Included in this proposal for Federal aid to education is an expansion and broadening of higher education, authorizing at least $1 billion aggregate over a 3-year period for Federal loans to institutions of higher education. It would also provide assistance to public junior colleges, college level technical education, college libraries and graduate schools and modern foreign languages. These proposals with regard to higher education are based on the assumption that large increases in college enrollments between now and 1970 will require facilities greater than that which can be provided under our normal growth pattern. There is real doubt as to this assumption being based on the best information available. A recent report prepared by the Ford Foundation on utilization and planning of instruction facilities in small colleges indicates that colleges involved in this study could accommodate a 50-percent increase in their student enrollment without building any new instructional facilities. The study further pointed out that: 1. Classrooms are used only 40 percent of the time (based on a 44-hour week). 2. Laboratories are used 25 percent of the time (based on a 44-hour week). 3. Of the 124 colleges surveyed, only 9 percent had made studies of adequacy and utilization of their plants. 4. Except in big, prestige institutions, enrollment could be increased 50 percent without building one new classroom or laboratory. This omnibus bill is perhaps one of the most grandiose plans ever presented to Congress. It includes something for nearly everyone in the educational field and would place the Federal Government in the dominant role. We have opposed over the years all such proposals for Federal aid to education because of our basic philosophy. We do this not in opposition to education nor to sound local assistance to education but because we believe that more and better educational opportunities will be provided if the primary responsibility remains in the State and local units of government. It is fallacious to conclude that more schoolrooms will be constucted by the use of the Federal dollar then we will with State and local dollars. In fact, we believe that in the long run we will get fewer schoolrooms and less increase in teachers' salaries if we go the Federal aid route for public education. Anyone who has traveled through this Nation must be impressed by the number of schools being constructed in many, many communities. Counties and communities throughout the Nation are spending unprecedented sums for schoolroom construction, and efforts are being made to increase teachers' salaries and to improve overall conditions. Local people understand this challenge and will meet it through local taxation, without Federal assistance and without Federal control. Federal aid could slow down this process by taking away local initiative. There has been a tremendous growth in the last decade in educational activities. School enrollments have increased 48 percent; instructional staff has increased 51 percent. There has been a 60-percent increase in the number of classrooms in use, and there has been a marked improvement in the quality of teachers. In 1950, only half of all elementary teachers had college degrees; in 1960, this number had increased to 75 percent. The National Education Association report on the Economic Status of Teachers in 1961-62 shows that between 1951 and 1961, the salaries of all workers in the country increased an average of 50 percent and the Federal civilian employees jumped 66 percent; whereas, teachers' salaries increased an average of 71 percent. We are in accord with this increase and will continue to work for more adequate teachers' pay from local and State sources. We recognize that, notwithstanding these advances, there is still need to improve teachers' salaries, facilities, and the quality of instruction. Our local and State organizations support the National School Boards Association in their position that support and control of schools is a local matter. The sales of new issues of school bonds for elementary and secondary schools have increased significantly in the last 4 years. Over $2.4 billion of new issues of school bonds for public elementary and secondary schools were sold in 1962, the Investment Bankers Association of America announced, on the basis of incomplete tabulations. The total is second only to the record total in 1961 when sales of such bonds exceeded $2.5 billion. The high level of sales of such school bonds is continuing this year as evidenced by reports in the Weekly Bond Buyer of January 21, 1963, of sales in the week of January 9th to 15th, inclusive, of 16 issues aggregating over $66.6 million and invitations for bids for 30 issues aggregating over $64.6 million. The January 1963 issue of School Life, official journal of the Office of Education, states: "Judging by the record of the past 3 months, school bond issues are faring better at the polls this school year than they did last year. In November 1962, voters approved 73 percent of the amounts submitted; in October, 81 percent; and in September, 74 percent; in all these months they went well above the average for the year preceding, which was only 69 percent." The U.S. Department of Health, Education, and Welfare reported earlier this year that construction of new elementary and secondary school classrooms in the school year 1961-62 aggregated 72,000 (almost equaling the record construction of 72,200 classrooms completed in the school year 1960-61) and that an average of 71,000 classrooms had been completed annually during each of the past 5 years. The proceeds of the bond sales reported above will provide financing for continuing classroom construction at near record levels. These facts illustrate the continuing ability and willingness of States, municipalities and school districts to finance construction of needed elementary and secondary school classrooms. Farm Bureau firmly believes that local and State responsibility is vital to the continuation of the growth of America. We continually hear and often read statements that Federal control of education will not follow Federal financial support. We refer to the following to point to this fallacy: The official committee print in explanation of H.R. 300 states under title V, and I quote, with reference to vocational education: "State plans may continue to follow previous vocational education statutes for transitional period of 2 years but must conform to new plan requirements by fiscal year 1966 ***" In title VII of this bill before you, this committee print, in referring to section 713, states: "Nothing contained in this act shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution or school system." In view of the serious financing situation facing the Federal Government, we believe that the local and State units are in a better position to finance education. In 1940, the per capita gross debt of the Federal Government was $328; the State per capita gross debt was $25; with $128 as the local per capita gross debt. Twenty years later in 1960, the per capita gross debt for the Federal Government was $1,617; with $105 for the State government, and $288 for local, and continues to increase. The Federal Government is now facing nearly a $100 billion budget for fiscal 1964, with an estimated deficit of nearly $12 billion. We strongly recommend that this committee not report this omnibus bill, but instead, soundly defeat it, which would provide the basis for the local and State school organizations to continue their educational programs and to expand them without having one eye turned toward the Federal Treasury for a handout. STATEMENT OF CORA PAUL BOMAR, PRESIDENT, AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS My name is Cora Paul Bomar. I am supervisor of School Library Services, North Carolina State Department of Public Instruction, and president, American Association of School Librarians, a division of the American Library Association. The American Association of School Librarians wishes to go on record as supporting H.R. 3000, the National Education Improvement Act of 1963. On January 31, the board of directors of the association approved and submitted to the Council of the American Library Association, its governing body, a resolution endorsing the bill. We believe that this measure, if enacted, will have a stimulative effect on those areas of education at all levels where development is critically needed to meet the Nation's requirements in quality and quantity of educational opportunities. We are pleased to note that a number of provisions of the bill relate to the development of libraries of various types and thus recognize both the substantial contribution of libraries to education of high quality and certain deficiencies in library services which are hampering the Nation in achieving its full educational potential. As an organization primarily concerned with the general improvement and extension of library services to children and young people, the American Association of School Librarians takes a particular interest in those aspects of the National Education Improvement Act which would provide opportunities for the training of school library personnel. Title III, part A, section 301, would expand the institute program of the National Defense Education Act to include, among other categories, school, college, and public library personnel. Title III, part C, section 341, would authorize project grants to colleges and universities to strengthen the training of teachers and related personnel in certain specialized areas, including school, college, and public library work. The American Association of School Librarians heartily endorses these recommendations. We believe that this proposed legislation would broaden significantly the opportunities for school librarians in meeting certification requirements; would provide opportunities for study and research by school librarians in new methods of communication and information dissemination; and would broaden the opportunities to strengthen the whole program of school librarianship. The fact that a good school library is a basic requirement for quality in elementary and secondary education is recognized by educational leaders today. The Council of Chief State School Officers, in its 1961 publication, "Responsibilities of State Departments of Education for School Library Services," states: "The school library is intrinsic to the purposes of the school ***." The National Council of Teachers of English, at its 1962 annual meeting in Miami Beach, Fla., passed a resolution affirming its belief in the need for adequate library facilities and services, including school library services, to bulwark the educational foundations of our society and its support for Federal aid to achieve better library services. New programs of instruction which are developing under the increased emphasis on quality education look to the school library as the agency to serve as the center for securing, organizing, and servicing all types of instructional materials such as books, films, magazines, and records for use by pupils and teachers. The school library has become something more than a depository and loan agency for books and magazines; it is now the center of a good school program providing a learning laboratory for every classroom and providing teachers with tools for teaching children and young people as individuals with varying needs, interests, and abilities. Most important to the library resources is the librarian. Without capable supervision the school library facilities are only half in use. The librarian becomes a key person in providing the instruction and guidance in the use of both book and nonbook materials. This calls for special skills-in organizing materials for quick accessibility of information in reference techniques in training children and young people in the use of reference materials and in storytelling and other areas. Competent librarians are as essential as competent teachers. Today however a great shortage of qualified school librarians and supervisors exists. Schools throughout the United States have only about 17 percent of the school librarians needed to provide good school library programs. A recent statistical survey of public school districts enrolling 150 pupils or more, conducted by the Library Services Branch of the U.S. Office of Education, revealed that, of the schools surveyed, only 42.4 percent were served by school librarians; 47,000 schools, which do have libraries, had no qualified school librarian on the staff. Furthermore, in 1963, 14 States still lack a school library consultant at the State level. To meet the national professional standards, more than 92,000 additional trained school librarians are needed. (My own State of North Carolina needs approximately 2,000 of these school librarians.) Approximately 10 million schoolchildren in the United States attend public schools lacking school libraries. Orderly development of the essential school library program cannot be accomplished without professional leadership adequate in both numbers and training. H.R. 3000 can be of great assistance in providing added opportunities for recruiting and training a competent corps of school librarians. The national interest requires that our country, for a sound program of education, have adequate libraries operated by trained librarians. Although the localities and States have been trying to close the gap, the urgency of the problem places a responsibility upon the Federal Government to assist in remedying the serious deficiencies now existing. The American Association of School Librarians, therefore, strongly urges that the committee and the Congress take favorable action on the National Education Improvement Act. RESOLUTION PASSED BY THE EXECUTIVE BOARD OF THE CONNECTICUT LIBRARY ASSOCIATION, FEBRUARY 13, 1963, AT ITS MEETING AT HAMDEN, CONN. "Whereas the Connecticut Library Association has long been interested in the development of all types of library service throughout its State; and "Whereas at the request of the Connecticut Library Association, a study recommending improvements of all types of libraries has recently been completed by a committee appointed by Gov. John Dempsey: Therefore be it "Resolved by the board of the Connecticut Library Association; That the members of the House Education and Labor Committee and the Senate Labor and Welfare Committee be urged to give careful consideration to the library provisions of the National Education Improvement Act of 1963 (S. 580, H.R. 3000, and companion bills): be it also "Resolved, That particular attention be given to the extension of the Library Services Act to urban as well as to rural areas and to aid in the construction of public library buildings; increase in graduate fellowships and teacher preparation programs; liberalization of provisions for student loans; strengthening of provisions for educational research and demonstration; authorization for grants to institutions of higher education for materials, construction, equipment, and expansion of faculty: therefore be it further "Resolved, That the committee authorize the appropriation of the increased funds to implement the provisions for library development and improvements mentioned above." The Connecticut Library Association has a membership at present, February 1963, of 820 persons. Any persons or institution interested in library work and development of libraries may become a member. The membership, at present, includes public, school, college, and university, and special libraries and trustees, lay members, and institutions of all sizes within and from without the State of Connecticut. THE UNIVERSITY OF WYOMING, LARAMIE, WYO., Hon. CARL PERKINS, Chairman, House Subcommittee on Education, MY DEAR MR. PERKINS: We are writing to enlist your aid and support for the National Education Improvement Act of 1963. Wyoming, being unique in its sparsity of population, as are so many of the Western States, has an important need for assistance in the education of adults who have failed to acquire their basic education. The Manpower Training and Retraining Act, as enacted by our Congress, has failed to meet some of the necessary educational aspects for our Western States. The primary reason, we believe, is the fact that we are not industrial in nature but do, however, have problems of basic education common to all communities. Presently, our State fails to have academic programs for adults to complete their education in grades 1 through 8. It is apparent that a great deal of impetus would be forthcoming if our Congress would give aid by passing the Adult Basic Education Act. You and your committee are cognizant of the fact that these very people who need the assistance from this act are presently dependent upon our society for their existence through our welfare and relief agencies. Very little contribution to our society is forthcoming from these individuals and it is hoped that through a program such as the National Education Improvement Act they could become effective citizens. We respectfully urge you to support this phase of the legislation. Sincerely, H. O. BROUGH, Coordinator, Adult Education Non-Credit Programs. 94173-63-71 WEST FRANKFORT, ILL, Hon. CARL PERKINS, Member of Congress, House of Representatives, Washington, D.C. DEAR SIR: It has come to my attention that you are a member of the House Education Committee which is now considering the omnibus bill proposed by the President to give aid to schools throughout the country. I believe the bill is H.R. 3000. As a teacher in an elementary school in a so-called depressed area in southern Illinois, I am vitally interested in the passage of the above bill. As a member of a powerful local chapter of the American Federation of Teachers, I speak for myself and also for many of the members of our union in hoping that you and the other committee members report favorably upon the bill and that it may be brought before the House for action at an early date. Our schools need additional revenue which cannot be raised by local taxation. We have lost the coal mine and railroad taxes which helped support the schools comfortably for many years. Our buildings need to be replaced, our equipment supplemented, our teachers' salaries raised, and additional teacher-specialists hired. We believe that H.R. 3000, while not purporting to solve every school problem arising because of lack of revenue, is, nevertheless, a step in the right direction. Your wholehearted support of the bill will be appreciated. Sincerely yours, Hon. CARL D. PERKINS, (Mrs.) BURLIS DILLARD. BUFFALO, N.Y., March 1, 1963. Chairman, General Subcommittee on Education, House of Representatives, Washington, D.C. We urge your favorable action on National Education Improvement Aet of 1963, H.R. 3000 as vitally important for country's welfare. While especially interested in the expansion of continuing education, we feel the whole package is needed. Increased mobility of population resulting in new educational problems for our Niagara frontier area has emphasized the increased need for Federal programs in education at all levels. MARGARET NEVIN, Coordinator, Liberal Education Amherst Central Adult School, Buffalo, N.Y. LOS ANGELES, CALIF., February 28, 1963. Hon. CARL PERKINS, Chairman, House Subcommittee Education, Washington, D.C. We urge approval of H.R. 3000 and S. 580 titled National Education Improvement Act of 1963. In these days of rapid change in educational requirements the act becomes urgent legislation. MEN OF TOMORROW, INC., Norman O. Houton, Chairman LOS ANGELES, CALIF., Hon. CARL PERKINS, Chairman, House Subcommittee on Education, SIR: I wish to heartily endorse the National Education Act of 1963 now in committee. We are following, with keen interest, the development of the seven major titles of the bill, especially title VI-Expansion of Continuing Education. The passage of this most important bill will indeed provide the necessary additional funds to provide programs of instruction for our adults who are unable to read and write English and who have not completed the eighth grade of school. |