steadily growing. The Department of Labor has warned that the Nation in the next decade will require highly trained manpower, technically well equipped manpower-men and women with a sufficient educational grounding to master the automated processes of industry and make a full contribution to our national economy. In reviewing my legislation I have concluded that clarification is desirable concerning the eligibility of 4-year institutions. I do believe it would be wise to remove any doubt that 4-year institutions willing to establish community or junior college branches are included in the program possible under my bill. It also seems to me desirable to broaden the provisions of my bill to permit participation of private nonprofit educational institutions. The American diversity of educational institutions, diverse in form and in sponsorship, is healthy and should be sustained as we harness all our resources to meet the college crisis. We can make it possible to provide a college education for every qualified American youngster who seeks it. Senator CASE. Mr. Chairman, my interest in the field of higher education has been almost as long as my adult life. As I think you know, there is no doubt about the great need for adequate college facilities presently and about the crisis that we are facing over the next very short time. This I have attempted in my statement to bring out as clearly as I can. The problem, of course, is what to do about it. I have introduced two bills which are pending before the committee, one for the purpose of an inventory of college facilities, and the other to provide a program of grants for the establishment of public community colleges. I have developed these bills after very careful study and consultation with people in the educational field who I think are the most familiar with and the most competent to deal with this and advise about this problem. DIFFERENCE BETWEEN COMMUNITY AND JUNIOR COLLEGE Senator CLARK. Senator, could I interrupt to ask you if you see any significant difference in terminology between a junior college and a community college? I think sometimes we are fuzzy on our definition. Senator CASE. I hesitate to pose as I am not-an expert in this field. But the community college, as I conceive it, is a 2-year college, and a junior college in that sense. But the community college is particularly oriented to the community in which it exists, with particular concern with-and perhaps it is only an awareness of the needs of the community in the field, even beyond the taking care of the 2-year program of pure education that it provides. Senator CLARK. Are you thinking largely of a day school or night school college, where the students do not live there? Senator CASE. Yes; I think this is very definitely a part of the concept. Of course, this is one of the real advantages in many respects because it is more inexpensive for the students: they need not live away from home; they need not pay living expenses, nor the travel expenses that are often involved, and they can, because of the extra time they save, often have a part-time job which will help meet the expenses they do have. Senator CLARK. I am not sure whether Mr. Skaggs would confine his testimony to that kind of a community college or whether, since there are a good many junior colleges, I think, where students do live, he would be plugging for something a little bit more extensive than Senator Case is. Mr. Skaggs, in the first place, I think I am right, am I not, that there are a good many junior colleges across the country where students do board and lodge on the campus? Is that not right? Mr. SKAGGS. That is right, Mr. Chairman. The term "junior college," of course, refers primarily to the institutions giving the first 2 years of college work. Community colleges, which include certainly the majority of junior colleges, extend their programs beyond the first 2 years of college work in adult education to community educational services, and they are very highly oriented locally. Perhaps a majority of them are day schools. Junior colleges may be, however, boarding institutions or day institutions. Senator CLARK. You are here in support of Federal aid for both kinds of junior colleges, are you? Mr. SKAGGS. Yes, sir. Senator CLARK. Thank you. Senator CASE. May I say, Mr. Chairman, that I was not here for the privilege of listening to Mr. Skaggs. I understand he has, among other things, expressed approval of two bills I introduced. I want to express to him my appreciation, both for his doing this today, and also to him and to the organization which he represents for the very real help I have received from him in developing this legislation. Mr. Chairman, I ask consent to place in the record with a brief analysis of each of the bills I have introduced and a statement on apportionment of each, and several letters commenting on the legislation. Senator CLARK. This will be done. Senator CASE. I have received, Mr. Chairman, many other letters endorsing the community college bill, but to avoid duplicating and cluttering up the subcommittee records, I shall not repeat those, but will refer interested persons to the hearings on "Science and Education for National Defense," held in this committee on March 6, 1958. (The material referred to follows:) A BRIEF ANALYSIS OF S. 878 BY SENATOR CLIFFORD P. CASE The bill would provide assistance to the States in certain surveying and planning with respect to college facilities. Section 1 indicates the bill would assist States in inventorying existing college facilities, surveying the need for additional facilities, developing plans for expansion, and studying the adequacy of resources available to meet the cost of the expansion. A maximum of $2,500,000 would be available on a matching basis to the States seeking to participate. The grants would be made on the basis of school-age population. Section 2 states that applications by the States would be handled by the Com. missioner of Education, Department of Health, Education, and Welfare. Section 3: The States will be required to match allotments from the Federal Government. No participating State shall receive less than $10,000. Section 4: The Commissioner of Education, after notice and opportunity for hearings to a State agency, may withhold funds if he finds that such State agency is not complying with the provisions of the act. The refusal by the Commissioner shall be subject to judicial review by the U.S. court of appeals for the circuit in which the State is located, in accordance with the Administrative Procedures Act. Section 5: The Commissioner is authorized to delegate to officers of the Office of Education any of his functions under the act except the making of regulations. Section 1 A BRIEF ANALYSIS OF S. 879 BY SENATOR CLIFFORD P. CASE The bill provides a program of financial assistance to the States for the construction of public community colleges. Section 2 Congress recognizes that the Nation faces a severe shortage of college facilities for the training of qualified young men and women. It also acknowledges the steady growth in need for semiprofessional and technical workers who require more preparation than high school, but less than 4 years of college. Section 3 Defines the terms used in the act. Section 4 Authorizes appropriation of $50 million for each of the 5 successive fiscal years beginning on July 1, 1958. Section 5 Outlines the method for apportionment of funds among the States. Consideration will be given under this formula to the income per person in the State and the number of high school graduates of the respective States. Section 6 Requires that each State shall add to the Federal allotment an amount equal to the product of the number of high school graduates and the difference in the national base and the Federal allotment to the State for high school graduates of the State. Section 7 Requires that any participating State submit a plan to the Commissioner of Education, Department of Health, Education, and Welfare, for carrying out the purposes of the act. The Commissioner may not fully disapprove any State plan or modification thereof without first affording the State agency reasonable notice and opportunity for hearing. The Commissioner may withhold payments if he finds the State has not been in compliance with the provisions of this act, after reasonable notice and opportunity for hearing to the State agency. Section 8 Payments shall be made by the Commissioner of Education to the State through the Department of the Treasury, and subject to the audit of the General Accounting Office. Section 9 If any State is dissatisfied with the Commissioner's final action under section 7(c), such State may appeal to the U.S. court of appeals for the circuit in which such State is located. The court shall have jurisdiction to affirm the action of the Commissioner or to set it aside, in whole or in part. Section 10 The Commissioner is authorized to delegate to any officer of the Office of Education any of his functions under the act except the making of regulations. Section 11 Prohibition against Federal control: Except as specifically provided by this act, no department, agency, officer, or employee of the United States shall exercise any direction, supervision, or control over, or prescribe any requirement with respect to, any State agency or educational agency or institution to which any funds have been or may be paid under this act. MICHIGAN STATE UNIVERSITY, Hon. CLIFFORD P. CASE, U.S. Senate, Washington, D.C. DEAR SENATOR CASE: I regret very much that it is not possible for me to participate in the hearings next week due to the fact that we are in the midst of our commencement season, and I have commitments that require my presence here every day next week. We wish you well in your continuing efforts to secure legislation to encourage the junior colleges. Sincerely Hon. CLIFFORD P. CASE, U.S. Senate, Washington, D.C. JOHN A. HANNAH, President. HARVARD UNIVERSITY, GRADUATE SCHOOL OF EDUCATION, DEAR CLIFF: It is awfully kind of you to call my attention, as you have so thoughtfully under date of the 7th, to the fact that hearings on Senate bills 878 and 879 dealing with higher education which you have introduced will be held before the Senate Labor and Public Welfare Committee this coming week. Thank you so much for your kind and gracious letter. How I wish I could tell you that it would be possible for me to get to Washington and indicate my hearty endorsement of these two proposals. Unfortunately, such is not the case as next week is commencement here with all of the final staff meetings of one kind or another attendant upon the close of the academic year. I do hope that you will be warmly supported in your endeavors and that favorable action may be taken in getting the bills before the Senate. This I will follow with much interest. DEAR CLIFF: I tried to reach you by telephone, but was unable to. I am leaving for a 7-week world tour on June the 17th. I am blocked solid on that week and consequently I cannot be in Washington. However, I do want to say that I would be against the idea of limiting all Federal help to State publicly controlled community colleges. I think that some formula has to be found so that both public and private institutions can be eligible to help. For instance, why would it not make sense for an institution like Fairleigh Dickinson University to spin off a community college to take care of those students whom we cannot admit under our present standards? Second, I feel strongly that we must not confuse the problem of having facilities with the problem of charging tuition. I think it is ridiculous, for instance, that in the State of New Jersey 20 years ago the State teachers colleges were charging $175 a year and today they are charging the same amount. There isn't money enough to do all the things that have to be done in education. It does not seem logical to me to pay for the education of a student whose family may be in comfortable circumstances and may be riding to college in a new Cadillac. I think that Fairleigh Dickinson University is a good example of what can be done in a region. What is needed really is help in setting up the basic buildings of new institutions. This help should go to private and to public institutions. I am sorry to have to differ with you on this matter but I am sure that you would want to know exactly how I stood. Sincerely yours, PETER SAMMARTINO, President. BOARD OF EDUCATION, CITY OF CHICAGO, Hon. CLIFFORD P. CASE, U.S. Senator, U.S. Senate, Washington, D.C. DEAR MR. CASE: I appreciate very much your thoughtfulness in writing me regarding the two bills you have introduced pertaining to college facilities. In my opinion the Government could aid materially in solving the question of facilities in the years ahead when great increases are expected in enrollment in institutions of higher education by assisting with the division of facilities for 13th and 14th years, or junior college. It will not be possible for me to be present nor will we be represented at the hearing. However, this idea has been followed with considerable interest over a period of time. In view of the fact that there is tremendous interest in Congress at this time with respect to school facilities, and in addition funds are made available in various ways for colleges and universities to provide self-liquidating facilities, be it dormitories and others (I am not familiar with this program in detail), I would think this program would have considerable merit. Sincerely yours, BENJAMIN C. WILLIS, General Superintendent of Schools. Senator CASE. I also ask permission, Mr. Chairman, to place in the record an article on community colleges which appeared in the Baltimore Sun on May 15 of this year. Senator CLARK. That will be done. (The article referred to follows:) COLLEGES IN REACH OF ALL-THE FAST-GROWING 2-YEAR SCHOOLS OFFER A BROAD AND FLEXIBLE PROGRAM AT A CUT RATE (By Stephen E. Nordlinger) To most undergraduates, college once meant songfests and beer parties, debates about life and love and class days, midnight cramming in dormitory lounges and dreaded 8 a.m. classes. "My college education was no haphazard affair," Robert Benchley wrote. "My courses were all selected with a very definite aim in view, with a serious purpose in mind-no classes before 11 in the morning or after 2:30 in the afternoon and nothing on Saturday at all. That was my slogan, on that rock was my education built." For many students, this view of college remains, but not for all. Sometime tomorrow 900,000 students in the country will hop in their cars or take a bus or train to college near their homes. Some will leave in the morning and spend the day at school. Others will rush home from work, wash, eat dinner and head for evening classes. THE CHANGING IMAGE None of the undergraduate commuters will come to know the traditional college life of 4 years away from home minus summers and vacations. This will be as unfamiliar to them as fund drives among alumni for massive building programs. These students are engaged in a revolutionary educational movement that is gradually changing the old collegiate image. They are attending the Nation's junior colleges, the fastest growing branch of American higher education. In the next 10 years, half the undergraduates in many States are expected to be enrolled in these 2-year schools. Already one out of every four students who began his undergraduate work last September entered a junior college, which have come to be known also as city colleges, community colleges, institutes, university centers and just colleges. 57618-60-10 |