * * * " The
program provides for the award of 1,000 fellowships for the first year
and 1,500 for each of the 3 succeeding years. Fellowships can be
retained for 2 years following the initial year of award,
Fellowship holders will receive a stipend of $2,000 for the first
academic year of study following the baccalaureate degree, $2,200
for the second such year and $2,400 for the third such year. An
additional amount of $400 for each such year will be a nrded for
each dependent of the fellowship holder.
Fellowships are to be awarded by the graduate schools of universities
following approval of the Commissioner of Education based upon a
finding that the graduate program of the university has been expanded
or is a new program. On the basis of such finding, the Commissioner
shall pay to the institution the sum of not less than $500 or not more
than $2,500 per academic year which is determined by the Commis-
sioner to constitute that portion of the cost of a new graduate program
or the expansion of an existing graduate program which is reasonably
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14 NATIONAL DEFENSE EDUCATION ACT OF 1958
attributable to each fellowship authorized to be awarded by the
r pproved institution.
Holders of fellowships will be required to maintain satisfactory
academic standing and to devote essentially full time -to, study or
-research in the field in which the fellowship is awarded. Fellowship
holders will not be permitted to engage in gainful employment other
than part-time employment by the institution in teaching{ research,
or similar activity.
Background
One great need of the Nation is to increase the number of highly
trained persons produced by the graduate schools of our universities.
There is a special need to increase the number of graduates who will
teach in the colleges and universities since today the number of
persons with the degree of doctor of philosophy (the standard degree
for college teachers) who enter teaching is decreasing. For example,
a recent study found that among 829 colleges and universities in 1956
a total of 1,196 teaching positions remained unfilled. In 1953-54,
40 percent of all college teachers held doctoral degrees, but in this
same year only 31 percent of new college teachers had such degrees.
Three years later the latter figure had dropped to 23 percent, which
represented a serious loss.
According to the President's Committee. on Education Beyond the
High School, no more than 5,000 of the 9,000 persons, receiving
doctoral degrees annually enter into college teaching as a career, and
of these a considerable number are already engaged in teaching before
receiving their doctorate. The President's Committee further ex-
pressed the view that "the cumulative deficit at the doctoral level is
an alarming prospect." The President's Committee has estimated
that from 15,000 to 22,500 new faculty members will be Iaeeded per
year during the next 12 to 15 years.
Only some 160 institutions of higher education confer earned
doctoral degrees. About 60 confer fewer than 10 degrees each and
between 25 and 30 award more than 100 each. Thus, about 75
institutions conferring between 10 and 100 degrees provide a consider-
able potential for increasing the output of graduate doctoral degrees.
With some financial assistance to these institutions and financial aid
to graduate students,-graduate education will be materially expanded.
Objectives
The number of fellowships awarded will be: 1,000 in fiscal year
1959; 1,500 in fiscal year 1960; 1,500 in fiscal year 1961; and 1,500 in
fiscal year 1962. The number of additional persons receiving graduate
training should be approximately 5,500 within the period of the pro-
gram. After the graduation of the initial 1,000 fellows, 1,500 fellows
will complete graduate courses each year.
TITLE VII-GUIDANCE, COUNSELING, TESTING; IDENTIFICATION AND
ENCOURAGEMENT OF ABLE STUDENTS
Description o f the program
The program authorized by title VII is twofold. Appropriations
of $15 million for each of four succeeding fiscal years are authorized
for grants to the -States to enable the State educational', agency in
accordance with a State plan, to establish, maintain, and improve
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NATIONAL DEFENSE EDUCATION ACT OF 1958
programs of testing counseling, and guidance in the secondary schools
of the State. The Federal grants, allotted to the States on the basis
of relative school-age populations, will equal the full cost of the State's
programs for the first year and 50 percent of the cost of the programs
for each of the three succeeding years. No State's allotment will be
less than $20,000 for any fiscal year. Not in excess of 2 percent of the
total appropriation will be reserved by the Commissioner for the use of
Territories and possessions for these purposes.
There is also authorized the appropriation of $6 million for each of
the 4 fiscal years to enable the Commissioner of Education to
arrange, through contracts with institutions of higher education, for
the establishment and operation of summer and regular session
institutes for the training and upgrading of secondary school counseling
and guidance personnel-with.emphasis to be placed on the counseling
and guidance of gifted students. The Commissioner is authorized to
pay stipends to eligible public school. personnel attending such in-
stitutes.
1. State programs.-Each State which desires to receive funds will
submit a plan setting forth how the funds will be used to increase
the effectiveness of testing, counseling, and guidance activities within
the State. Since needs will vary from State to State, variation in
plans is to be expected, but all will be geared to provide better testing,
counseling, and guidance services for all secondary school students
and particularly for the more able students.
Some possible utilization of the funds appropriated to States will
be: (a) employing additional personnel at the State department of
education level to increase the effectiveness of the services that can
be provided to local school systems in testing, counseling, and guidance
activities; and (b) making funds available to local school systems for
employing personnel in the testing, counseling, and guidance programs.
2. Institutes.-Institutions of higher education with programs for
the training of testing, counseling, and guidance personnel will be
invited to submit a plan for the operation of the institutes. Taking
geographical needs into account, those institutions best equipped
and most proficient to perform the training mission will be selected.
Enrollees for the institutes will be selected from persons employed
or to be employed in full- or part-time guidance and counseling
capacities in public school systems. The selection and number of
persons to attend each institute will be determined by the institution
of higher education operating the institute. However, it is expected
that appropriate measures wil be employed to assure that the person-
nel needs, to the extent possible, for all States will be met.
Funds will be used to-
(a) Defray the cost of additional administrative, teaching, and
clerical personnel.
(b) Cover the cost of additional supplies and equipment needed
for the operation of the institutes.
(c) Pay stipends to eligible institute enrollees and dependents.
Background
It is a well known fact that we have in this Nation a serious loss of
talent because many students who could benefit by further education
drop out of school short of reaching their optimum level of achieve-
ment. Even more disturbing is the waste which occurs among the
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more able students. Approximately one-half of all high ability
students fail to complete a level of educational attainment commen.
surate with their abilities. It is also known that adequate testing,
counseling, and guidance can make significant contributions to the
identification and educational development of all high school students,
but particularly those in the more able category.
It is estimated that not more than one-half of the high-school stu-
dents in the Nation are provided with the services of a well-rounded
counseling program. Contributing to this situation is a severe short-
age of qualified guidance personnel. While there is wide variation
from school to school and from State to State in the distribution of
counseling personnel employed, in the extent of counselor preparation,
and in the number of students which each counselor must serve, alto-
gether the Nation's schools now employ approximately 26,000 coun-
selors, including both full-time and part-time personnel. However,
in terms of full-time equivalents, there are only approximately 11,000.
The best current estimates put the need at approximately 15,000
additional counselors in the publichigh schools alone, if these services
are to be provided on an adequate basis.
A total of 41 States employ some personnel charged with counseling
and guidance responsibilities. However, the State departments at
this time generally are not staffed sufficiently to provide the profes-
sional leadership, consultative services, research, and publications
which are required to promote the necessary expansion and improve-
ment of guidance services in the local schools. The 41 State programs
.employ a total of only 63 persons, counting both full-time and part-
!time personnel, who are responsible for giving professional', leadership
for these services.
'Objectives
Title VII should assist materially in achieving the follow }ng results:
(a) Providing at least a minimum testing program in all States for
all public secondary school students at two or more grade levels.
(b) Providing, at the State department of education level, for
approximately 450 new professional positions (distributed among the
States) for administration and supervision in this field.
(c) Enabling all State departments of education to sponsor special
in-service training workshops for key persons in counseling and guid-
ance.
(d) Providing at the local school level for approximately. 2,000 new
positions in counseling and guidance.
(e) Providing for approximately 60 institutes in guidance and coun-
seling annually and training (1) 735 persons per year for 1 year, (2)
1,000 persons per year for 6 weeks, and (3) 620 persons per year for
3 weeks.
TITLE VIII.-RESEARCH AND EXPERIMENTATION IN MOREEFFECTIVE
UTILIZATION OF TELEVISION, RADIO, MOTION PICTURES AND RE-
LATED MEDIA FOR EDUCATIONAL PURPOSES
Description of the program
The program contemplates that the Commissioner, either through
grants or contracts, shall make studies and surveys to determine the
need for increased or improved utilization of communications media
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NATIONAL DEFENSE EDUCATION ACT OF 1958
for educational purposes and shall conduct research demonstrations
and experiments in the use of such media and in the use of new media
of communication. The Commissioner shall further evaluate and
publish reports concerning the effectiveness of such media and may
prepare and publish abstracts and catalogs of materials available for
teaching purposes.
The foregoing activities will be utilized as a basis for providing
upon request advice, counsel, and technical assistance to State or local
educational agencies and institutions of higher education undertaking:
to utilize such media of communications in providing education.
It is expected that the program of research studies and demonstra-
tions authorized herein shall be conducted by the Commissioner in a
manner similar to the administration of programs of research surveys
and demonstrations authorized by Public Law 531, 83d Congress.
Background
The need for this title is emphasized by the fact that, as a result
of the vast increases in man's knowledge and the growing complexity
of modern life, education has become one of the major concerns in the
world today, and it represents perhaps the greatest hope of mankind
for a better life. Every citizen is concerned with the improvement,
of education, either directly or indirectly. The use of mass media
for education is one avenue for such improvement which merits further
exploration. It is possible that television, radio, motion pictures, and
other media can be developed as modern tools for education much as
the microscope, the telescope, and the cyclotron have been developed
into the marvelously complex and efficient tools of modern science.
However, before it is assumed that these mediums can be used as
educational tools, there is need for extensive and careful experimenta-
tion to determine how effective they are and how they may best be
utilized. Under the program the Office of Education will be in a
position to assess the technical advances which have been made in
the use of mass media and determine how these advances may best
be utilized for educational purposes. This will include (1) an exami-
nation of the different types of content or subject matter which may
be most suitable for such presentation, (2) the methods which may
be adapted for teaching via TV or radio, (3) an exploration of the
quality of education as presented through the mass mediums compared
with direct teaching, and (4) some assessment of the effectiveness of
mass mediums as compared with present practices in communicating:
educational information to the general public.
Objectives
The program should result in an overall attack on the problem of
utilizing mass mediums in the educational process. First of all, it will
provide an evaluation of what has already been accomplished through
the efforts of the numerous public and private agencies which have
pioneered in this work. Second, it will identify the directions which
seem most likely to prove fruitful in future study and experimentation.
Third, and most important of all, it will produce scientific evidence
about the efficacy of utilizing mass mediums in education for the use of'
all those concerned with education-both professionally and as
citizens-and for making plans for the further development of our-
educational system.
H. Rept. 21571, 85-2---3
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TITLE IX-MISCELLANEOUS PROVISIONS
This title contains various miscellaneous provisions covering
method of payments, allotments to Territories and possessions,
advisory committees, and judicial review. The only program author-
ized in this title is set forth in section 902.
Description of the program
Under section 902 the Commissioner of Education will, upon sub-
mission of a State plan, make grants to the States for the purpose of
assisting the States to improve and strengthen the adequacy and re-
liability of educational statistics and the methods and techniques for
collecting and processing educational data and disseminating informa-
tion about the condition and progress of education in the States. The
grants cover one-half the cost of State educational agency' programs
carried out under the State plan, but cannot exceed $50,000 in any
State for any of the 4 fiscal years beginning with the fiscal year ending
June 30, 1959.
The State plan must set forth the new, additional, or expanded
programs proposed to meet its needs and provide the general overall
pattern that a State will follow in improving the statistical services
of its State educational agency. The purposes of programs outlined
in the State plan may include (1) improving the collection, analysis,
and reporting of statistical data supplied by local educational units,
(2) the development of accounting and reporting manuals to serve
as guides for local educational units, (3) the conduct of conferences
and training for personnel of local educational units and periodic
reviews and evaluation of the program for records and reports,
(4) improving methods for obtaining, from other State agencies
within the State, educational data not collected by the State educa-
tional agency, or (5) expediting the processing and reporting of
statistical data through installation and operation of mechanical
equipment.
Background
It is extremely important to private citizens, organizations, edu-
cators, and to officials at every level of government who ai-e working
to improve the quality of education in the United States that they
have adequate, reliable, and timely information concerning,, American
education. The demands for information to show the condition and
progress, the strengths and the weaknesses, of education throughout
the Nation are continually expanding, and have become increasingly
urgent as the vital importance of our educational system to the na-
tional defense and security is better appreciated.
In its second report to the President, of July 22, 1957, the Presi-
dent's Committee on Education Beyond the High School reported that:
We have been struck above all else by the astounding'
lack of accurate, consistent, and up-to-date facts, and by
how little this Nation knows about its enormously vital and
expensive educational enterprise in contrast to how much it
knows, in great detail, about agriculture, industry, labor,
banking and other areas. * * * Until the gross deficiencies
in educational reporting are remedied, all advisory work, all
research, all educational planning throughout the country
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 Approved For R s g QIW3ADIIC4A 7 -4 65A00 0060019-5
and all efforts by individual States, communities, and
institutions to devise effective actions will be severely
handicapped.
In considering proposals for remedying this situation, the Com-
mittee recognized that State educational agencies occupy a key spot
in the total picture. The United States Office of Education, which is
charged with the responsibility for compiling information and data on
American education and disseminating it broadly across the Nation,
relies heavily upon State educational agencies for necessary data. At
the same time, heavy demands for information are made by agencies,
organizations, and individuals within the States. Shortages of staff
and suitable equipment in State educational agencies make it impos-
sible for them to keep abreast of these constant State and national
demands which are made on them for educational data. The program
of Federal assistance authorized by section 902 should go far toward
improving this situation and insuring that our needs for information
are met.
Objectives
Briefly stated, the following results may be expected from the pro-
gram :
(a) United States Office of Education requests for data could be
handled more promptly and obtain more widespread coverage than is
now possible.
(b) Educational information will be made available on a speeded-
up schedule to meet local, State, and national demands for more cur-
rent data.
(c) The quality of educational information dealing with finance,
property, and personnel will be improved throughout the Nation.
(d) Responsible officials at all levels of Government and the public
will have facts not now available on which to base decisions regard-
ing the educational program.
(e) The quantity of educational information could be adjusted to
demands for data instead of being dependent as it now is, largely
upon inadequate personnel or facilities for collecting or processing.
(f) Research which has been hampered or prevented by lack of
adequate educational data could be conducted.
(g) The comparability of educational information will be improved
throughout the country so that such terms as school costs, school
building costs, and number of teachers will have a more uniform
meaning.
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 Approved FAdr Releases 00lO t YO1cALRDl;k7,8 6285A000200060'019-5
Allocations under H. R. 13247, fiscal year ending June 30, 1959
Northeast:
Connecticut-----------------
Maine_______________________
Massachusetts_______________
New IIampshke_____________
New Jersey __________________
New York ___________________
Pennsylvania________________
Rhode Island ________________
Vermont____________________
North Central:
Illinois ----------------------
Indiana _____________________
Iowa ------------------------
Kansas ______________________
an_--------------- ____
owaota_____________
souri____________________ ka---------------- ____
Michig
North Dakota _______________
Ohio_______________________
South Dakota _______________
Ohio--s n___________________
south:
Alabama -------------------- Delaware ____________________
Arkansas------------------ __
Florld
a------------------ __
Florid Georgia ____________________
Louisiana___________________
Kentucky ___________________ 114ississipppi________________
Marylnd--------------- __
Carolina____________
Nor homa---- _____________
North Carolina --------------
South
South see__________ _
----------------
Texas
Virginia_ ia___ ______________ West:
West Virginia ___________
District of Columbia ________
California___________________
Colorado____________________
Idaho_______________________
Montana____________________
Nevada_____________________
New Mexico _________________
Arizona --------------------- States ------------------------
Oregon______________________
Utah________________________
Washington_________________
Wyoming___________________
Outlying parts of the United
Title IV-Grants for
strengthening science,
mathematics, and mod-
Title VII.
em foreign language in-.
pt. A -
Title III--
struction in public
Guidance,
Title II-
Loans to
schools
counseling,
Region and State
National
students in
testing, iden-
defense
institutions
tifleation,
scholarships
of higher
Part relating
Part relating
and encour-
education
to $60,000,000
to the ex-
agement of
for acqui-
pansion or
able students
sition of
improve-
equipment
ment of
supervision
(1)
(2)
(3)
(4)
(5)
(6)
Aggregate United States.._
$17, 600, 000
$40, 000, 000
$60, 000, 000
$5, 000, 000
$15, 000,000
Continental United States-
17,150,000
39,667,233
58,800,000
4,900,000
14,700,000
188, 655
554, 738
482, 574
59, 077
178, 990
103,172
152,390
396,130
27,344
82, 845
421, 629
1,664,536
1,177, 261
126, 308
882,682
53,059
164,366
199,479
20,000
47,50a
474, 588
716, 318
1,181, 350
144, 620
438,165
1,376,508
4,156,280
8,347,367
409,778
1, 241, 632
1,117,195
2,361,279
3,367,533
299,023
905,972
70,746
211,701
225,086
21,825
66,124
41,269
133,440
165,387
20,000
33,822
884,329
2,038,119
2,107,179
254,748
771,824
456,902
1,162,382
1,573,644
129,443
392,182
300,670
759, 806
1,096,658
79,648
241,314
209,291
050,052
780,424
59,454
180,130
792, 945
1, 704,121
2,413,606
223, 767
677,959-
838,990
900,997
1,323,404
97,083
294,137
421,629
947,119
1,339,174
113,765
344,6W
163,282.
381,751
549,220
40,138
121,607
79, 589
168, 328
336,123
20,570
62,3n
893,167
1,825,092
642
2,677,
257,005
778,664
79,689
182,500
345,745
21,198
64,224
400,193
903,081
1,413,476
6
110,263
253
334,039
421,529
590,836
1,742;09
106,
235,821
817,020
950,184
58,701
177,850
41,269
77,711
93,238
20,000
34,682
366,677
709,704
1,342,925
105,110
318,458
456, 902
655, 263
2, 020, 827
123, 674
374,701
386,156
516, 479
1,612,955
98,713,
299,077
353, 730
268,244
700, 836
543,501
1,629,370
906,770
99,717
81,657
302,117
247,394
309, 513
811
574
438,125
443
921
1,2a5,864
402
017
2
76, 634
147
004
229,153
445
385
,
265,297
,
733,978
,
,
1,030,288
,
67,857
,
205, 592
312,460
437,918
1,367,026
83,662
263,474
421,529
734,850
1,781,016
108,998
330,239
949,174
2,297,932
4,009,192
278,203
842, 888
403,842
644,159
1,678,279
112,887
342,020
271,193
352,038
1,076,000
65,85(
199,511
68, 956
475,170
138, 336
20, 000
51,303
126, 762
264, 701
617, 096
34, 995
106,028
1,108,352
8,811,329
2,965,194
362,993
1,009,783.
162, 125
540,772
607, 936
47, 53$
144, 028
76,642
152,067
328,991
20,698
62, 704
67,799
156,994
271,587
20,194
61,183
23,583
29,087
57,363
20,000
21,281
100, 223
165, 075
166, 582
489, 287
471, 384
619, 618
28, 849
50, 172
87, 405
152, 009
100,223
403,068
444,147
28,096
85, 125
241,716
703,811
865,700
77,139
233, 713
32,426
64,181
127,268
20,000
29,262
1 350, 000
332, 767
1 1, 200, 000
i 100, 000
1300,000
Alaska----------------------
--------------
8,982
-
Canal Zone------------------
--------------
2,880
-
Guam-..---------------------
--------------
1,137
-
Puerto Rico----------------
-
--------------
223,335
--------------
--------------
---------____`
Territory of Hawaii---------
--------------
96,433
--------------
--------------
--------------
2 percent of allocation to the aggregate United States reserved for allocation to the outlying parts
the United States.
of
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NATIONAL DEFENSE EDUCATION ACT OF 1988 21
Allocations under title II of H. R. 13247, fiscal year ending dune 30, 1959
Northeast:
Connecticut...__... 1,444,000 1,508,000 64, 000 21,333
Maine______________ 562,000 697,000 35,000 11,667
Massachusetts______ 8,]11000 8,254,000 143,000 47,667
New I~ampshire____ 357,000 375,000 18,000 8 ,000
New Jersey --------- 3,606,000 3,767,000 181 161,000 b3, 607
NewYork ---------- 10,459000 10,026,000 467,000 155,067
Pennsylvania_______ 7,029,000 7, 408, 000. 379,000 126, 333
Rhode Island ------- 634,000 558,000 24,000 8,()00
Vermont_.__________ 226, 000 240, 000 14,000 4,667
North Central;
IIllnois------------- _ 6,004,000 6,394,000 300,000 100,000
Indiana_____________ 2,729,000 2, 884000 156,000 51, 667
Iowa________________ 1710, 000 1,812:000 102,000 34, 000
Kansas_____________ 1,272,000 1, 343,000 71, OW 23, 007
Michigan ----------- 4, 594, 000 4,863,000 269,000 89, 667 Minnesota ---------- 1,983,000 2,098,000 115,000 38, 333 Nebraska ----------- 882000 934,000 52,000 17,333 South:
Missourl_.__________ 2,677,000 2820, 000 143000 47,667
North Dakota______ 589,000 396,000 27,000 9,000
Ohio__________51656,000 6,959,000 303,000 101,000
South Dakota905, 405,000 432,000 27, 000 9, 000
Wisconsin__________ 2,335,000 2,471,000 136,000 45,333
Arkansas___________ 1,003,000 1,083,000 80,000 28,867
Delawaro___________ 256,000 270,000 14,000 4,667
Florida_____________ 2,411,000 2,532,000 121,000 40, 333
Georgia_____________ 2044000 2,109000 155,000 51,667
Alabama ------------ 1,740,000 1883, 000 143,000 47,667 Kentucky ---------- 1,718,000 1,849,000 131, 000 43,667 Louisiana ----------- 1,665,000 1,785,000 120, 000 40, 000 Maryland ---------- 1,694,000 1,785,000 91,000 30,333 North Carolina----- 2,434,000 2,629,000 195, 000 65,000 Tennessee ---------- 2,009,000 2,152, 000 143, 000 47, 667 Outlying parts of the
Mississippi__________ 1,156, 000 1,260,000 105, 000 35,000
Oklahoma__________ 1,356,000 1,446,000 90,000 30,000
South Carolina-----. 1,204,000 1,310,000 106, 000 36,333
Texas______________ 5,121,000 5 443, 000 322,000 107, 333
Virginia____________ 21)71,500 2, 208, 000 137, 000 45,667
Virginia_ ------ 1,141 000 1,233,000 92,000 30,667
District of Columbia_ 564, 000 684,000 20, 000 6,667
West:
Arizona_____________ 597,000 640,000 43,000 14,333
Callfornla___________ 8,379,000 8,755,000 376, 000 125,333
Colorado____________ 954000 1,004000 05,000 18,333
Idaho_______________ 353,000 379,000 26, 000 8, 667
Montana____________ 384,000 407,000 23,000 7,667
Nevada_____________ 153,000 161,000 8,000 2,667
New Mexico________ 406,000 440, 000 34, 000 11,333
Oregon_____________ 1,079,000 1,135,000 66,000 18,667
Utah________________ 443, 000 477,000 39, 000 11, 333
Washington--.-__-_ 1, 802, 000 1,684,000 82, 000 27, 333
Woming___________ 177,000 188,000 11,000 3,667
United States --
Estimate of civilian population aged 18 through 21, July 1, 1956,
Title II-
continental United States I
National
defense
scholarships:
I8
ears
Allocation
Region and State
y
and over
ifs of col. 4
Estimated
to States of
$17
500
000
21 years
and over
18 years
and over
less
21 years
used as
estimate
18 through
21 years
,
,
for scholar-
ships for
and over
(col. 3-
of 21 years
of age
(col. 4+
col. b)
fiscal year
endin
8
col. 2)
June 3
0 ,
1969 3
(1)
(2)
(3)
(4)
(6)
(6)
(7)
Aggregate United
States-----------
--------------
--------------
------------
------------
------------
$17,500,000
Continental
United States_-_
' 102,147, 000
3 107, 965, 000
5, 818, 000
1, 039, 338
7, 757, 336
17,150,000
85, 333
188, 655
46,667
190 667
103,172
421 529
24,000
214
667
53, 059
474
588
,
622,687
645
333
,
1,376,598
1
117
195
,
32, 000
18
687
18
,
,
70, 746
41
2
,
,
69
400, 000
206, 667
884, 324
456
902
136,000
94, 667
,
300, 670
209
201
858, 667
153
333
,
702, 045
338
990
,
100 ,667
60
333
,
421, 529
163
282
,
38 000
,
79,589
404,000
000
38
893,167
79
589
,
181 ,333
,
400,893
190, 667
106
667
421, 529
235
821
,
18 667
161,333
,
41,269
356
677
206,667
174
667
,
466,902
386
156
,
160, 000
121
333
,
353, 730
268
244
,
140, 000
260
000
,
309, 613
574
811
,
120,000
141
333
,
265,297
312
460
,
190,667
429
333
,
421, 629
949
174
,
182, 667
122
667
,
403, 842
271
193
,
,
26 , 667
,
68, 966
57 ,333
601, 333
126, 752
1
108
352
73 333
34, 667
,
,
162,125
76
642
,667
30
10
667
,
67,799
23
583
,
46, 333
74
667
,
100, 223
165
7
,
45, 333
109
333
,0
5
100, 223
241
715
,
14,667
,
32,426
-
?---------
4850,000
I Source: Department of Commerce, Bureau of the Census, Current Populations Reports, Series P-25,
No. 172.
1 2 percent of allocation to the aggregate United States reserved for allocation to the outlying parts of the
United States.
% Col. 7 computed as 2.210810515 times col. 6. 2.210810515?17,150, 000
7,757,336
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060019-5
 Approved2 or Release 1E' t DAPl7 pO~ag5A000200060019-5
Allocations under title III of H. R. 13#47, fiscal year ending June 30, 1959
Title III loans to stu-
Title III loans to stu-
dents In institutions of
dents In Institutions of
higher education
higher education
Under-
Under-
graduate
graduate
resident,
resident,
Region and State
full-time
enrollment
Allocations
Region and State
full-time
enrollment:
Allocations
and grade-
to States,
and grade-;
to States,
ate enroll-
for fiscal
ate enroll-;
for fiscal
mentin
year ending
mentin
year ending
institu-
Juno 30,
institu-
June 30,
tions of
1959 2
tions of
1959,
higher
higher
education:
education:.
November
November:
19551
1955 1
(1)
(2)
(3)
(1)
(2)
(3)
Aggregate United
St
t
s
907
110
3$2
000
000
$40
South-Continued
Louisiana ------------
$36,985:.
$700, 836
a
e
------------
,
,
,
,
Maryland
-----
682
28
543,501
Northeast:
-------
Mississippi -----------
,
23,121
438,125
Connecticut ----------
i
29,275
042
8
554, 738
390
152
North Carolina-------
Oklahoma ------------
48,6271
38,734
921,443
733,978
Ma
ne
Massachusetts________
hi
,
87,842
8
674
,
1, 664,536
164
365
South Carolina-------
Tennessee____________
23,110
38,780
437,910
734,850
re---___
New Hamps
New Jersey
-----
,
37,802
,
716,318
Texas________________
'
121,268
2,297,932
------
New York___________
------_
Pennsylvania
219,338
124,611
4,156,280
2,361,279
Virginia --------------
West Virginia________
33,994
18,578
644,159
352,038
-
Rhode Islbnd_________
11,172
211,701
District of Columbia.
25, 076
475,170
Vermont_____________
_
Illinois
7,042
107,557
133,440
2,038,119
West:
Arizona______________
13,969
264,701
______________
Indiana______________
61,342
40
097
1,162,382
759
806
California ------------
_____
Colorado
_
201,134
28,538
3,811,329
540,772
Iowa_________________
Kansas_______________
,
34,305
,
660,052
______
_
Idaho________________
M
t
8,025,
285
8
152,067
994
156
Michigan_____________
Minnesota
89,931
548
47
1,704,121
900,997
ana_____________
on
Nevada______________
,
,
1,535,
,
29,087
------------
Missouri_____________
k
,
49,982
148
20
947,119
751
381
New Mexico_________
Oregon_______________
8,7911
25,821
166,582
489,29 7
a_____________
Nebras
North Dakota --------
hi
,
8,883
315
96
,
168,326
092
825
1
Utah_____________
Washington ------
21,271
37,142
403,06
703,811
o_________________
O
SouthDakota --------
,
9,631
,
,
182,500
Wyoming____________
3,387,
04,18
Wisconsin____________
47,658
903,081
Outlying parts of the
South:
_
Alabama
31,180
590,836
United States:
Alaska ______--_
474
8,98
_
___________
Arkansas-------------
16,730
317,020
Canal Zone___
15522
2,88
1,13
---
--
Florida
87,453
709,704
Puerto Rico ----------
11,788
223, 33
----------
uck
256
27
516,9
T gitory of Hawaii-
(6,089
--- 96.4-:
y________--__
Ken
,
I Source: Office of Education Circular 493, Resident and Extension Enrollment in Institutions of Higher
Education, November 1955. 40,000,000
I Computed as 18.94920051 times col. 2. 18.04920051-
2,110,907 .
I Excludes United States service schools.
No institutions of higher education.
2
0
7
5
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060019-5
8
1
 Approved'For Release 2000/08/31 : CIA-RDP78-06365A000 060019-5
NATIONAL DEFENSE EDUCATION ACT OF 1958
Allocations under title IV of H. R. 13247, fiscal year ending June 30 1959-
Title IV, grants to Slates for strengthening science, mathematics, and modern
foreign language instruction in public schools part relating to $60,000,000 for
Calculation of allotment
Average
ratio
Appropria-
personal
School-age
tion of
income per
1c less
population
State
$60,000,000
Region and State
child of
1st stop cal.
col. 3
(ages 5-17)
product,
for fiscal
school age
2X50
allotment
J
July 1,1956
col. 9Xco1. 5
year ending
(5-17)
restricted
(thou-
June 30,
1954-56
8,152 9
to 33.33
-
sands)
1959
66.673
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Aggregate United States---
------------
------------
------------
------------
------------
$60,000,000
Continental United States..
$8,152
------------
---- _-------
38,682
$1,912,749
58,800,000
Northeast:
Connecticut--------------
12,166
74.62
33.33
471
15, 698
482,574
Maine--------------------
6,667
40.89
59.11
218
12,883
306,130
Massachusetts------------
10,104
61.97
38.03
1,007
38,296
1,177, 261
New Hampshire ----------
7,841
48.09
51.91
125
6,489
199, 479
New Jersey---------------
11,305
60.34
33.33
1,153
38,429
1,181,350
New York----------------
11,526
70.69
33.33
3,267
108,889
3317,367
Pennsylvania-------------
8,813
54.05
45.95
%384
109,515
3:367,533
Rhode Island-------------
9,444
57.92
42.08
174
7,322
225,086
Vermont------------------
6,449
39.55
60.45
80
5,380
165,387
North Central:
Illinois--------------------
10,802
66. 25
33.75
2,031
68,646
2,107, IN
Indiana-------------------
India
8,218
50.40
49. 60
1,032
51,187
1,573,544
Iowa______________________
Iowa
7,145
43.82
56.18
635
35, 674
1,096,65S
-----------------
Kansas_
7, 572
46.44
53.50
474
25, 387
780,421
Miebl-an.
9,128
65.99
44.01
1, 784
78,514
2, 413,606
Minnesota----------------
7,235
44.38
55.62
774
43, 050
1,323,401
Missouri -------------------
_ 8,474
51.97
48.03
907
43, 563
1,339,174
Nebraska-----------------
7,202
44.17
65.83
320
17,866
549,220
North Dakota ------------
5,181
31.78
66.67
164
10,934
336,123
Ohio ----------------------
9,373
57.49
42.51
2,049
87,103
2,677,642
South Dakota ------------
5,453
33.45
66.55
169
11,247
345,745
Wisconsin________________
7,776
47.69
52.31
879
45,980
1,413,472
South:
Alabama------------------
4,265
26.16
66.67
850
56,G70
1,742,09S
Arkansas -----------------
- 3,929
24.10
66.67
468
31,202
959,184
Delaware-----------------
12,216
74.93
33.33
91
3,033
93,238
Florida___________________
7,804
47.87
52.13
838
43, 685
1,342,925
Georgia___________________
5,016
30.77
66.67
986
65,737
2,020,827
Kentucky----------------
4,869
29.80
66.67
787
52, 469
1, 12, 955
Louisiana_________________
5,220
32.02
66.67
795
53,003
1, 029, 370
Maryland----------------
8,917
54.69
45.31
651
29,497
906,778
Mississippi---------------
3,267
20.04
66.67
603
40, 202
1,235,851
North Carolina -----------
4,701
28.83
66.67
1,172
78,137
2,402,017
Oklahoma________________
6,203
38.05
61.95
541
33,515
1,030,286
286
South Carolina -----------
3,88g
23.85
66.67
667
44,469
2,357,025
Tennessee----------------
5,006
30.70
66.67
869
57,935
1,781,016
Texas_____________________
6,718
41.20
58.80
2,218
130,418
4,009,192
Virginia------------------
6,414
39.34
60.66
900
54, 594
1,678,279
West Virginia-------------
4,884
29.96
66.67
525
35,002
1,076,00
District of Columbia--.-__
14,788
90.70
' 33,33
135
4,500
138,33t
West:
Arizona-------------------
6,475
39.71
60.29
279
16,821
517,096
California_________________
11,007
67. 51
33.33
2, 894
96,457
2,965,194
Colorado-----------------
7,797
47. 82
52. 18
379
19,776
607,93C
Idaho---------------------
5, 730
36.14
84.86
165
10, 702
328,991
Montana-----------------
7,358
45.13
54.87
161
8, 834
271, 567
Nevada___________________
11,326
69.47
33.33
56
1,866
57,363
New Mexico--------------
5,163
31. 67
66.07
230
15,334
471, 384
Oregon___________________
8,088
49.61
50.39
400
20,156
619,618
Utah_____________________
5,788
35.50
64.50
224
14,448
444,147
Washington______________
8,839
64.21
45.79
615
28,161
865,700
Wyoming_________________
7,639
40. 24
53. 76
77
4,140
127, 268
Outlying parts of the United
States----------------------
------------
------------
-----------
-- ---------
------------
' 1,200,000
I Source: School-age population from Department of Commerce, Bureau of the Census, Current Popula-
tion Reports, Series P-25. Personal income from Department of Commerce, Survey of Current Business,
August 1957.
' Col. 3 for each State, including District of Columbia, computed as the product of 50 and the quotient
obtained by dividing the figure in col. 2 by 8,152.
6 Col. 4 computed as 100 less the figure in col. 3. Values less than 3335 are raised to 33)8, and values more
than 601 are reduced to 6695.
4 Col. 7 computed as 30.74109567 times the figure in col. 6. 30.74109567-58,800,000/1,912, 749.
' The "allotment ratio" for the District of Columbia is computed on the same basis as for all the other
States (resulting in 33.33 percentum rather than 60 percent as specified in certain versions of the bill).
6 2 percent of allocation to the aggregate United States reserved for allocation to the outlying parts of the
Ignited States.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060019-5
 Approved ~Tr ReleR~1gc gP%/PF j gd~nT~RP7 006?p5gA000200060019-5
Allocations under title IV of H. R. 13247, fiscal year ending June 20, 1959-Title
IV, grants to States for strengthening science, mathematics, and modern foreign lan-
guage instruction in public schools; part relating to the expansion or improve-
ment of supervision
School-age
population
(5-17 years of
age) )uly 1,
1956
(thousands) I
Tentative
allocation to
States for
fiscal year
ending June
30, 19592
Allocation
with a floor
of $20,000 for
each Statea
Aggregate United States________________________________
Continental United States______________________________
Northeast:
Connecticut----------------------------------------------
471
59,663: ,
1
59,077
Maine----------------------------------------------------
218
27,615
27,344
Massachusetts--------------------------------------------
1,007
127, 561,
126,308
New I-[ampshire------------------------------------------
125
15,834
20,000
New Jersey-----------------------------------------------
1,153
146,0551
144,620
New York------------------------------------------------
3,267
413,844
409, 778
Pennsylvania---------------------------------------------
2,384
301, 991
299,023
Rhode Island---------------------------------------------
174
22,041
21, 825
Vermont--------------------------------------------------
89
11,274
20,000
North Central:
Illinois ------------- ---------------------------------------
2,031
257,276
254,748
Indiana---------------------------------------------------
1,032
130, 727
129,443
Iowa------------------------------ ------------------------
635
80,438
79, 648
Kansas---------------------------------------------------
474
60,043
59,451
Michigan-------------------------------------------------
1,784 1
225,986
223,767
Minnesota------------- -------- -------- -------------------
774 ,
98,046
07,083
Missouri--------------------------------------------------
907
114,803:
113,765
Nebraska_- -----------------------------------------------
320
40,636' .
40,138
North Dakota--------------------------------------------
164
20,775,
20, 570
Ohio------------------------------------------------------
2,049
259,555!
267,005
South Dakota--------------------------------------------
169
21, 408
21,198
Wisconsin------------------------------------------------
879
111,346
110, 253
South:
Alabama --------- -----------------------------------------
860
107,673,
106, 615
Arkansas-------------------------------------------------
468
59,283,
58,701
Delaware-------------------------------------------------
91
11, 527
20,000
Florida--------------------------------------------------
838
100,153
105,110
Georgia---------------------------------------------------
986
124,000
123, 674
Kentucky------------------------------------------------
787
99,692
98, 713
Louisiana----------------------- --------------------------
795
100, 706'',
99, 717
Maryland-------------------------------------------------
651
82,465' .
81,655
Mississippi-- -------------------------------------_-----
603
76,38C
76,634
North Carolina-------------------------------------------
1,172
148,462
147,004
Oklahoma------------------------------------------------
541
68,531
67, 857
South Carolina------------- -----------------------------
667
84,491
83,662
Tennessee-------------------------------- ----------------
869
110, 080
108,093
Texas-----------------------------------------------------
2,218
280,063
278, 203
Virginia--------------------------------------------------
900
114,007''.
112, 887
West Virginia ---------------------------------------------
625
66,50V
65; 851
District of Columbia______________________________________
135
17,101.
20,000
West:
Arizona----------------------- -?-------------------------
279
35,342',
34,995
California------------------------------ -------------------
2, 894
366, 594
362,993
Colorado------------ --------------------------------------
379
48,009
47, 538
Idaho---------- -------------------------------------------
165
20,901'.
20,696
Montana-------------------------------------------------
161
20,394
20,194
Nevada--------------------------------------`------------
66
7,094
20,000
New Mexico----------------------------------------------
230
29,135
28,849
Oregon---------------------------------------------------
400
50,670: .
50,172
Utah-----------------------------------------------------
224
28.375
28,096
Washington----------------------------------------------
616
77,904,
77,139
Wyoming------------------------------ ------------------
77
9,754
20, 000
Outlying parts of the United States___________________________
______________
4100,000
4100,0()o
I Source: Department of Commerce, Bureau of the Census, Current Population Reports, Series P-25,
No. 172.
S Col. 3 computed as 126.6739052 times figures in col. 2. 126.G739052=4'00,000
38,032
s Col. 4 computed by assigning $20,000 to each of 6 States which are less than $20,000 as computed in eel. 3.
The $4,780,000 remaining for the other 43 States is distributed proportionately to school-age population by
multiplying the figure in col. 2 by 125.4296885 for these 43 States thus reducing their allocations proportion-
ately. 125.4296885=4,780,000 38,109 being the school-age population (thousands) in the 43 States concerned.
38,109
2 percent of allocation to the aggregate United States reserved for allocation to the outlying parts of the
Vnited States.
Approved For Release 2000/08/31 : CIA-RDP78-06365A000200060019-5
 Approved For Rele tAMM E EDUTA RDP78 06365A0002VO60019-5
Allocations under title VII of H. R. 13247, fiscal year ending June 30, 1959-
.Title VII, guidance, counseling, testing, identification, and encouragement of able
students-Pt. A, State programs
School-age
Allocation
School-age
Allocation
population
to States
population
to States
(5-17 years
for fiscal
(5-17 years
for fiscal
Region and State
of age)
year ending
Region and State
of age)
year ending
July 1,
June 30,
July 1,
June 30,
1956 (thou-
19592
1956 (thou-
1959,
sands) 3
sands) 1
Aggregate United
South-Continued
States___________
____________
$15,000,000
-
Arkansas_ ----------
468
$177,850
Continental United
---
Delaware-------------
Florida---------------
91
838
34,582
318,458
States ------------
38,682
14, 700, 000
6corgia------ _--------
K
k
986
874, 701
Northeast:
entuc
y ------------
Louisiana ------------
787
795
299,077
302, 117
Connecticut__________
471
178,990
Maryland ------------
651
247,394
Maine________________
218
82,845
Mississippi-----------
603
229,1,53
Massachusetts-----___
1,007
382,682
North Carolina.---___
1,172
445,385
New Hampshire---___
125
47, 503
Oklahoma____________
541
205,692
New Jersey___________
1,153
438,165
South Carolina --
667
253,474
New York ............
3, 267
1, 241,532
Tennessee ----........
869
330, 239
Pennsylvania----_.-..
2,384
905,972
Texa,s________________
2,218
842,888
Rhode Island---------
174
66,124
Virginia--------------
900
342,020
Vermont-------------
89
33822
West Virginia________
625
199, 511
North Central:
District of Columbia-.
135
51, 303
Illinois---------------
2,031
771,824
West:
Indiana ..............
1,032
392,182
Arizona --------------
270
106,026
Iowa_________________
636
241,314
California ------------
2,894
1,099,783
Kansas_______________
474
180,130
Colorado -------------
379
144,028
Michigan-------------
1,784
677,959
Idaho________________
165
62,704
Minnesota ------------
774
294,137
Montana _____________
161
61,183
Missouri
907
344,680
Nevada --------------
56
21,281
,
Nebraska_____________
820
121,607
New Mexico ---------
230
.87
405
North Dakota. -------
164
62,324
Oregon_______________
400
162,009
Ohio_______________
2,049
778,664
Utah-----------------
224
85,125
South Dakota_-------
169
64,224
Washington::--------
615
233,713
Wisconsin ------------
879
334,039
Wyoming____________
77
29,262
South:
Outlying parts of the
Alabama_____________
850
323,018
United States ----------
------------
1300,000.
I Source: Department of Commerce, Bureau of the Census, Current Population Reports, Series P-25,
No. 172.
2 Col. 3 computed as 3800217155 times figures in col. 2. 3800217155=14, 700, 000
38,082
z 2 percent of allocation to the aggregate United States reserved for allocation to the outlying parts of the
United States.
SECTION-BY-SECTION DESCRIPTION OF BILL
TITLE I-GENERAL PROVISIONS
Section 101-Findings and declaration of policy
- This section contains the congressional findings and declaration of
policy.
Section 102-Federal control of education prohibited
This section states that nothing contained in the act will be con-
strued 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. The committee believes
the inclusion of this provision in the bill will serve to give an added
measure of.assurance that no Federal control of an educational insti-
tution,or s0hool system can result through misinterpretation of this
act.
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Section 103-Definitions
This section provides definitions of the terms listed below to be
used for the purposes of the act. In this section-by-section description
of the bill these terms will be used in their defined sense.
(1) "State" is defined generally to mean the several States, and
Alaska, Hawaii, Puerto Rico, the District of Columbia, the Canal Zone,
Guam, and the Virgin Islands. An exception is made with respect
to the Territories and possessions mentioned in the case of certain
sections under which they receive special treatment in computing
allotments of funds.
(2) "Institution of higher education" is defined, generally speaking,
to include junior colleges, colleges, and universities. Specifically, to
be an institution of higher education in the defined sense a school
must admit as regular students only persons having a certificate of
graduation from a school providing secondary education or the
recognized equivalent of such a certificate, be legally authorized within
such State to provide a program of education beyond the secondary
level, provide an educational program for which it awards a bachelor's
degree or provide not less than a 2-year program which is acceptable
for full credit toward such a degree, be a public or other nonprofit
institution, and be accredited by a nationally recognized accrediting
agency or association, or if not so accredited, be an institution whose
credits are accepted, on transfer, by not less than three institutions
which are so accredited, for credit on the same basis as if transferred
from an institution so accredited. To be an institution of higher
-education in the defined sense, an institution must be located in a
State (as defined), except that for the title which provides for scholar-
ships, an institution in a foreign country will be an institution of
higher education which may be attended by a scholarship holder if
-the Commissioner determines it to be substantially comparable to an
institution which would qualify as an institution of higher education
if located in a State. For the purposes of the scholarship title and the
loan title, the term includes any private business school or technical
institution which meets the provisions outlined above. The Commis-
sioner will publish a list of nationally recognized accrediting agencies
or associations which he finds to be reliable authority as to the quality
of training offered.
(3) "State educational agency" means the State board of education
or other agency or officer primarily responsible for the State supervi-
sion of elementary and secondary schools, or, if there is no such
officer or agency, an officer or agency designated by the governor or
by State law.
(4) "School-age population" means the population between 5 and
17, both inclusive.
(5) "Resident" will be defined by the Commissioner; however, his
regulations must provide that persons domiciled in a legal sense in a
State but living outside of any State (as defined) will be deemed to be
residing in the State of their domicile.
(6) "Elementary school" and "secondary school" are defined to
mean a public school providing elementary or secondary education,
as the case may be, as determined under State law, except that no
education provided be and the 12th grade will be included in the
term "secondary schoo ." i -
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NATIONAL DEFENSE EDUCATION ACT OF 1958 27
(7) The term "Commissioner" means the Commissioner of Educa-
tion, and the term "Secretary" means the Secretary of Health, Ed-
ucation, and Welfare.
(8) "State commission" means the State agency designated or
created to participate in a program under the scholarship title.
(9) The terms "local educational agency," "nonprofit," and "public"
are each defined in a manner not inconsistent with the generally
understood meaning of such terms.
Section 201-Appropriations authorized
This section authorizes the appropriation of funds to award scholar-
ships during this and the next 3 fiscal years to be paid the student over
the period of his undergraduate studies. The amount authorized is
$17,500,000 for this and each of the next 3 fiscal years for paying
scholarships to persons who are awarded scholarships under the title
during each such year. In addition the section authorizes the appro-
priation of sufficient funds to make payments to students who were
awarded national defense scholarships in prior years. Thus, new
scholarships will be awarded during this and the next 3 fiscal years to
be paid students during the course of their undergraduate studies.
Scholarships awarded under the title will be known as "national
defense scholarships."
Section 202-Amount of scholarships
Every person who is awarded a national defense scholarship will
receive at least $500 during each academic year of the scholarship's
duration. In addition the State commission will determine scholar-
ship holders to be paid an additional amount, not exceeding $500,
during each academic year, The additional payment will be the
amount the State commission determines the student needs in order
to attend an institution of higher education during the academic year.
Section 208-Duration of scholarships
Scholarships awarded under this title will normally be for 4 years,
except that where the time required to complete the student's curricu-
lum is more than 4 years-as, for example, in some engineering
courses-the scholarship will continue until the student finishes his
course. In no event, however, will a student's scholarship continue
after the completion of the work for his first bachelor's degree.
Scholarship holders will be entitled to receive their scholarships
only while they are devoting essentially full time to educational work
leading to a bachelor's degree, during the academic year, in attendance
at an institution of higher education. A student who is carrying a
full-time load at an educational institution would be considered as
devoting essentially full time to educational work, even though he is
supplementing his scholarship with funds derived from his own work.
The section requires scholarship holders to maintain satisfactory pro-
ficiency in their course of study, according to the regularly prescribed
standards and practices of the institution. Students may not receive
scholarship payments under this title concurrently with scholarship
or fellowship aid or educational assistance from other Federal sources
(other than a monetary allowance under a Reserve officers' training
program or money paid under other provisions of this act).
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28 NATIONAL DEFENSE EDUCATION ACT OF 1958
Section !04-Selection of recipients of scholarships
The scholarship commission in each State will be the agency to
decide the. persons to whom scholarships under this title will be
awarded, and the additional amount, if any to be-paid them, based on
the considerations referred to in the 'discussion of section 202. The
selection will be in accordance with objective tests and other measures
of aptitude and ability to pursue successfully at an institution of
higher education a course of study leading to a bachelor's degree; giving
special consideration to those with superior capacity or preparation in
science, mathematics, or a modern foreign language. It should be
noted in this connection that once a person has been awarded a national
defense .scholarship no restrictions are imposed on the course he may
choose to pursue. Similarly, he may choose to attend any school
which will accept him so long as it qualifies as an institution of higher
'education under the definition in section 103 (b).
Any person will be eligible to compete for a national defense scholar-
ship who applies in his State of residence in accordance with the rules
of the State commission and is not, and has never been, enrolled in a
course of study beyond the secondary school level.
The national defense scholarships will be actually awarded by the
Commissioner, to persons selected by the State commissions who have
been accepted for enrollment by an institution of higher education
and have graduated from high school. The requirement of high school
graduation will be met if the person holds a certificate of graduation
from any high school whose graduates meet the requirements estab-
lished by the State in which such school is located for graduation from
high schools accredited by such State, or, if he doesn't hold such a
certificate, if he is determined by the State commission to have attained
a level of. advancement generally accepted as constituting the equiva-
lent of that required for graduation from such a high school.
Section 205-Allotment of appropriations for scholarships
When an appropriation is made for awarding new national defense
scholarships, the Commissioner will first reserve up to 2 percent
thereof for allotment to the Territories and possessions entitled
-thereto. He will then allot the remainder among the States on the
basis of their relative populations between the ages of 18 and 21,
both inclusive. The amount reserved for the Territories and pos-
sessions will be allotted among them, in the manner provided for in
section 908 of the bill. -
-Appropriations for making payments for scholarships awarded in
prior years will be allotted among the States (including the Territories
and possessions) on the basis of the relative amounts estimated to be
needed to make continuing payments to persons selected for scholar-
ships in prior years.
Section 206-State scholarship commissions; State plans
Each State which decides to participate in the scholarship program
will establish a State commission on scholarships or may designate
an existing State agency as the State commission on scholarships.
Eachsuch State will submit to the Commissioner a State plan which, if
approved, will entitle it to participate in the scholarship program pro-
vided for in this title. The Commissioner will be required to approve
a State plan, if it contains the following:
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NATIONAL DE1~`EN'E EDUCATION ACT O 8
(1) Provisions for determining the institutions in the State which
are institutions of higher education, as defined in the bill.
(2) Provisions for the determination, in accordance with section 204
of the bill, of eligibility to compete for scholarships and for the selec-
tion and certification to the Commissioner of persons to be awarded
the scholarships payable from the State's allotment.
(3) Provisions for annually determining, and certifying to the Com-
missioner the additional amounts (above the $500 minimum per year)
to be awarded persons in need thereof in accordance with standards,
procedures, and criteria established by the State commission. The
Commissioner must find that these standards, procedures, and criteria
are such as to provide reasonable assurance that the additional amount
will be based on the individual's need for financial assistance to con-
tinue his education at an institution of higher education, such need
to be determined without regard to tuition, fees, and other expenses
of attendance at the institution of higher education chosen by the
individual, and that the maximum additional amount allowable
under the plan will be $500. This last requirement is inserted to
insure that the State commissions, in granting additional amounts,
will not adopt a policy of making only minimum grants. Instead, the
State commissions will be required to spread the additional amounts
between $500 and zero.
(4) Provisions that the State commission will be the sole agency
for administering the State plan.
(5) Provisions for reports to the Commissioner and for the fiscal
control and fund accounting procedures which will be observed by the
State commission.
Section 207-Administrative expenses of State commissions
This section provides for the payment by the Commissioner to the
State of the amounts necessary for the proper and efficient administra-
tion of the State plan and for expenses necessary for the preparation
of an approved plan. These funds may be used by the State com-
missions to contract for the services of public or private merit or
aptitude testing organizations.
TITLE III-LOANS TO STUDENTS IN INSTITUTIONS OF HIGHER
EDUCATION
Section 301-Appropriations authorized
The purpose of this title is to enable the Commissioner to stimulate
and assist institutions of higher education to establish funds for the
making of low-interest loans to students in need thereof to pursue
their courses of study in such institutions. To achieve such purpose,
this section authorizes the appropriation of $40 million for the fiscal
year ending June 30, 1959, and $60 million for each of the 3 succeeding
fiscal years. There are also authorized to be appropriated during the
4-year phase-out period of the program after fiscal 1962, such sums as
may be necessary to enable students who have received a loan for
any school year ending prior to the beginning of the phase-out period
to continue or complete their education. The sums appropriated
under this section may be used only for making the Federal capital
contributions which, together with contributions from the institutions,
will be used for establishing and maintaining student loan funds.
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30 NATIONAL DEFENSE EDUCATION ACT OF 1958
Section 302-Allotments to States
The sums appropriated under this title for fiscal years` ending prior
to July 1, 1962, will be allotted among the States on the basis of the
-relative numbers of persons in the several States who are enrolled
on a full-time basis in institutions of higher education in the State.
During the phase-out period after fiscal 1962, funds appropriated
under this title will be allotted among the States as determined by the
Commissioner to be necessary for the purpose of enabling students who
have received loans for any school year ending prior to June 30, 1962,
to continue or complete their education.
Section 303-Payment of Federal capital contributions
Federal capital contributions will be made to institutions of higher
education applying therefor from time to time in such installments as
the Commisioner determines will not result in unnecessary accumula-
tions in the student loan fund. Since the number of institutions
which will wish to participate in this program may change from time to
time, and the number of such institutions and the extent of their
participation cannot be known in advance, it is not feasible to divide
the State's allotment among institutions on a formula basis. Instead
the bill provides that the Commissioner will set a date by which
institutions wishing to participate in the program must apply and
state the amount of Federal capital contribution they wish to be
granted for their student loan funds. If, when such date is reached,
the State's allotment is sufficient, theinstitutions which have made an
agreement under this title with the Commissioner and meet the re-
qquirements established by him, will be paid the full amount; requested.
If, on such date, the amount requested by all such institutions in the
State is larger than the State's allotment, then each institution's
Federal capital contribution will_be reduced pro rata below the amount
it requested. Where the amount requested by institutions in a State
is less than the State's allotment available for that purpose, the
remainder-may be reallotted among the other States from time to time
in proportion to the original allotments to the States.
Tn order to assure that no one institution will receive an unduly
large amount, it is provided that the Federal capital contributions
to any one institution during a fiscal year may not exceed $250,000.
Section 304-Conditions of agreements
No Federal capital contribution may be made under this title to
an educational institution until it has entered into an agreement with
the Commissioner to establish a student loan fund and to deposit in it
(1) the Federal capital contribution, (2) an amount, not less than 25
percent of the Federal capital contribution, to be contributed by the
institution, (3) all collections of principal and interest on student loans
made from the fund, and (4) any other earnings of the fund. The
agreement must also provide that the fund will be used only for making
loans to students, except that it may also be used to meet the costs of
litigation arising in connection with the collection of amounts due on
account of the loan and except that distributions may be made from
the fund as provided in section 306. The agreement must also con-
tain such other provisions as. may be necessary to protect the financial
interest of the United States and promote the purposes of the title.
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NATIONAL DEFENSE EDUCATION ACT OF
Section S05-Terms of loans
Subsection (a) provides that the maximum amount which may be
loaned in one fiscal year to one student may not exceed $1,000, and
that the maximum amount which may be loaned one student for all
years may not exceed $5,000.
Under subsection (b), loans from student loan funds will be made
on such terms and conditions as the institution may determine and
subject to such conditions, limitations, and requirements as the
Commissioner by regulation or in the agreement referred to above
may prescribe with a view to preventing impairment of the capital
of the student loan fund to the maximum extent practicable in the
light of the objective of enabling students to complete their courses
of study. However, each loan made from a student loan fund must
meet the requirements listed hereunder:
(1) A loan may be made only to a person who is a full-time student
in good standing or, if not yet enrolled in an institution of higher
education, has been accepted for enrollment as a full-time student.
Loans may be made only to students who are in need of the amount
of the loan to pursue a course of study at the institution and are
capable, in the opinion of the institution, of maintaining good stand-
ing in the course of study. Graduate as well as undergraduate
students will be eligible for loans under the title.
(2) The loan must be evidenced by a note or other written agree-
ment which provides that the loan will be repaid in equal annual
installments beginning one year after the borrower ceases to be a full-
time student at the institution which made him the loan or another
institution participating in the loan program or which is approved'
for this purpose by the Commissioner. The 10-year period could
be extended for good cause determined under the Commissioner's
regulations.
(3) The loan must bear interest (payable annually) at the rate of
2 percent per year on the unpaid principal balance during the period
preceding the 10-year period during which the loan must be repaid.
Thereafter, the loan will bear interest at the rate of 4 percent per year.
The borrower may accelerate repayment of the loan without incurring
a penalty and without advancing the time when interest at the rate
of 4 percent per year would otherwise become payable.
(4) The loan must be made without security or endorsement, ex-
cept in cases in which the borrower is a minor and under applicable
law the note or other evidence of obligation would not create a binding
obligation.
(5) All liability to repay the loan will be canceled if the borrower
dies or becomes permanently and totally disabled as determined in
accordance with regulations of the Commissioner.
(6) The loan will be made in such installments as may be provided
in the regulations of the Commissioner or the agreement with the
institution. Upon notice to the Commissioner by the institution that
the borrower is not maintaining satisfactory standing any or all
further installments of the loan will be withheld, as may be appropriate.
(7) The note or other evidence of obligation of the loan may not
be assigned or transferred by the institution except if the borrower
transfers to another institution it may be assigned or transferred to
that institution if it is one which is participating in the program or
is approved by the Commissioner for this purpose.
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ON ACT 195&
Subsection (c) of this section provides that the agreement for the
payment of Federal capital contributions to an institution of higher
education must include provisions designed to make loans from the
student loan fund established pursuant to such agreement! reasonably
available (to the extent of the available funds in the student loan
fund) to all eligible students in the institution in need thereof.
Section 306-Distributions of assets from student loan funds
This section provides for the time and manner of distributing the
moneys in the student loan fund. Under its provisions, within 3
months after the end of the period during which loans may be made
under the title, the money in the fund at the end of such period will
be distributed between the Commissioner and the institution in the
same ratio as the ratio between the Federal capital contributions to
the fund and the institution's capital contributions. Thereafter,
quarterly disbursements will be made from the money then accumu-
lated (reduced by the amount of unpaid costs of litigation incurred
in collecting the money) in the fund from repayments in the some
shares as in the first distribution.
In addition to the distributions referred to above, upon a finding
by the institution or the Secretary that the assets of a student loan
fund exceed the amount required for loans or otherwise in the fore-
seeable future, a distribution will be made from the fund to the insti-
tution and to the Commissioner in the same, proportionate shares as
is provided for the first distribution referred to in the preceding
paragraph.
Section 307-Loans to institutions
Under this section the Commissioner is authorized to make loans
to institutions of higher education which are participating in a pro-
gram under this title for the purpose of helping to finance, the insti-
tution's capital contribution to its student loan fund. These loans
may be made only if the institution shows that it is unabl to secure
such funds fro in non-Federal sources upon terms and conditions which
the Commissioner determines to be reasonable and consistent with
the purposes of this title. Loans which are made under' this title
will bear interest at a rate equal to one-fourth of 1 percent above the
rate payable by the Commissioner to the Treasury when he borrows
the money necessary to make the loans.
The loan program provided for in this section will be financed in a
manner similar to other Federal loan programs. The Treasury will
purchase the obligations of the Commissioner under the Second Lib-
erty Bond Act. The Commissioner's obligations will bear interest at a
rate sufficient to cover the cost of the funds to the Treasury, taking
into consideration the current average yields of outstanding market-
able obligations of the United States having maturities comparable
to the maturities of loans made by the Commissioner under this
section. Sums repaid by institutions will be used to make payments
on obligations issued by the Commissioner under the section, but in
the event such repayments are insufficient, appropriations are author-
ized for payments on such obligations.
Loans made by the Commissioner under the section will mature
within such period as he determines to be appropriate in each case,
but not exceeding 15 years from the time the loan is made:
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IAL
In carrying out his duties under the title, the Commissioner may
agree to modifications of agreements or loans made under the title,
and compromise, waive, or release any right, title, claim, or demand
arising or acquired under the title, with the exception that nothing in
the above will affect the power of the Attorney General in the conduct
of litigation arising under the title. Financial transactions of the
Commissioner under the title and vouchers approved by him in con-
nection with such financial transactions, will be final and conclusive
on all officers of the Government, except that all such transactions
will be subject to audit by the General Accounting Office.
TITLE IV-GRANTS TO STATES FOR STRENGTHENING SCIENCE,
MATHEMATICS, AND MODERN FOREIGN-LANGUAGE INSTRUC-
TION IN PUBLIC SCHOOLS
Section 401-Appropriations authorized
This title provides for grants to States for the acquisition of labora-
tory and other special equipment, including audiovisual materials
and equipment and printed material (other than textbooks), suitable
for use in providing education in science, mathematics, or modern
foreign languages, and for minor remodeling of laboratory or other
space used for such materials or equipment. Appropriations in the
amount of $60,000,000 are authorized for this purpose for each of the
next 3 fiscal years.
In addition to appropriations for the purposes referred to above,
the title authorizes the appropriation of $5 million for each of such
fiscal years for making grants to States solely for the expansion or
improvement of supervisory and related services in the fields of
science, mathematics, and modern foreign languages, and for admin-
istration of the State plan.
Section 402-Allotments to States
Sums appropriated for laboratory and other special equipment and
for remodeling will be allotted among the States on the basis of the
relative school-age populations of the States, weighted by their relative
incomes per school-age child. For example, if the income per school
age child in State A is 10 percent higher than the income per school-age
child in State B, then the State A's allotment per school-age child will
be 10 percent lower than that of State B. However, the weight
which may be given income per school-age child is so limited as to
insure that no State will receive more than twice as much per school-
age child as the State receiving the smallest amount per school-age
child. The children who will be counted for this purpose are those
between the ages of 5 and 17, both inclusive. These allotments will
remain available for payments until the end of the fiscal year following
the year in which they are appropriated.
Sums appropriated for supervisory and related services and for
administration will be allotted among the States on the basis of their
relative school-age populations, unaffected by their income per school-
age child. However, no State's allotment will be less than $20,000,
and the other States' allotments will be reduced to make up such
minimum amount should it become necessary to raise a State's allot-
went to such minimum amount.
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Section 308-Administrative provisions
 Approved for Release 2$00(DP
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4 C0
Before any other allotment is made under this section, the Com-
missioner will allot up to 2 percent of the appropriations available
among the Territories and possessions as provided in section 908.
Section 403-State plans
If a State wishes to participate in this program it will submit a
State plan to the Commissioner; if the plan contains the provisions
required by this section, the Commissioner has no option but to
approve it.
The provisions a State plan must contain to be approved are the
following:
(1) It must set forth a program under which funds allotted to the
State on the basis of relative school-age populations and incomes per
school-age child will be expended solely for projects approved by the
State educational agency for acquisition of laboratory and other
special equipment, including audio-visual materials and equipment and
printed materials (other than text books), suitable for use in provid-
ing education in science, mathematics, or modern foreign language,
for use in elementary or secondary schools, or both; and for minor
remodeling of laboratory or other space used for such materials or
equipment. It should be explained that while the State flan may
provide only for the acquisition of this equipment for use in elemen-
tary or secondary schools, or both, there is nothing which prohibits
its use for providing education above the secondary level or' for other
purposes once it is acquired in conformity with the State plan.
(2) It must set forth principles for determining the priority of each
such project for assistance under the title and must provide for under-
taking projects, insofar as financial resources available therefor make
possible, in the order determined by the application of such principles.
(3) It must provide an opportunity for a hearing before the State
educational agency to interested persons with respect to each appli-
cation for the approval of a project.
(4) It must provide for the establishment of standards on a State
level for laboratory and other special equipment acquired with assist-
ance furnished under the title.
(5) It must set forth a program under which the funds allotted on
the basis of school-age population unaffected by income per child of
school age will be expended solely for the expansion or improvement of
supervisory or related services in the fields of science, mathematics,
and modern foreign languages, and for the administration of the State
plan.
(6) It must provide that the State educational agency will be the
sole agency for administering the plan.
(7) As in the case of the plans provided for in other titles, it must
provide for reports to the Commissioner and for the observance of
certain fiscal control and fund accounting procedures by 'the State
educational agency.
Section 404-Payments to States
For the first year of the program no matching will be required with
respect to grants for expansion or improvement of supervisory or
related services or administration of the plan. The State will be
required to match on a 50-50 basis, all other grants of the Federal
Government under this program.
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NATIONAL DEFENSE EDUCATION ACT OF 195
Section 501-Language institutes
The Commissioner will be authorized to enter into contracts with
institutions of higher education under the terms of which they will
operate short-term or regular session institutes during this and the next
3 fiscal years. These institutes will provide advanced training for per-
sons who are engaged in or preparing to engage in the teaching, or
supervising or training teachers, of any modern foreign language in
schools at the elementary or secondary level or in institutions of
'higher education. Emphasis will be given to training in the use of
new teaching methods and instructional materials.
Contracts under the section may cover all or part of the cost of an
institute, and may contain such conditions as the Commissioner finds
necessary to carry out the purpose of the section.
In addition to making payments under contracts with an institu-
tion, the Commissioner may during the life of the program pay
stipends to persons attending the institutes, and such stipends may
include allowances for dependents and for travel to and from their
places of residence by such persons and their dependents.
Section 502-Language and area centers
The Commissioner may arrange, through contracts, for the estab-
lishment and operation during this and the next 3 fiscal years of
language centers for the teaching of any modern foreign language with
respect to which the Commissioner: determines that persons trained in
such language are needed by the Federal Government or by business,
industry, or education in the United States and that adequate instruc-
tion in such language is not readily available in the United States.
The contract for the operation of a language center will provide
principally for the teaching of such language, but it may also provide
for instruction in other fields needed to provide a full understanding
of the areas, regions, or countries in which the language is commonly
spoken, to the extent adequate instruction in such fields is not readily
available, including such fields as history, political science, linguistics,
economics, sociology, geography, and anthropology.
Contracts with institutions under this section may not cover more
than half the cost of the establishment and operation of the center,
including the cost of grants to the staff for travel in the foreign area
with which the subject matter of the field in which they will be working
is concerned and the cost of travel of foreign scholars to such centers
to teach or assist in teaching therein and the cost of their return. The
contract may contain such other conditions as the Commissioner
finds necessary to carry out the purposes of this section.
The Commissioner may also, during this and the next 3 fiscal years,
pay stipends to persons undergoing advanced training in any modern
foreign language with respect to which he would be authorized to
establish a center, and in other fields needed for a full understanding
of the area, region, or country in which such language is commonly
used. Such training will be provided at a short-term or regular session
of an institution of higher education. The stipend may include
allowances for dependents and for travel to and from the places of
residence of the trainees and their dependents. However, a stipend
under this section may be paid only to persons who provide reasonable
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assurances that they will, on completion of their training, be available
for teaching a modern foreign language in an institution of higher
education or for such other service of a public nature as may be per-
mitted by regulations of the Commissioner.
Section 503-Research and. studies
This section authorizes the Commissioner to make, or contract for,
studies and surveys to determine the need for increased or improved
instruction in modern foreign languages and other fields needed to
provide a full understanding of the areas, regions, or countries, in which
such languages are commonly used. He is also authorized to conduct
research on more effective methods of teaching such languages and in
such other fields, and to develop specialized materials for use in such
training, or in training teachers of such languages or in such fields.
Section 504-Appropriations authorized
For carrying out this title, the bill authorizes the apppropriation of
up to $4,500,000 a fiscal year.
TITLE VI-EXPANSION OF GRADUATE EDUCATION
Section 601-Appropriations authorized
This section authorizes the appropriation of the sums necessary to
carry out the title.
Section 602-Number of fellowships
Under this title the Commissioner will award fellowships for periods
of study not in excess of 3 academic years. Not more than 1,000
fellowships will be awarded during this fiscal year, and not more than
1,500 fellowships will be awarded during each of the next 3 fiscal years.
Section 603-Award of fellowships and approval of institutions;
The Commissioner will award fellowships only for study in graduate
programs which have been approved by him. He will approve a.
graduate program for the purposes of. this title if the institution applies
for approval and he finds that the graduate program is a newprogram
or an existing program which has been expanded, that the new or
expanded program will substantially further the objective of increasing
the facilities available in the Nation for the graduate training of college
or university level teachers and of promoting a wider geographical
distribution of such facilities throughout the Nation, and that in the
acceptance of persons for study in such programs preference will be
given to persons interested in teaching in institutions of higher
education.
The section also requires the Commissioner to limit the number of
persons awarded fellowships in any one institution in light of the
objective of increasing the facilities available in the Natio for the
graduate training of college or university level teachers and opromot-
ing a wider geographical distribution of such facilities throughout
the Nation.
Section 604-Fellowship stipends
Each person who is awarded a fellowship under this title will be paid
a stipend of $2,000 for his first academic year of study after receipt.
of his bachelor's degree, $2,200 for his second academic year of study
after receipt of his bachelor's degree, and $2,400 for his third academic
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NATIONAL DEFENSE EDUCATION ACT OF 1958 37
-year of study after receipt of his bachelor's degree, plus an additional
amount of $400 for each such year on account of each of his dependents.
The institution which the fellowship holder is attending will also
receive a payment under, this program. The institution will be paid
such amount, not less than $500 or more than $2;500 per academic
year, as is determined by the Commissioner to constitute that portion
of the cost of the new or expanded graduate program in which the
fellowship holder is participating which is reasonably attributable to
such person.
Section 605-Fellowship conditions
Fellowship holders will receive their stipends only while they are
maintaining satisfactory proficiency in, and are devoting essentially
full time to, study or research in the field in which such fellowship is
awarded, in an institution of higher education, and are not*ngaging in
gainful employment other than part-time employment by such insti-
tution in teaching, research, or similar activities.
TITLE VII-GUIDANCE, COUNSELING, TESTING; IDENTIFICATION
AND ENCOURAGEMENT OF ABLE STUDENTS
PART A-STATE PROGRAMS
Section 701-Appropriations authorized
The purpose of this part is to assist State educational agencies in
establishing and maintaining programs of testing and of guidance and
counseling. For this purpose $15 million a year is authorized to be
appropriated for this and each of the next 3 fiscal years.
Section 702-Allotments to States
Appropriations for carrying out this part will be allotted among the
States as follows: First, the Commissioner will reserve up to 2 percent
of the appropriation for any fiscal year for allotment among the Terri-
tories and possessions as provided in section 908. He will then allot
the remainder among the States on the basis of their relative school-
age populations, except that the minimum allotment for any State
will be $20,000, and the other States' allotments will be reduced to
make up such minimum amount should it become necessary to raise
a State's allotment to such minimum amount.
Section 703-State plans
If a State wishes to participate in the program provided for in this
part, it will submit a State plan to the Commissioner through its State
educational agency. The Commissioner is required to approve the
plan if it contains the provisions required by this section. The pro-
visions which must be included in the State plan are the following:
(1) The plan must set forth a program under which funds paid to
the State will be expended by the State educational agency, or by
local educational agencies, to establish or maintain programs of test-
ing and guidance and counseling which will operate in the secondary
schools of the State. These programs must be directed at identifying
students with outstanding aptitude or ability, advising students of
courses of study best suited to their ability, aptitudes, and skills, and
encouraging students with outstanding aptitude and ability to com-
plete their secondary-school education, take the necessary course for
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NATIONAL DEFENSE EDUCATION -ACT OF 1958
admission to institutions of higher education, and enter such institu-
-tions after graduation. The plan must also set forth a description of
the means of testing which will be used in carrying out the above
'Programs.
(2) It must set forth the purposes for which, and the conditions
under which, funds paid to the State will be granted to local educa-
tional agencies.
(3) It must provide for its administration by the State educational
agency alone.
(4) It must contain provisions for reports to the Commissioner and
for the observance of certain fiscal control and fund accounting
procedures by the -State educational agency.
Section 704-Payments to States
The Federal payment under this part will be 100 percent of the
expenditures in carrying out the State plan during the first year of
the program, and thereafter will be 50 percent of such expenditures.
Of course, no State will receive amounts greater than its allotment.
Funds paid a State under this title may be used to contract for the
services of public or private merit or aptitude testing organizations.
PART B-INSTITUTES IN GUIDANCE AND COUNSELING
Section 721-Appropriations authorized
Six million dollars is authorized to be appropriated during this and
each of the next 3 fiscal years for carrying out the provisions of this
part.
Section 722-Purpose
The Commissioner will be required to arrange through contracts
with institutions of higher education, for the establishment and opera-
tion by them of summer or regular session institutes consisting of
courses in counseling and guidance of students at the secondary school
level with emphasis upon the counseling and guidance of gifted stu-
dents. He will also _ be required to pay stipends to persons who -
attend the institutes and are eligible therefor.
Section 723-Contract authority
Contracts with institutions for establishing and operating institutes
will provide for the payment of the reasonable cost incurred by the
.institution in providing the institute.
Section 724-Stipends
Students who attend an institute under this part will be eligible
to receive a stipend at the rate of $75 a week, plus an additional
amount of $15 a week for each of his dependents, but no such person
will receive a stipend at a rate in excess of his last rate of salary
during the immediately preceding academic year. Stipends will be
paid only for periods during which the recipient is in attendance in
good standing at the institute, as determined by the Commissioner,
in accordance with its regularly prescribed standards and practices.
Any person in a public-school system who is employed or is to be
employed in a guidance and counseling capacity on a full-time or
part-time basis will be eligible for the-stipend.
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NATIONAL DEFENSE EDUCATION ACT OF 1958 39
It. is, expected that,the Commissioner will endeavor to attain the
maxum geob aphical distribution among institutions with which
he contracts under this part, consistent with its purposes.
'TITLE VIII-RESEARCII AND EXPERIMENTATION IN MORE
EFFECTIVE UTILIZATION OF TELEVISION, RADIO, MOTION
PICTURES, AND RELATED MEDIA FOR EDUCATIONAL PURPOSES
Section 801-Appropriations authorized; functions of Commissioner
This title will authorize the Commissioner, by grant or contract,
to make studies and surveys to determine the need for increased or
improved utilization of television, radio, motion pictures, and related
media of communication by State or local educational agencies and
institutions of higher education in providing education. He may
conduct research, demonstrations, and experiments for such purposes
and in the development and use of new media of communication
(and other audiovisual aids) for such purposes. He may evaluate and
publish reports concerning the effectiveness of such media for such
purposes, and prepare and publish abstracts and catalogs of audio-
visual materials available for such purposes to the extent such ab-
stracts or catalogs are not otherwise readily available. The title
will also authorize the Commissioner to provide, upon request, advice,
counsel, and technical assistance to- State or local educational agencies
and institutions of higher education undertaking to utilize such media
of communication in providhi'e'ducation.
TITLE IX-MISCELLANEOUS PROVISIONS
Section 901-Administration
Under subsection (a) of this section, the Commissioner will be
authorized, in administering the provisions of the act, to use the
services and facilities of other agencies of the Federal Government and
of other public or nonprofit agencies or institutions, in accordance with
agreements between the Secretary and the head of the agency or in-
stitution. The provisions of law which require competitive bidding
on Government contracts would, not be applicable to these agreements.
Subsection (b) requires the Commissioner to include in his annual
report a full report of activities under this act, together with such
revisions in it as he may deem to be needed.
Subsection (c) requires the Secretary to advise and consult with the
heads of other governmental agencies which carry on educational
programs with a view to the full coordination of all specialized scholar-
ship, fellowship, and other educational programs carried on by the
Federal Government or with its assistance.
Section 902-Improvement of statistical services of State educational
agencies
The purpose of this section is to assist the States to improve and
strengthen the adequacy and reliability of educational statistics pro-
vided by State and local reports and records and the methods and
techniques for collecting and processing educational data and dis-
seminating information about the condition and progress of education
in the States. Appropriations are authorized to carry out the section
for this and each of the next 3 fiscal years.
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The Federal Government will bear one-half the cost of programs
to carry out the purpose of this section. The programs may include
the following:
(1) Improving the collection, analysis, and reporting of statistical
data supplied by local educational units.
(2) The development of accounting. and reporting manuals to serve
as guides for local educational units.
(3) The conduct of conferences and training for personnel of local
educational units and of periodic reviews and evaluation of the
program for records and reports.
(4) Improving methods for obtaining, from other State agencies
within the -State, educational data not collected by the State educa-
tional agency.
(5) Expediting the processing and reporting of statistical data
through installation and operation of mechanical equipment.
Payments under the program provided for in this section may be
made only to the -extent it is a new program or an addition to or
expansion of an existing program, and only if the State plan includes
the program. No payment will be made to any State for a, fiscal year
under this section in an amount greater than $50,000.
To obtain payments under this section, a State must submit a State
plan which provides that the State educational agency will be the sole
agency for carrying out programs under the plan either directly or
through arrangements with other agencies of the State. It must also
set forth the program proposed to be carried out and the general poli-
cies to be followed. In common with other provisions relating to
State plans, this section requires the. inclusion of provisions for re-
ports to the Commissioner and for the observance of certain fiscal
control and fund accounting procedures.
Section 903-Disapproval of, and failure to comply with, State plans
This section applies with respect to all State plans provided for in
the bill. It insures that no such State plan or modification thereof
will be disapproved without affording the interested State agency
reasonable notice and opportunity for a hearing.
In the event the Commissioner determines, after the usual notice
and opportunity for hearing, that a State plan has been 'so changed
that it fails to meet the requirements of the act, or that the State
agency concerned is failing to comply substantially with i all its pro-
visions, the Commissioner will suspend the State plan %until he is
satisfied that there is no longer any failure to comply.
While a State plan submitted under title II (relating to scholarships)
is suspended no new scholarships will be awarded, or the Commissioner,
in his discretion, may provide that the State Commission, will not be
eligible to participate in the part of the program under the title, or
in the part of the State plan, which is affected by the failure to comply.
While any other State plan is suspended, no further payments will
be made thereunder for programs in that State.
Section 904-Judicial -review
Under this section a State could obtain judicial review,of action of
the Commissioner in failing to approve a State plan or in suspending
a State plan. The review would be on the record in the United States
district court for the district in. which the capital of the State is
located. The -provisions of the Administrative Procedure Act would
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apply to these proceedings. The decision of the district court could
be appealed to higher courts in the same fashion as other decisions of
district courts of the United States.
Section 905-Method of payment
Payments under the various titles of this act, whether pursuant to
a grant or contract, may be made in installments, and in advance or
by way of reimbursement, and, in the case of grants, with necessary
adjustments on account of overpayments or underpayments.
Section 906-Administrative appropriations authorized
This section authorizes the appropriation of such sums as may be
necessary for the administration of the various provisions of the act.
Section 907-Acceptance of gifts and bequests
This section authorizes the Commissioner to accept gifts, grants,
bequests, or devises for carrying out the act.
Section 908-Allotments to Territories and possessions
As stated herein with respect to section 205, section 402, and sec-
tion 702, when the Commissioner allots funds among the States under
those sections, he will reserve up to 2 percent for allotment under this
section. The funds so reserved will be allotted among Alaska, Hawaii,
Puerto Rico, the Canal Zone, Guam, and the Virgin Islands according
to their respective needs for the type of assistance furnished under the
part or title in which the section appears.
Section 909-Advisory committees
This section authorizes the Commissioner to establish advisory
committees to advise and consult with him with respect to the ad-
ministration of the provisions of the bill relating to language develop-
ment, expansion of graduate education, and research and experi-
mentation in more effective utilization of television, radio, motion
picture, and related media for educational purposes. Members
of the advisory committees will be exempted from the conflicts of
interest statutes, except that the exemption will not extend to the
receipt or payment of salary in connection with his Government
service from a source other than the private employer of the appointee
at the time of his appointment or during the period of such appoint-
ment, and the further period of 2 years after the termination thereof,
to the prosecution or participation in the prosecution, by him of any
claim against the Government involving any matter concerning which
he had any responsibility arising out of his appointment during the
period of such appointment.
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MINORITY VIEWS
We, the undersigned minority of the committee, are opposed to the
passage of H. R. 13247, as reported, for the following reasons:
The proposed bill starts with the declaration-
The Congress hereby finds and declares that the security
of the Nation requires the fullest development of the, mental
resources of its young men and women.
With this statement, of course, we emphatically agree. We also
believe that the mental resources of many of our young people are
being inadequately developed by inadequate use of funds; at hand.
This is due not to a lack of money as the majority of the committee
assumes. It is due to an appalling decline of -educational standards
in many of our public schools and colleges, and to a debasement of
the curriculum. There is also- a diversion of the available human and
material resources from courses that provide training in basic skills
and transmit essential knowledge, to a hodgepodge of subject matter
of education which has always remained out of private and parochial
schools. It was so of the public schools until very recently.
The majority mistakenly assumes that-
(a) A large segment of our intellectually able young people
who desire to go to college are prevented from doing so by a
lack of means; and
(b) That the public schools are prevented from providing
instruction in science, mathematics, and foreign languages or
from identifying and advancing able young people, by a lack of
funds.
Both of these assumptions are erroneous.
We find ample evidence that able young people who wish to go
to college find ways and go to college. Further, that the public
schools have the - funds to provide better science, mathematics, and
foreign language instruction, but that some perfer to use''their staffs,
facilities, and money to run courses which are unrelated to the edu-
cational purposes of the schools, such as date behavior, beauty care,
consumer buying, stagecraft, square dancing, pep club, - marriage and
family relationships, junior homemaking for boys, etc.
It is apparent that the purposes of this bill can be better accom-
plished without Federal aid by the local schools and communities,
and by the students who have the ability and desire to acquire a college
education. The philosophy of this bill, like so many others, apparently
seems to have altered a famous and good saying: "God helps those
who help themselves" by adding: "The Government helps, all others."
Thus, the apparent conclusion of the majority of the committee
that Federal scholarships are needed, and will succeed in inducing
more of our ablest youth to attend college is not substantiated by the
evidence presented to the committee.
Instead, the most obvious consequence of such a Federal scholar-
ship program would, we believe, be that voiced by many witnesses;
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namely, "the discouragement of State and private programs," cer-
tainly, the lessening of local effort.
The evidence presented to the committee suggests a very different
solution to our manpower problem. Repeatedly, witnesses reported
that lack of motivation and inadequate preparation in fundamental
subjects were the primary barriers to the full development of youth
and to the continuance of their education beyond high school.
In proposing that the Federal Government provide in 1959-62 some
90,000 to 100,000 4-year undergraduate scholarships, the majority of
the committee has erroneously assumed that-
(a) A shortage of professionally trained manpower exists in
many fields which will be corrected by inducing more young
people to go to college; and
(b) A large percentage of our most able young people do not
attend college for financial reasons.
Evidence presented to the committee does not support these
assumptions.
For example, the assumption that we have an overall shortage of
schientists and engineers is widely accepted on the repetition of
Government propaganda to that effect. And yet there is mounting
evidence that this assumption is highly questionable.
Blank & Stigler reported in a study made for the National Bureau
of Economic Research last year that the salaries of engineers and other
professional workers have declined in comparison with the wages of
other types of workers. They concluded:
Our example has been drawn so as to represent the general
facts concerning engineers in the United States since 1890:
demand has grown quite rapidly, but supply has grown even
more rapidly so salaries have drifted downward relative to
those for the entire working population.
The United States Office of Education recently announced that
engineering enrollment in institutions of higher learning has increased
from 165,637 in fall 1951 to 297,077 in fall 1957. This is an increase
of 70 percent in 6 years.
Only 8 years ago in January 1950, the Engineers Joint Council
expressed the feat the men due to graduate from engineering colleges in
Juno of that year could not be effectively utilized by industry. The
Korean war changed this picture. But even in a highly industrialized
country, such as ours, there is a limit to the number of engineers that
can be absorbed.
In a special report, Engineers-Too Many or Too Few, U. S. News
& World Report pointed out that leaders of engineering societies,
faculty members of engineering colleges, industrial leaders, and
Government officials appeared to be in "General agreement on this:
There is no real shortage of engineers overall. There may be shortages
of some specific types of engineers."
The Assistant Secretary of Labor (now personnel adviser to the
President) Rocco Sicilian emphasized that, while there are numerical
shortages in some fields of engineering and science, the real need is for
people at the top levels of knowledge, skill, and creativity.
The United States, like every other nation in the world, will probably
never have amount of scholarship aid already scientists for the engineers. truly gifted stu-
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talent. V g eservotr o It is equally incorrect for the committee to assume that those able
young people who wish to attend college are not now doing so. John
M. Stalnaker, president of the National Merit Scholarships, Foundation,
testified to the fact that:
In the National Merit Scholarship program last year we
dentified some 15,000 students. We have since then checked
samples of these students to determine how many are not in
college. Of the top 7,500 students, drawn from each State
in proportion to population (just as both bills propose), we
find about 97 percent are in college. Of the next 7,500,
about 95 percent are in college.
Thus, without a Federal scholarship program, 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. Many are girls.
Some prefer marriage, some go into other types of training,
and indeed, one cannot properly argue that they should not.
Some of the boys have joined the armed services, others plan
to attend college later. Still others are going into business.
I mention this study because we must not lose sight of the
fact that neither of the bills proposes scholarship help to
more than the top 3 percent of high-school students, and most
of these students are eagerly sought by colleges and existing
scholarship agencies. A large Federal program of, say,
40,000 scholarships would probably have as its major effect
discouraging existing private and State efforts and would not
significantly help able students not already being helped.
Evidence presented to the committee likewise showed the assump-
tion invalid that financial need was preventing able young people from
attending college. For example, Dr. Robert J. Havighurst, of the
University of Chicago, on February 24, at the American Association
of School Administrators meeting in St. Louis indicated that in the
upper quartile of ability of last year's high-school graduates three-
fourths of the makes and three-fifths of the females were estimated
to have entered college; that over one-half of the second' quartile in
ability and about one-tenth of the third quartile likewise sought
admission.
Dr. Havighurst estimated that 60,000 boys out of the 285,000 in the
upper quartile of male high-school graduates did not enter college.
He further estimated that, of those 60,000, at least one-third had such
poor habits, character, or background as to make them undesirable
college students, and that the other 40,000 were largely boys that
lacked motivation or interest in pursuing further education. s It should
be added here that there were certainly many among them who were
either (1) drafted into the armed services, or (2) deeply interested in
some trade or vocation, which not only required no college training,
but offered as great or greater, and certainly more immediate, financial
reward than those derived from positions requiring college training.
,u,,, -u- ~ .o ~i~v=o Luabvu w assume mar, a r ecleral scholarship program
is needed-or would be successful in develo in a r f
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I NATIONAL DEFENSE EDUCATION ACT OF 1958 Jr
Still others unquestionably come from environments in which neither
parents nor associates consider collegegoing to have prestige or voca-
tion value.
Thus, while intelligence test scores or scholastic aptitude scores might
indicate that most of these 60,000 boys could do college-grade work,
they do not indicate that they have any desire to go to college or are
interested in academic studies or a professional career.
Many recent studies have indicated that it is a lack of motivation
and not financial inability that causes most of the discontinuance of
education by high-ability youth.
Many university and college leaders have concurred in our belief
that Federal scholarships are unnecessary and undesirable. The
Association of American Colleges at its annual meeting rejected a
resolution for Federal scholarships.
Subsequently, Dr. John Taylor Caldwell, representing the Associa-
tion of Land Grant Colleges and State Universities Association, testi-
fied in opposition to Federal scholarships, recommending instead-as
had the President's Committee on Education Beyond the High
School-a work-study project that would enable students to work and
earn money while attending college.
Dr. V. Raymond Edman, president of Wheaton College, in an open
letter to President Eisenhower said:
* * * 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.
FINANCIAL AID IS INCREASING
More than two-thirds of the States have some scholarship programs,
and the number of scholarships financed by corporations, foundations,
and individuals is grwoing rapidly.
Last year nearly 30 percent of the $520 million dispensed by corpora-
tions for philanthropic purposes went to education. In 1952 only~
20 percent of all gifts went into this area (Wall Street Journal, vol.
CLI, No. 35).
Thousands of parents now meet college costs through a pay-as-
you-go plan of monthly installments. This Tuition Plan, Inc., was
started in 1938 and has grown rapidly in recent years. Its volume
increased from $8.7 million in 1955 to $12 million in 1956; officials
expect a volume of more than $100 million in 1958.
The Massachusetts Legislature, in 1957, set up a Higher Education
Assistance Corp. which guarantees 80 percent of long-term loans made
by banks to qualified students for the purpose of paying their way
through college. The capital is contributed by corporations and
individuals. Up to the end of 1957, 109 banks had made 1,000 loans
totaling almost half a million dollars, and it is planned to expand this
to $5 million in the future.
At least 800 schools offer long-term, low-interest loans. New York
and North Dakota have set up plans similar to the one operating in
Massachusetts; and Maine Rhode Island, and Connecticut are also
considering adoption of such a program.
Business firms are offering college loans for the children of their
employees.
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46 NATIONAL DEFENSE EDUCATION ACT OF 1958
One difficulty encountered in the expanding loan program is that
many available loan funds are inadequately used. President Ray
Olpin, of the University of Utah, testified: "Most universities have
some unused loan funds available."
Undo raduate:
Scholarships------ --- - - -
237, 370
$65,736,950
Loans------------ - - ---
77,107
12, 463,182
Employment----------------------------------------- ---- ---------------
288,479
65, 931, 915
Graduate:
Fellowships -------------------------------------------------------------
24, 89.5
18, 239,150
Loans-------------------------------------------------------------------
30,507
4,086,742
Assistantships------------------------------------??--------------??-
29, 406
35, 007, 789
Titles IV, VII, and VIII provide grants to States for aid to public,
elementary, and secondary schools for the instruction of science,
mathematics, foreign languages, for guidance, counseling, and testing
of students and for experimentation with and use of television, films,
etc.
The proposals assume that the schools cannot finance these pro-
grams at the necessary level and that Federal funds are needed:
Both of these assumptions are erroneous. The schools have ample
funds available to provide more and better courses in the mentioned
subjects, but often use them for purposes wholly unrelated to educa-
tion.
The picture of understaffed, underhoused and underfinanced
schools which is frequently-presented-to the public is a mere fabrica-
tion of propagandists. A new study of the financing of public educa-
tion, just released by the Institute for Social Science Research,
Washington, D. C., under the title "School Needs in the Decade
Ahead" demonstrates that lack of money is not responsible for short-
comings of the schools. The findings of that study are summarized
in the Congressional Record for July 10, 1958, page A6226.
The report, prepared by Roger A. Freeman, former Research
Director of the United States Commission on Intergovernmental
Relations, and consultant on school finance to the White House Con-
ference on Education, -shows that school funds have increased at a
more rapid rate than enrollment, national income, other governmental
expenditures, or personal consumption. Wherever schools do provide
inadequate staff, money, equipment, or facilities for instruction in
science, mathematics, or foreign languages, they do so by their own
choice because they allocate their resources to other subjects which
are much less important and often out of place in a public-school
curriculum.
Title IV would authorize grants totaling $60 million annually for the
acquisition of equipment -suitable for -education in science, mathe-
matics, or modern foreign languages, and $5 million annually for
grants to State departments of education.
What evidence is there that the schools cannot afford to', buy such
equipment? Science equipment, for example, is not expensive. Dr:
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NATIONAL DEFENSE EDUCATION ACT OF 1958 47
Elbert Little, executive director of the physical science study com-
mittee, was recently quoted as saying:
There is no essential piece of equipment which a science
teacher and his students can't build out of cheap materials.
Apart from the initial outlay for the plant, the cost of
laboratory equipment and supplies need run no higher than
$10 per student (Popular Science, November 1957).
The president of the American Association of School Administrators
said this in addressing the 1956 convention of his group:
I have found that our science laboratories are very similar
to what they were 25 years ago, but this is not true of voca-
tional shops, cafeterias, and similar activities where we have
the latest equipment Even in some of the science labora-
tories of our new high schools, with all of the developments
that we have had in recent years, I find the same equipment
as a quarter of a century ago (Official Report of the 1956
AASA Convention, p. 144).
Actually, equipment for science, mathematics, and foreign-language
instruction is far less expensive than for many of the modern activities
programs for which schools often seem to be able to find money.
Whether they decide to spend their funds on equipment for science
instruction, or for co-ed cooking, depends on their sense of values,
not on the amount of money available.
We do not believe that it is the business of the Federal Government
to bribe schools into doing their job. But it is likely that when the
bureaucrats in the United States Office of Education administer the
funds, the money will be used to further life-adjustment education
rather than the purpose for which the grants were authorized.
A major shortcoming in the fields of mathematics and science in
the public schools is the inadequate preparation of teachers in these
subject areas because of the stress that is being placed in teacher
certification upon pedagogical methodology. There have been sug-
gestions that teachers in subject fields which are short in supply,
should be paid competitive salaries with industry, so that they can
be attracted to the schools. When the educational magazine the
Nation's Schools in June 1956 took a nationwide poll of school super-
intendents on this question, 84 percent replied that science teachers
should not be paid more than other teachers.
Until it is recognized that the crux of the problem of science and
mathematics instruction is better teachers-who can be obtained
through a system of competitive pay based on merit-there is little
hope of improving instruction in the schools. Also, as long as the
schools offer and give credit for frill courses, and promote pupils
regardless of accomplishment, the prospect that the children will
study harder, is futile.
Title VII would authorize Federal funds for guidance, counseling,
testing. Most public-school pupils are already being given standard-
ized tests. Much of what the tests reveal can also be learned from
the teachers' reports. Unfortunately, report cards have degenerated
into speculating about the pupils' potential, instead of measuring his
actual achievements. The problem here is not that able pupils can-
not be identified, but that they cannot be motivated into studying
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hard for the reasons mentioned above. As long as there! are no re-
wards for effort and punishment for failure, we cannot expect pupils
to exert themselves more.
Federal funds for more tests or counseling will do no good if schools
do not even make adequate use of the ample information which is
presently available.
Title VIII would authorize grants for research and experimentation
in more effective utilization of television, radio, motion pictures, and
related mediums for educational purposes.
We are strongly in favor of more experimentation with and greater
use of television, films, and other technological methods for the pur-
pose of extending the use of good teachers and saving teachers' time.
The former superintendent of the Los Angeles schools, Alexander
Stoddard, in a report, Schools for Tomorrow, prepared for. the Fund
for the Advancement of Education, estimated that 100,000 teaching
positions could be saved by the use of instructional television.
However, the National Education Association has strongly objected
to the use of technological methods for the purpose of saving teachers'
time. They are afraid that this may reduce the number of job
openings and weaken their ability to claim the existence of teacher
shortages.
Until this resistance can be overcome, there is little hope that
technological progress will accomplish much. Many schools could
utilize television and movies more extensively now, based on the
results of studies and experiments, but are prevented from doing so
by the teachers' organizations. We can see little purpose served in
providing Federal funds for school television unless there is a prospect
that they will be used for making instruction more efficient.
"FEDERAL GOVERNMENT, GET OUT OF EDUCATION," SAY
GOVERNORS
Over 40 years ago the National Government began a
temporary program of stimulating the States in a new field
of education; namely, vocational training. The Joint
Federal-State Action Committee of Governors and Federal
Officials, appointed by President Eisenhower last fall,
unanimously agreed that this function of education should
be returned to the States. The administration has con-
curred in this viewpoint.
Is it not inconsistent then for the administration to propose
to set up new grant-in-aid: programs, similar to the vocational
program, in the areas of guidance and science education,
which most local and State school systems have long main-
tained? How is this contradiction justified? On the thesis
that a national emergency has suddenly been discovered
with which local and State governments cannot cope? 1 This
thesis is undocumented and, in our opinion, false (from
testimony of K. Brantley Watson, vice president in charge
of human relations, McCormick & Co., Baltimore, Md.,
p. 1540, hearings before a subcommittee of House Education
and Labor Committee on H. It. 10381, H. It. 10278; and
similar bills, March 21, 1958).
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IN CONCLUSION
Does the Federal Government have a responsibility for handing
a college education, for which many people work hard, to a few able
youth? If there is such a responsibility, where can the line be drawn
between those who receive the gift, and those to whom it is denied?
And most important, are there not other, and less dangerous, ways
.of supporting and improving our educational system? Can the number
and amount of scholarships from State, local, and private sources
be increased? Can greater work possibilities be made available
through colleges to students from low-income families? Would a tax
policy aimed at strengthening education by permitting deductions for
tuition payments, and liberal provisions for corporate and individual
donations for educational purposes be a better answer?
For over 150 years, the American people have been solving their
educational problems at the State and local levels. There is no reason
why they cannot continue to do so. The picture of strong centralized
governments in some foreign countries is too alarming to justify
changing our democratic pattern of local and State solutions to prob-
confronting education.
The detrimental effect of Federal grants has been pointed out time
and again. Recently, Dr. George C. S. Benson, president of Clare-
mont Men's College and former Research Director of the United
States Commission on Intergovernmental Relations, stated in a book,
National Aid to Higher Education (American Enterprise Associa-
tion, Washington, D. C., 19.58)
The evidence indicates that with grants go controls which
contain dangers (1) to our type of government; (2) to our
educational pattern.
This warning should be taken seriously when an extension of the
activities of the Federal Government into the field of education is
being proposed.
Respectfully submitted.
0
RALPH W. GWINN.
CLAIM E. HOFFMAN.
DONALD W. NICHOLSON.
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