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Mr. DANIELS. I offer for the record the statement of Harrison Otis, director of adult education, Hewlett, N.Y.

Is there any objection?

Without objection, it is so ordered.

(The material referred to follows:)

STATEMENT BY HARRISON G. OTIS, DIRECTOR OF ADULT EDUCATION, HEWLETT, N.Y.

Mr. Chairman and members of the committee, I am Harrison G. Otis, director of adult education in Hewlett, N.Y., and president-elect of the National Association of Public School Adult Educators. Thank you for the privilege of testifying before your committee again this year.

New York State at the present time has over 1 million illiterates, a large percentage of whom are unemployed. The term "functional illiterate" denotes an individual who perhaps can write his name but, lacks the basic educational skills to become readily employable.

Persons directly involved with the Manpower Develoment and Training Act and the Area Development Act expressed concern over the lack of educational skills of those taking training. There is a need for the trainees to become proficient in elementary and secondary educational skills so that they may more fully realize the benefits of further technical and vocational training.

The Diefendorf State-aid formula which went into effect last year has all but wiped out State aid for adult education in that State. In a report issued by the bureau of adult education with respect to State aid, it was pointed out that aid for the previous year of $1,377,000 would under the new formula be reduced to about $500,000. Also $1,300,000 aid for registered evening high schools for adults has been eliminated.

This legislation for adult basic education would make it possible for dropouts and out-of-school youth to obtain the basic educational skills needed to participate in the Manpower Development and Training Act. Federal support of basic adult education through the 12th year would enable a much larger segment of our unemployed to qualify for jobs that are today beyond the reach of the undereducated adult.

Reports from New York City indicate financial capacity, at present, capable of educating about 90,000 out of 450,000 needing such educational training. Experiments in educating those on relief such as that currently under operation in Chicago indicate the willingness and ability of persons lacking basic educational skills to avail themselves of the opportunity for further education when possible, become employable and, quit the relief rolls.

This type of program offered nationwide would boost the economy and lessen unemployment at the very least.

May I thank you again, Mr. Chairman, for this opportunity to appear before the committee to present this statement on behalf of the National Association of Public School Adult Educators.

Mr. DANIELS. That concludes today's session. We will meet tomorrow morning at 10 o'clock. (The following letter was received:)

Hon. CARL PERKINS,

ittee

RICHLAND PUBLIC SCHOOLS, Richland, Wash., February 20, 1963.

Chairman, House Subcommittee on Education,
Washington, D.C.

DEAR MR. PERKINS: May I make this statement in support of the National Education Act of 1963 with special reference to part B-Adult Basic Education under title VI, Expansion of Continuing Education.

May I submit these points:

Our local chronically unemployed are generally those with less than an eighth grade education.

2. Requests are continually being received at this office for courses in basic English with emphasis on improvement of reading and writing on the elementary school level (grades 3-6).

3. Tuition charges for these classes are not possible because they are beyond the financial means of those who are requesting the classes.

4. Federal and State support will be repaid manifold by this educational bill since the standard of living and the chances of employment will be greatly improved.

5. Additional research, techniques, methods and material are needed for an effective program. A program geared to children is not effective with

adults.

Your support and guidance in committee hearings for this legislation is appreciated.

Sincerely yours,

D. M. WICK, Director, Adult Education Department.

(Whereupon, at 12:45 p.m. the committee adjourned to reconvene at 10 o'clock, Friday, February 22, 1963.)

NATIONAL EDUCATION IMPROVEMENT ACT

FRIDAY, FEBRUARY 22, 1963

HOUSE OF REPRESENTATIVES,
COMMITTEE ON EDUCATION AND LABOR,

Washington, D.C.

The committee met at 9:50 a.m., pursuant to recess, in room 429, Cannon Building, Hon. Carl D. Perkins presiding.

Present: Representatives Perkins, Holland, Sickles, Gibbons, Gill, Brown, Quie, Bell, and Taft.

Also present: Dr. Deborah P. Wolfe, education chief.

Mr. PERKINS. The committee will come to order. A quorum is present.

Off the record.

(Discussion off the record.)

Mr. PERKINS. Our first witness this morning is Mrs. Fred Bull, the representative of the National Congress of Parents and Teachers. I understand you are from nearby Maryland here. Am I correct? Mrs. BULL. That is correct, sir, I am.

STATEMENT OF MRS. FRED L. BULL, CHAIRMAN OF THE COMMITTEE ON LEGISLATION FOR THE NATIONAL CONGRESS OF PARENTS AND TEACHERS

Mrs. BULL. Mr. Chairman, members of the committee, I am Mrs. Fred L. Bull, chairman of the committee on legislation for the National Congress of Parents and Teachers.

My organization is made up of volunteer workers-more than 12 million men and women who belong to more than 47,000 local PTA's in every State in the Union. We represent a great cross-section of the American public. Our membership is representative of varying social, economic, and educational interests in thousands of communities where active PTA's function, it crosses all barriers of race, creed, and color. We represent no special-interest group, unless volunteers in the interest of public education can be so classed. Our sole concern is for children, their health, their education, and their welfare.

Ever since our national organization was founded in 1897, we have united our efforts "to secure the highest advantages in physical, mental, social, and spiritual education" for children and youth. We have long been interested in defining the needs and pointing ways of improving the welfare of all of our children everywhere.

We are equally concerned whether they live in the States or here in the Nation's Capital, or attend American schools overseas where their parents are stationed in Government work or with the armed

services. Likewise, we are equally interested in those of Indian origin, and those whose parents are migratory farm laborers.

I appreciate the privilege of appearing before your committee today. I want to state very clearly at the outset that I am not here to speak in favor of the bill, nor to oppose it, in its entirety. To analyze what is referred to as a comprehensive bill (H.R. 3000) so soon after its introduction, would be a herculean task, one that I shall in no way attempt to do.

Rather, I should like to make clear a few essential points. Action on the part of the National Congress of Parents and Teachers in the field of legislation is determined by established legislation policies. These policies must have been approved by at least 30 State branches of the National Congress of Parents and Teachers, according to each State's own procedures. Some States take the vote at their annual conventions, some delegate the responsibility to their board of managers or to the executive commitee and others poll their local units.

All State branches are urged to allow sufficient time for thorough study by local units before voting on proposed policies. Since our position as a national organization is based on decisions made by such painstaking and democratic procedures, I do not take lightly the privilege and obligation of representing so many millions of members. I trust you will not take lightly the views I express in their behalf.

The National Congress of Parents and Teachers can support only those specific bills which meet our legislation policy requirements. These legislation policies, as approved by 41 States in 1962, are

1. The free public school system should be maintained and strengthened. Education requires action at all levels of government, local, State, and National.

2. Education beyond high school should be encouraged, and adequate support provided.

3. All funds appropriated by the Federal Government for the support of education within the States should go to publicly controlled, tax-supported schools only.

4. Federal funds should be appropriated for the purpose of increasing educational opportunity among the States, with provisions insuring maximum local control and encouragement to the States to put forth their best efforts to equalize opportunities within their own boundaries.

5. Federal funds for education should be channeled through the U.S. Office of Education to State and local departments of education and administered with maximum local control.

The National Congress of Parents and Teachers notes with interest that the President of the United States refers to education and I quote:

Education is the keystone in the arch of freedom and progress. Nothing has contributed more to the enlargement of this Nation's strength and opportunities than our traditional system of free, universal elementary and secondary education, coupled with widespread availability of college education.

For the Nation, increasing the quality and availability of education is vital to both our national security and our domestic well-being. A free nation can rise no higher than the standard of excellence set in its schools and colleges.

Our organization has long been interested in all phases of education from kindergarten through graduate school.

I might say here, parenthetically, that I looked back in our history and found that in 1905, the National Congress of Parents and Teachers went on record at a national convention here in Washington as favoring Federal support for kindergartens and all the elementary schools in all parts of the country.

I thought that was interesting that we went on record that long ago.

It is inescapable that there must be interrelatedness at all levels. The institutions of higher education depend upon the elementary and secondary schools to provide them with students who have had the best possible basic education. In like manner, the elementary and secondary schools depend upon the colleges and universities to supply teachers well equipped to provide the best possible education for oncoming generations of children.

I said before, I am not in a position to evaluate the details of the various titles in this comprehensive bill, H.R. 3000, nor to deal with the variety of specific aids encompassed. We need time to examine more carefully all the specific aspects in terms of overall needs of today's schools and colleges, and to determine whether or not they meet our legislation policy requirements.

Federal responsibility for aiding education has been well established by tradition and law. Your committee is well aware of the historic role of the Federal Government in aiding education from the days of the Northwest Ordinance in 1785 and land-grant colleges, to the vocational education programs in 1917, the GI education bill and the support of federally impacted areas since World War II and more recently the National Defense Education and Library Services Acts. Quality education, from kindergarten through college, is essential, but equality education is not to be confused with quantity education. We believe that the quality of education at all levels should be improved as rapidly and as soon as possible in order to meet present day needs. Also, we believe that overemphasis or neglect of any one phase of the total education program creates a serious imbalance.

As Benjamin Franklin wrote, "You may delay, but time will not." Children's growth cannot be stopped, their needs cannot wait.

Our national president said recently, that we just could not put them in a deep freeze and keep them until we were ready to bring them out. They go on and grow, and we must meet their needs.

Facilities and programs not available when they are in school and college will do them no good after they have graduated.

Again, Mr. Chairman, on behalf of the National Congress of Parents and Teachers, I thank you and the other committee members for giving me this opportunity to appear before you today. We know that each of you has a sincere interest in education and we express once again our confidence in your leadership.

Mr. PERKINS. Thank you very much, Mrs. Bull, for a very interesting and enlightening presentation. I intend to recognize Mr. Sickles this morning, who is well acquainted with you.

Mr. SICKLES. Thank you, Mr. Chairman.

Of course I am well acquainted with you, Mrs. Bull, and very happy to welcome you here on behalf of the committee, and I must say that I noted in your comments you said you trust that we will not take lightly the views you express on behalf of these children, and the Congress

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