City on February 18 with 17 of these and by written inquiry of February 21 to the others, deals with a suggested further amendment of part B in addition to its present provision for loans to private schools for equipment and materials for instruction in designated subjects. Of the 44 replies at the time of this writing, 34 favor the current loans, 8 oppose them, and 2 expressed no opinion. On the suggestion to make grants to private schools under title III for these purposes, none favored such grants, 43 opposed them, and 1 expressed no opinion.

Part C of title IV would extend and amend title V of the National Defense Education Act. Approximately 75 percent of the chief State school officers would approve part C as written. Specific inquiry on a suggested amendment to extend the guidance and counseling provisions of part C to private schools addressed to 44 members of the council found 4 in favor, 40 opposed, and none failing to express an opinion.

The council has always supported Public Laws 874 and 815, which would be extended and amended by part D of title IV. It has also resisted repeated attempts by several national administrations to reduce the size of the program and would not favor a reduction at this time. A suggestion that part D should be amended to provide for participation of private schools was addressed to the 52 members of the council previously mentioned. Of the 44 who replied, none favored the inclusion of private schools in Public Laws 874 and 815, 41 opposed such inclusion, and 3 expressed no opinion.

Closely related issues were specifically addressed to the 52 members of the council and are included here for the assistance of the committee. Among the 44 replies on whether to extend 50 percent forgiveness of title II, National Defense Education Act college loans for teaching in private schools, 30 were in favor, 11 opposed, and 3 expressed no opinion. On the same question on forgiveness for teaching in public or nonprofit private institutions of higher education, 31 were in favor, 9 opposed, and 4 expressed no opinion.

Dr. FULLER. The policies of the council on Federal legislation are clear and well developed both generally and in many details. Its study commission comprises a standing committee of the council with a member from each State, and performs effectively as a working group on policy development.

First organized in 1942, its activities have included workshops for about a week each year since 1949. The chief State school officers themselves review, amend, and either adopt or reject their study commission's recommendations before they are published.

In addition, the council's membership reconsiders old and adopts new policies in its annual meetings. It is my responsibility today to bring these policies to your attention in ways that will directly relate them to parts A, B, C, and D of title IV of H.R. 3000, and relevant excerpts from them follow herewith.

I would now like to read four lines on page 10, at the very end of this testimony, in regard to part D of title IV. This refers to the Federal assistance laws that authorize Federal funds for education in defense areas, Public Laws 874 and 815 of 1950. After that, I would like to comment for a minute or two on the statements of council policy that comprise the rest of this manuscript.

Page 10, title IV, part D, "Federally Affected Areas": The council has always supported Public Laws 815 and 874, just as it supported their original passage. In fact, I might say that the council would take second place to no one in promoting the adoption of these laws originally in 1950. It has also supported appropriations for the administration of these laws each year and has from time to time resisted efforts to make drastic and damaging reductions in the Federal funds available.

Now, all of the manuscript other than that which I have now read is in quotation marks, and constitutes excerpts of policies from those that are, in effect, in the council's circles, before the council.

On page 3, you will note that the statement on public education in the United States was adopted by the council membership on November 23, 1962, at the annual meeting of the council. These excerpts from policy statements need to be read in two ways: first, they need to be read together wherever they apply, because I have not repeated them under the different parts, A, B, C, and D, when they apply to

more than one.

The second way they need to be read is in terms of the date of their adoption which is given at the top of the quotations in each instance, and you notice here we have followed the biblical injunction that the last shall be first, and cite first here the policy statement which applies to part A, and to some extent the other parts, adopted November 23, 1962.

That runs along over to page 5 of the manuscript, at which point I have put in the manuscript quoted policies from the basic policy bulletin of the council as they were adopted on November 10, 1949, which had been in effect for some time prior to that date.

This is a dissertation that you might think is a little remote from title IV of this bill, but it really is not, because it concerns the local responsibility, the State responsibility, and the Federal responsibility for education, as regarded by the chief State school officers.

Then over on page 7 of the manuscript, we have a statement adopted November 10, 1961, at the anual meeting in Baltimore, on administrative proceedings for Federal legislation.

These provisions are the ones in which the chief State school officers are interested in every State, because they involve the administrative relationship between the Federal agency administering a Federal law and the State agency which administers many of these Federal laws to the local school districts throughout each of the States.

Then down toward the bottom of page 7, title IV, part B, this concerns science, mathematics, modern foreign language instruction equipment, and the title of the resolution which was adopted last November is "Federal, Special, or Categorical Aids to Education."

That quotation applies most recently to the council's policy as developed in a full day business meeting of the entire membership in Miami Beach last November 23.

Then we move over to page 8, title II, there, adopted by the council membership November 15, 1958, which was only 2 or 3 months after the National Defense Education Act had been passed by the Congress. During the time after that was passed and the time that these policies were adopted at the annual meeting in Chicago, the chief State school officers had come to Washington at the invitation of the U.S. Commissioner of Education.

The first time the whole membership spent 3 days here; the second time, 13 members and myself spent 1 day on the rules and regulations concerning titles III and V, which are parts B and C concerned in title IV, of the current bill.

We had a cooperative arrangement with the Office of Education. We sat down and worked out the rules and regulations cooperatively over a period of 51⁄2 days, because there was a third meeting on the

rules and regulations of titles III and V in which we worked as hard as we knew how in cooperation not only with the administrators of the law from the Office of Education, but also the attorneys from the Department of Health, Education, and Welfare, and from the Bureau of the Budget, and elsewhere in the Federal Government.

The State officers, Mr. Chairman, have tremendous responsibilities within these administrative arrangements and although to a person who does not deal with these things at firsthand they may sound rather unimportant, to us, many of the issues in Federal aid to education are either true or false, according to the arrangements for administration that are set up between the Federal Government and the respective States.

And you note that, in 1958, the statement that was made then when we had just finished 512 days of negotiations on the rules and regulations to emanate from the Federal Government is stated, I think, relevantly to the present hearings, down at the last paragraph on page 9 of this manuscript, paragraph 4.

It says there that although the council believes the provisions of the National Defense Education Act will do much to extend and improve American education in those programs of special importance to national defense, it records its concern over the dangers of Federal control inherent in this type of piecemeal Federal assistance, which through the offer of Federal funds stimulates State and local emphasis upon specific school programs and thus has the effect of unduly influencing State and local educational policy, and the rest of the paragraph is relevant. I won't take the time to read it.

do

Mr. BRADEMAS. Mr. Chairman, are we in order to ask questions, or you wish to finish?

Dr. FULLER. May I finish? I will be through in 5 minutes, Mr. Brademas, if you don't mind.

Mr. BRADEMAS. Of course.

Dr. FULLER. Then over on manuscript page 9, there is a resolution there adopted in 1959 in the annual meeting of the council which has to do with the administrative arrangements under the National Defense Education Act and other Federal laws, and down toward the bottom of page 9, we come to what really relates directly to parts B and C of title IV of the bill being heard here, number 4 there adopted by the council membership on November 18, 1960.

Now, these resolutions were adopted exactly 2 years after those in 1958, and one after the one in 1959, and came up after 2 years of trial with the National Defense Education Act. And there you will notice the council favors the appropriate amendment and extension of the National Defense Education Act, inasmuch as its operation as an emergency measure has been of considerable assistance to education and can continue to be of even more assistance in the future.

The council favors the following specific changes in the act, and then its extension for a term of not less than 4 years, 2 of those years have gone by since this was adopted.

Now, title III, specifically, which is part B of title IV of the bill before the committee, Mr. Chairman, is referred to there at the bottom of the page. Materials and equipment for science, mathematics, and modern foreign languages, and it says:

Amend section 303 (a) (1) to include English, history, geography, economics, and government, along with the original fields of science, mathematics, and

modern foreign languages, as subjects of instruction in elementary and secondary schools that may be aided under this title.

And then a second paragraph says:

Amend section 305 to permit any funds for loans to private nonprofit schools and unused by them to be made available for reallocation

and notice that there is a provision for reallocation of funds in the current bill, which would be in accord with this.

Over on the last page, No. 10, the amendment and extension of National Defense Education Act, title V, part C of the current bill, guidance counseling and testing. Now, in addition to all the other items that are applicable here, this statement was adopted in the 1960 meeting, which is the same meeting in which the recommendations on amendments were adopted for the previous title III, which has just been discussed.

Title V, guidance and counseling and testing: There are amendments there to include laboratory schools connected with institutions, demonstration schools, and special elementary and secondary schools operated by the State, or any division thereof, on the same basis as in public secondary schools.

And then amend to authorize an appropriation of $25 million annually, and to increase the minimum to each State from 20,000 to 30,000 a year, I believe that that part C of title IV of the current bill sets that minimum at $50,000 a year instead of the $30,000 that we called for in 1960.

Mr. Chairman, I believe that that completes the formal statement and I appreciate very much the opportunity to spell out with some precision in terms of time, in terms of circumstance, and in terms. of the things that I believe you will be interested in, in connection with the current bill, so far as the council's position is concerned. (The formal statement follows:)

FORMAL STATEMENT BY DR. EDGAR FULLER, EXECUTIVE SECRETARY, COUNCIL OF CHIEF STATE SCHOOL OFFICERS

Mr. Chairman and members of the committee, my name is Edgar Fuller. I am executive secretary of the Council of Chief State School Officers. The council's membership is composed of the State commissioners and State superintendents from the 50 States and the chief school officers of Puerto Rico, American Samoa, Guam, the Canal Zone and the Virgin Islands.

The privilege of appearing in these hearings of your committee, Mr. Chairman, is greatly appreciated. The council will always cooperate with your committee and its subcommittees to the fullest extent on behalf of improved education. Formal education is the full-time interest of about one-fourth of our population, and it is an inescapable life-long process for almost everyone. Individually, the States, and as a Nation our future depends greatly upon what we do in education. We desire to work with all who seek to advance it. There is a necessary limitation in the scope of testimony, however, that can be offered here today on behalf of the Council of Chief State School Officers. Our evaluation of parts A, B, C, and D of title IV of the bill will be confined to relating the adopted policies of the council to these proposals. The policies involved and the council's position usually will be clear without further explanation, upon reading of these policy statements that are included here.

Concerning further interpretations of the council's position, I believe these should be postponed until after two developments during this month. The first is to provide an opportunity for all chief State school officers and their staffs to evaluate title IV in terms of the policies of their respective States, and to convey their conclusions to the council's office. The second is to confer with the council's board of directors, along with all other chief State school

officers who accept the invitations they have received to meet with the board in Atlantic City on February 18, 1963.

A copy of the bill and other extensive materials explaining the administration's interpretation of the bill are necessary for the evaluations that the chief state school officers and their staffs will desire to make of the administration's proposals. Considerable time will be required for this analysis in terms of the probable effects on each State. Although we have made exceptional efforts to hasten this process, we were unable to complete mailing of copies of the bill and the several other documents to the States until last Friday because the materials were not available. No significant number of returns will be possible until later this month.

From written evaluations by the State officers, meetings of the directors and members, and personal conversations with individuals, I expect to be able by the end of February to provide more detailed information about how the State officials regard the specific proposals of parts A, B, C, and D of title IV. In addition, I hope many of them will be given an opportunity to testify personally on behalf of their respective States, in the manner that the distinguished commissioner of education of Connecticut, Dr. William J. Sanders, is appearing here today.

The policies of the council on Federal legislation are clear and well developed both generally and in many details. Its study commission comprises a standing committee of the council with a member from each State, and performs effectively as a working group on policy development. First organized in 1942, its activities have included workshops for about a week each year since 1949. The chief State school officers themselves review, amend and either adopt or reject their study commission's recommendations before they are published. In addition, the council's membership reconsiders old and adopts new policies in its annual meetings. It is my responsibility today to bring these policies to your attention in ways that will directly relate them to parts A, B, C, and D of title IV of H.R. 3000, and relevant excerpts from them follow herewith.

TITLE IV, PART A. STRENGTHENING ELEMENTARY AND SECONDARY EDUCATION Brief quotations from policies of the council relevant to part A are as follows:

PUBLIC EDUCATION IN THE UNITED STATES

I. Adopted by the council membership, November 23, 1962:

"A combination of interest, effort and commitment for more than a century has made our system of universal education flourish as education has flourished in no other society in the world. In recent years totalitarian societies have adopted the principle of universal education, but their purposes are alien to America. For American society, our system of education supplies a thoroughly sound basis for future development in our country.

"American schools are especially suited to the future of a civilized, humane society where human values may take precedence over all others. These schools thrive on participation by parents, who must always have the opportunity to caution the schools and the State that for their children they have both love and hope; these schools call for the active interest of citizens who understand their role as social institutions; they call for the closeness to community provided by local boards familiar with local needs and problems, and to whom citizens may appeal with some feeling of nearness.

"The council believes public education especially needs wise leadership on the part of State departments of education. Should there be misunderstanding of purpose in a time of ferment and confusion, schools might wander down a hundred paths urged this way and that by vested interests, enthusiasms of the moment, and the mirage of the quest for certainty in school affairs. Here balanced judgments and wise choices are sorely needed. We call on all citizens. individually and collectively, to dedicate their energies to the development of better understanding of the purposes of our system of education, and to move forward with renewed vigor and united strength to achieve the bright promise of the schools of America."

I. Principles and guidelines for Federal aid to education:

"Legislation to provide Federal aid to accelerate necessary improvements in public elementary and secondary education should be formulated, sponsored, and supported on a bipartisan basis. The principle of Federal participation