in the field of aeronautics. These brief references are merely illustrative of the numerous case situations which indicate a positive effect of the program in terms of the people served. The evaluative reports for the county welfare boards are quick to point out, however, that while the assistance program has ameliorated financial need, the cooperative efforts of other public and private agencies have been both necessary and effective in overcoming the problems of social, educational, and vocational adjustment.

A look to the future must be guided by the experience of the past few months. There are indications that the Cuban refugees now being resettled are not as well equipped, because of age, health, and education, to achieve an early transition to self-dependence. If this be true, even more effective planning and action will be necessary to provide the assistance and services they will require, while still responding to the many others in our communities whose social and financial problems are a continuing concern.

Senator KENNEDY. I want to thank you, Mr. Hann. I am wondering, however, how many Cuban refugee families you have on welfare

now.

Mr. HANN. As of March 1966, 603.

Senator KENNEDY. 603 out of approximately 15,000 Cuban refugees that have come in?

Mr. HANN. These are the cases active in March.
Senator KENNEDY. How has that varied now?

Mr. HANN. Well, over that period of time, the load has run slightly over 500 cases, which would be about 1,300 persons at any one time. The peak that we reached was slightly over 2,000 persons, 1964, and then in 1965 this was trended downward where we have seen an influx of applications over the past few months.

Senator KENNEDY. How do you account for the increase in the past few months?

Mr. HANN. Cubans entering the country are coming now by direct entry; they are rejoining the families, and since they have acclimated themselves to a particular community in New Jersey, it is natural that they would trend there.

Senator KENNEDY. You gave us some percentages as to the length of time in which you handle a public welfare case which in effect was somewhat lower than the average case. How many cases do you have of public welfare in the State?

Mr. HANN. There are at the present time in all programs, including the programs of general assistance administered by the communities, in the neighborhood of 160,000 persons.

Senator KENNEDY. The 603 figure, is that cases, or persons?

Mr. HANN. I will check that. There are 603 cases as of March, Senator. This would be 1,477 persons.

Senator KENNEDY. 160,000 persons total. That's a fairly high percentage, isn't it? For example, in New York, they have 30,000 Cuban refugees in the State, the majority of which are in New York City. Only about 2 percent of the Cuban refugees who are in New York City are on public welfare, and your percentage is about 10 percent. That's a rather noticeable contrast.

Mr. HANN. We include in these cases, Senator, you have to realize, the very short time cases, a case that maybe came in for some medical care, hospitalization, and so on.

Senator KENNEDY. But of course your other figures, 160-odd thousand, also include the same categories?

Mr. HANN. They would be more ongoing cases.

Senator KENNEDY. I want to thank you again, Mr. Hann. I appreciate your appearance here.

Our final witness this morning is Prof. Eliane Condon, who is the assistant professor of French, director of foreign languages at the Fairleigh-Dickinson University in Teaneck, N.J. Professor Condon has directed a special program of teacher training in Spanish in the school system. We are delighted to welcome you here.

Professor CONDON. Thank you, Senator, and gentlemen on the committee, and all other distinguished guests.

First of all, let me make evident to you that our project could not have been carried through if we hadn't had the help and the support of the State Department of Education of New Jersey, of course, the Department of Health, Education, and Welfare, the public schools who cooperated with us, the church groups who helped us in helping those people acclimate themselves, and certain other agencies, such as teacher agencies and the National Council of Immigrants.

We operated under a contract with the Government, and I imagine what you'd like to know was why we did it, how we did it, and what the outcome was.

Senator KENNEDY. Exactly.

Professor CONDON. Why we did it-there is a very obvious answer to that. These people needed help, and we felt we could help them. In addition to this, there is the duty owed to the Government of the United States by any institution such as ours in helping in a national effort, and we felt that by bringing in good language teachers in this country we could help the national effort. There is always a great need in the State of New Jersey for language teachers, and since we have an outlet among Cuban people, as far as Spanish is concerned, we couldn't see why we shouldn't take advantage of it.

How we carried the project through required quite a bit of work, naturally, and a lot of imagination. We obtained Health, Education, and Welfare's guidance in this respect. We gathered a lot of background information from experts, sociologists, people who had been in Cuba, libraries, and also from the directors of other similar programs which had been run before.

We afterward prepared a program, a proposal, which took into consideration the special needs of those people, which meant not so much work in the language but work in familiarizing themselves with the way of life in this country and the kind of education we give in our schools.

The next step was the recruitment, and for this we sent four people to Miami and we interviewed approximately 100 applicants from a selective list which had been prepared by the Cuban Refugee Center. These people had been screened previously for documents and for security, naturally.

The background of these people is rather varied. We have former diplomats, educators, attorneys, scientists, chemists, et cetera. All of them came with the equivalent of a bachelor's degree in this country; all of them were accepted in the teaching program.

The training itself went on through three different phases: the first one consisted of orientation; the second one of teaching experience;

and the third one of institution, in which institute they received formal instruction.

The staff consisted of university specialists, high school teachers from neighboring schools, and graduate students whom we used as tutors. In doing the orientation we tried to familiarize these people with the State of New Jersey and vicinity, with Fairleigh Dickinson University itself, with the public schools, and generally with the way of life in the United States.

In addition, they were given intensive English practice, which is quite a problem with most Cuban professionals. They saw movies, they went on theater trips, went to West Point, they had social gatherings with church representatives and artists and people from the communities. Beyond the orientation, which took approximately 2 weeks, they received 6 weeks' intensive training in the high schools themselves. This is part of our regular master of arts and teaching program. They were placed under the direction of master teachers in their field, that is, Spanish, and during the morning they taught 4 hours to actual high school children. If they were not teaching, they were observing.

In the afternoon they would be evaluated for the work they had done, their preparation. They received, also, a methods course and were instructed in educational psychology.

Beyond the 6 weeks, during which time they were marked for their capability as far as teaching is concerned, they were put into the institute part of our project, which meant that they would receive English as a second language daily on an intensive basis, formally in the high school and informally through the help of their tutors. They were also given courses in comparative civilization and literature, which would compare Spanish literature and American and English literature.

And finally, an intensive course on American education, which would provide to them information on all phases of education in this country. The entire program ran from June 13 through September 2. During the latter part of the program we attempted to place those people as full-time teachers either in New Jersey or in neighboring States. The major problem we encountered was the fact that most high schools believe in hiring their people early in the year, around April, whereas these people arrived in June. Consequently, we had a problem in placing them, and we tried to solve this by using a Madison Avenue approach: we flooded the State of New Jersey and the other States with form letters informing them of the wonderful opportunity to hire Spanish teachers. We enlisted the help of all agencies we could find, and that includes National Council of Immigrants. Our best response came in answer to the letters and phone calls which we placed ourselves. We had some superintendents who flew all the way from Niagara Falls to see our people teaching and select one teacher for their schools.

As a result, all of the candidates who have followed our recommendations were placed. I would say in all that our program was rather successful. We did what the Government wanted us to do, and what we wanted to do, that is, prepare good Spanish teachers for the high school. In fact, proof of this lies in the fact that we have been asked to write a new proposal for this year, and we are doing it right now, with suitable modifications.

I would say that as far as success in the community and the schools is concerned, it was rather excellent. I have some letters of testimony indicating how well those people have done in the high schools, and the community around the Teaneck area was quite receptive to the students. I would like to cite an instance. In one restaurant a special rate was given to the Cuban people. We didn't ask them to do that. Senator KENNEDY. Do you know the name of the restaurant?

Mr. HANN. Unfortunately, I do not have it, but I can find it because I brought with me two of our participants, and you can ask them questions directly, if you would like to.

Senator KENNEDY. What are the prospects for the next year?

Professor CONDON. Part of the prospect is the fact that I have received some letters already from high schools asking me for some of our wonderful Spanish people. I have here some copies of letters which we have received in appreciation

Senator KENNEDY. We will include those in the record.

Professor CONDON. In fact, I have brought here, if you are interested, the complete record of what we did and how it worked out.

Senator KENNEDY. We will include that in the record, too.

Professor CONDON. One of the changes we would like to make for next year is the fact that we would like to give these people the opportunity to go on and work on a graduate degree or teach just as they are, and we plan to prepare them to take all of the credits they need for certification in the State of New Jersey so there will be no problem for them to teach as they are. Those who wish to continue will have their credits transferred to the university on a graduate program, and they can go on for a master's degree.

Before concluding, I would like first of all to extend an invitation to you, Senator, and any members here to visit our university at any time, to see the Cuban institute in action. I would be very glad to answer any questions that you may have.

I would like to introduce to you three people whom you might like to ask questions of, and one of them is Dr. Marchaud, superintendent of the Englewood school system, who cooperated with us. You may have some questions to ask him. I have here Mrs. Delagrasa, who participated in our program and who did so well that we hired her as one of our instructors of Spanish at Fairleigh-Dickinson. And finally, Mr. Juan Sidelo, who is now teaching in Riverdale High School, and whom I took away from class today to introduce to you.

Senator KENNEDY. Let me say that I think that the development of this program showed extraordinary enterprise and initiative, and you certainly should be commended for your interest and for the work that you have done, the support this program was given by the school officials and to those who have been interested in it.

Let me ask you, would you have a plan to have a second round of training for any of those that you might feel were qualified; would you, for example, have a second cycle of training of teachers so that they can be worked into the New Jersey school system? Is there a sufficient demand today in the New Jersey schools for such a program? Professor CONDON. Yes, there is definitely a demand, not only in New Jersey, but in New York, Pennsylvania, Massachusetts, and New Hampshire. We have placed people as far as New Hampshire.

Senator KENNEDY. Are you contemplating the training of additional Spanish teachers as well?

65-505-66-pt. 3- 4

Professor CONDON. Yes, this year we are planning on one for Spanish teachers and one for mathematics and sciences.

Senator KENNEDY. Have you been able to make some kind of arrangements so that these people are hopeful about being placed after they complete the cycle?

Professor CONDON. I have no doubt whatsoever that we will place them because even under the difficulties we ran into last year, we managed to place all those who wished for a position. I had two who turned down a contract, they are not employed now, but I really don't feel it is our fault; it is their choice. We had one who returned to Miami due to ill health, but has since learned that he has been placed as a teacher in Illinois.

Senator KENNEDY. Do you know of any other school or teaching program that has a service such as you have in both the training of these teachers and also the placing of them?

Professor CONDON. In the State of New Jersey?

Senator KENNEDY. New Jersey or any other place.

Professor CONDON. Not in New Jersey. There is nothing on the northeastern part of this country. There were last year at least six or seven projects altogether, one in California, one in Iowa, one in Pennsylvania, one in Miami, and I don't remember the others, but there were quite a few. This year, however, there will only be two, ours and someone else's.

Senator KENNEDY. I want to thank you and welcome your guests whom you were kind enough to bring here today. I think it is an honor that they would come with you, and we appreciate their interest. I want to thank you personally for your appearance here. I hope you will continue to keep us informed of the progress you are making with

your group.

This concludes our hearing this morning. The afternoon session, which will start at 2 o'clock, will be from the Cuban refugees themselves. We have heard this morning from the elected representatives, and the problems that confront them here in northern New Jersey and in the State. We heard from those who would have a particular responsibility as public officials for their welfare. We are interested in hearing the story from the Cuban refugees themselves as to how they have been received into this country; how they have been settled in these various communities; and what has been their problems, if any, where they feel programs can be strengthened. A number of those whom we have scheduled this afternoon have come to this country fairly recently, and they will report on the conditions that exist in Cuba.

The subcommittee will stand recessed until 2 o'clock this afternoon. (Luncheon recess.)

AFTERNOON SESSION

Senator KENNEDY. The subcommittee will come to order. This afternoon we will have testimony principally from students and from other Cuban refugees who have been resettled in the New Jersey area. We have heard this morning in considerable detail from the public officials, both by the mayors of the respective municipalities and the administrators of the various systems which have been most affected by the influx of refugees about their problems. We have heard from Mr. Thomas about how HEW is developing programs, what they are