of marihuana among juveniles and the increased use of more dangerous drugs is that our educational system has not functioned satisfactorily.

In the period of 3 days last week, I was able to obtain over 40 brochures, booklets, and pamphlets used currently in Los Angeles as educational aids in connection with the drug abuse. These are posted before you this morning.

These were put out or distributed by the Los Angeles Police Department, the Los Angeles County Sheriff, the Santa Monica Police Department, the Los Angeles Unified School District, the Los Angeles County Sheriff's Department, the Department of Health, Education, and Welfare, the Federal Drug Administration, the American Medical Association, California Council on Alcoholic Problems, the National Institute of Mental Health, Public Health Service, the Smith, Kline & French Laboratories, and the Bureau of Drug Abuse Control of the Bureau of Narcotics and Dangerous Drugs.

We seem to be in danger of educational overkill. Too many wellmeaning private Government agencies have assumed educational responsibilities in the narcotics field, and have confused the function of propaganda with the function of education, and have wasted money in producing printed material at very low quality, and have circulated to young people allegedly factual educational material about drugs, which is often incoherent and occasionally contradictory.

I argue that we ought to do better and that we can do better. We need to speak with a clear voice to young people about narcotics in the United States. And I think we need, particularly, to develop educational programs which have better reputations for clear presentations of the facts.

In any event, it seems to me to be useful to consider the appropriate role of the Federal Government in what surely must become a far more effective campaign against juvenile abuse of all narcotics and dan gerous drugs.

And that is the purpose of our hearing today.

Mr. MEEDS. Thank you very much, Congressman Bell.

I would now like to call upon another one of the cosponsors and another one of the very fine members from Los Angeles, Augustus Hawkins.

Mr. Hawkins.

Mr. HAWKINS. Mr. Chairman, I was looking at the witness list as Mr. Bell was talking-a very excellent statement-and I think that I am going to defer anything that I might say at this time, so that we can get to the witnesses and give them a little bit more time.

I am sure that we will have plenty to say before the day is over. Thank you.

Mr. MEEDS. Thank you, Mr. Hawkins.

Next I would like to call on our colleague from the San Francisco Bay area, the Honorable Phillip Burton.

STATEMENT OF HON. PHILLIP BURTON, CONGRESSMAN, TO THE SELECT EDUCATION SUBCOMMITTEE

Mr. BURTON. Cochairman Bell and Meeds and Congressman Hawkins, I would like to commend you for your leadership in this matter, and thank you for the opportunity to testify before you this morning.

The use of prohibited drugs and the treatment of the prohibited drug users must be first and foremost viewed in a health and medical context, rather than as a matter of crime and punishment.

Many statistics have been forthcoming in recent years about the increase in arrests for prohibited drug use. More money has been appropriated for law enforcement, penalties have been increased, and the drug "problem" remains with us.

Arrests and convictions have not and will not end psychological craving, nor cure physical ailments caused by use; nor are they relevant in dealing with the root cause of drug use and abuse.

Research is vitally necessary, not only to find better ways of coping with the effect of these drugs, but to also determine which are truly harmful.

Drug use is first of all a medical, psychiatric problem. The President's Advisory Commission on Narcotics and Drug Abuse declared back in 1963 that public and professional education in the field was inadequate. It found the problem clouded by misconceptions and distorted by persistent fallacies. Unfortunately these conclusions are still generally valid.

For example, in 1967 the President's Advisory Commission on Law Enforcement and Administration of Justice declared in a task force report that "Misinformation about drugs and their effects is still prevalent, and the measures taken by the Federal Government to correct them are limited, fragmented and sporadic."

The task force report strongly urged that "There is a clear present need for a single agency, having a specific mandate for education, to prepare and distribute a broad range of materials, from pamphlets to films, suitable for presentation to target segments of the public, such as college students.

"The materials above must all be factual."

Quite often the attitudes of friends, associates, or even a community, toward the use of drugs are the only education a youngster gets on the subject.

Programs of education at appropriate school levels are necessary. These must be based on knowledge and be factual, or else they will be sneered at by the young. The education program should extend beyond the pupils. Parents, teachers, physicians, nurses, recreation workers, and social workers are among those who must be equipped to deal with the problem.

In addition, factual and objective information campaigns to the public are needed. Sensational stories in the mass media quite often

misinform and add to public confusion over how to deal with the problem.

It is not sufficient to warn that some drugs are dangerous in any nonmedically prescribed amounts, but that overuse of most drugs is also injurious to health.

To dissuade the public from experimentation with drugs one must "talk sense to the American people."

Many of the older generation remember being told that smoking cigarettes would "stunt their growth." They rejected this as patently absurd, and took up smoking.

A parent today can warn children that smoking quite possibly will lead to serious illness in later life. The parent will be believed because there is large medical evidence to back up this statement.

A similar need exists today in the public discussion of the use of drugs.

These were the principal motivations that prompted a number of us to introduce into the Congress at this session H.R. 9312, 9313, and

9314.

All are identical measures and are titled the "Drug Abuse Education Act of 1969."

The legislation proposes a 4-year, $44 million program in assisting local school districts to establish effective education programs. The three major problems facing the schools: lack of adequate teacher training, lack of proper teaching materials, and lack of adequate funds for drug education would be attacked under this legislation. Briefly, the legislation would help educators, law enforcement officials, counselors, and community officials attend short-term institutes on drug education.

It would also help school districts or local communities sponsor drug use seminars aimed primarily at parents.

The Drug Abuse Education Act of 1969 would assist universities and private groups in developing competent teaching materials about drugs.

It would also help school districts set up demonstration projects in drug education in addition to evaluating existing programs and advancing new ones.

To review this educational attack on the drug problem would be a 21-member Advisory Committee on Drug Abuse Education.

I realize that education is not a dramatic approach to drug use. It is a somewhat slow and tedious method, but in the long run it should prove to be of some help.

And I would be the first to concede that education is not a cure-all. There is a distressing pattern of drug use among our youth. This is merely one aspect of the rebellion of this generation-a rebellion rooted in significant part by the lack of confidence and respect for an affluent society that permits poverty in its midst; a country founded on the ideal of the dignity of man-which is afflicted by the cancer of racism; and a land where power is all too often equated with justice. Also, one cannot be surprised to find that some of those who barely subsist in the Nation's ghettoes and barrios seek through drugs an escape from the depressing reality of daily life.

Education is a part of the job. Rehabilitation, enlightened public policy and an attack on all root causes is also required.

Drugs may flow across the Mexican border at a frightening rate. But alien workers are also imported across the same border to depress the wages of American farmworkers and condemn families to a lifetime of poverty.

Do not those in public life or private who ignore the plight of the poor also contribute to the condition that fosters the use and abuse of drugs?

Mr. MEEDS. Thank you very much, Congressman Burton.

We are very happy that you could join us in the hearings today. Mr. MEEDS. Our first witness will be Agent Frank Augusta, of the Culver City Police Department.

Agent Augusta has been with the Culver City Police Department 91⁄2 years, and since the first of this year has been a member of the juvenile department.

He has just been appointed to head that department. In this role he is involved daily with young people and the problems of training officers to deal with young people.

We would like very much, Agent Augusta, to have your testimony on the problems of drugs in the Los Angeles County area, and your suggestions will be welcome to the committee.

STATEMENT OF AGENT FRANK AUGUSTA, JUVENILE OFFICER, CULVER CITY POLICE DEPARTMENT, CULVER CITY, CALIF.

Mr. AUGUSTA. Thank you, Mr. Chairman, and distinguished members of the subcommittee.

A view of the juvenile narcotic and drug arrests in Culver City has indicated that in 1968 marihuana was responsible for over one-half of the total arrests. Glue-sniffing and dangerous drugs were next in order of frequency of drug arrests.

In comparison, 1969 arrest figures, up to and including July 1969, indicate that the dangerous drug arrests are now responsible for approximately one-half of the arrests, while marihuana arrests have decreased.

Both arrests for dangerous drugs and glue-sniffing appear to have doubled. The reason for this, I feel, can be attributed to two reasons: First, that marihuana has become scarce, and the price has doubled, as the quality of marihuana has been cut or mixed with other ingredients.

Secondly, there appears to be more dangerous drugs available on the

streets.

To my experience, I have found that pill pushers no longer seem to be the shadowy, ugly figure that they have been depicted, as now they are juveniles themselves who buy more than they need for their own personal use, and sell the excess to other juveniles to supplement their own drug habit.

One personal thought I have is: If there are so many large quantities of illegal drugs on the streets, and there does not appear to be any shortage of drugs on a legal market, then where are the drugs coming from?

The greatest portion of the drugs confiscated appear to be professionally manufactured. One might think that dangerous drugs are

being professionally manufactured in sufficient quantities to support both the legal and illegal markets.

Now, to move on to the role of education and drug abuse in school age children. It is my feeling that a program should be initiated at the elementary grade level to educate the youth of today.

We at the Culver City Police Department have several programs which reach out to all age groups, youth as well as adult. I will cover these programs in more detail a little later.

From talking to the officers involved in the elementary grade level program, it is their feeling that children in the fourth and fifth grade levels are the most receptive to the program.

These children are also on the brink of going into junior high, where real exposure to narcotics begins. These same officers feel that programs properly directed and begun at the fourth and fifth grade levels would be more effective in cultivating the minds of youth in the proper direction.

The school should establish classes that would educate the children properly regarding narcotics, while they are still at a tender and innocent age without any adverse exposure to the narcotic problem from other children.

These class type programs should be continued throughout the child's graduation from high school.

The Culver City Police Department uses the following programs in cooperation with the local schools. STOP, Student-Teacher-Officer Participation.

The program consists of three officers who are assigned to the eight elementary schools in Culver City. The officers visit the schools in their free time, and while the children are at recess. They informally have discussions and answer questions posed by the children.

The officers involved in this program report that the youngsters display a keen interest in narcotics, and that this interest is displayed as young as children in the fourth grade.

This program also makes the officers available to the faculty to be used to speak to classrooms or assembly groups within the school.

A second program which has been in effect for approximately 3 years is called "The Brown Bag" program. This is a high school program where the officers have available to them a classroom to use during the lunch period.

The officers go to the classrooms and have lunch with the students, and hold informal discussions ranging from curfew to searches to traffic, and seemingly eventually end up on a narcotic discussion.

Both of these programs have utilized a narcotic display case and hand out materials. Both programs are on an informal basis to encourage participation by the youth.

The police department in Culver City has also been fortunate enough to have the services of a recovered narcotic addict offered by the addict to the department to speak to youth groups.

This program appears to be a successful way of reaching the youth. At present our community relations officer is in the process of organizing two programs. One is designed at the current level. The program is designed to incorporate anyone who has been involved in a drug program. This would include recovered addicts, doctors, police, parents, school personnel, and the like.