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from those 6 million families in the middle-upper income category. Assuming average annual loans of $1,000-twice that of National Defense Education Act-some 150,000 additional students would be aided, 25,000 in the first year of the program.

Title I-B of the bill would create a self-supporting loan insurance mechanism similar to that successfully developed by the Federal Housing Administration and other Federal lending agencies. By encouraging more banks and other credit institutions to lend for educational purposes on repayment terms suited to the special needs of college students and their parents, this program would permit the high cost of college attendance to be spread over a longer period of time. The proposed college loan insurance program would also greatly supplement with additional private credit the limited lending capacity of the colleges, the direct loans through the National Defense Education Act program, and the pioneering efforts of some State funds and other commercial lenders.

National Defense Education Act student loans, the proposed federally-insured loan program, and the work-study plan may not fully meet the Federal Government's responsibility to enlarge the proportion of well-qualified high school graduates who go on to college. College financial aid officers know that thousands of high school students do not consider college because they cannot see how they and their parents could finance it. As more and more capable young men and women with limited funds seek the benefits of higher education, we must consider very carefully whether they should be denied their opportunity to contribute to our national strength and economic growth merely because they are financially unable to meet the mounting costs of higher education. For this reason, the President has gested a comprehensive national study to determine the reasons why able young persons fail to attend or to complete college and whether additional sources and forms of financial aid are required.

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Graduate education is, of course, even costlier than undergraduate studies and, consequently, far too many who begin graduate-degree programs do not complete their M.A. or Ph. D. studies. The loss of this potentially highly trained personnel is an equally serious problem, particularly were some of these men and women to enter the college teaching profession upon completion of their advanced degrees. If the present dropout rate continues in graduate study, probably only 143,000 doctorates will be earned this decade, and of these only about 46 percent can be expected to enter or remain in college teaching. Moreover, from 1953 to 1962, the percentage of new college teachers holding the doctorate declined from 31.4 to 25.4 percent. We thus estimate that whereas over 40 percent of college teachers possessed the Ph. D. in 1953, by 1970 our colleges will not meet the present minimum acceptable standards-a faculty of which at least 30 percent hold doctoral degrees. These institutions will fall short of this standard by an estimated 90,000 college teachers possessing the doctorate. Indeed, unless checked by vigorous Federal progranis, shortages in many key academic fields will soon become as severe as they are today in mathematics. In this field some 300 Ph. D.'s are granted annually, with over half of the recipients entering industrial research. The less than 150 remaining Ph. D.'s must then be distributed among the 2,100 accredited colleges and universities of the Nation, a ratio

Expanding the number of graduate students, speeding completion of their studies and reducing the dropout rate will make it possible to maintain academic standards as higher education grows to accommodate the larger coming generation of students. Without such an expansion of graduate education, coupled with a determined drive to recruit and retain able professors, the mounting wave of undergraduate college enrollments may well be ruinous to academic quality, rather than a boon to our growing market for trained manpower.

Aside from the need for college teachers, a larger number of National Defense Education Act graduate fellowships will also help meet the growing demand for persons with advanced training, particularly scientists and engineers for business, industry, and government. The President's Science Advisory Committee, for example, reported that we must increase the annual award of Ph. D.'s in engineering, mathematics, and the physical sciences from 3,000 in 1960 to 7,500 in 1970, and increase the number of first-year graduate students in engineering, mathematics, and physical sciences alone from 17,000 full-time students in 1960 to 40,000 in 1970.

Mr. Chairman, for the information of the committee, we have prepared a table showing Federal support of graduate study by various levels and agencies. It is our firm belief that, despite the variety of existing programs, the total output under all federally supported graduate programs is but a fraction of that required by our times.

The National Defense Education Act graduate fellowship program, designed in part to encourage students to prepare for college teaching careers, has demonstrated its success, but the current limitation of 1,500 fellowships per year is much too low. Eighty percent of the applications for National Defense Education Act fellowships have to be refused, chiefly because of the relatively small number of fellowships. Title I-D of S. 580, therefore, proposes that 10,000 fellowships be authorized annually for award to would-be college teachers and other critical personnel and that, in addition, 2,000 summer school fellowships be offered to college teachers and graduates who wish to accelerate their work toward the doctorate.

If we hope to increase the supply of highly trained teachers and other critically needed professional personnel, we must also encourage development of more graduate schools of high quality. The present fellowship programs under the National Defense Education Act, the National Science Foundation and other agencies provide graduate schools with good students but, except for "cost of education" payments on behalf of the fellows, these programs do not provide support for needed faculty, facilities, or supplies. Title II-E would authorize grants to strengthen the basic educational program of the graduate schools, many of which have inclined their direction to absorb research funds from the Federal Government and other sources. These graduate school grants would be aimed particularly at strengthening and expanding centers of high-level study and research in areas of the Nation now without such centers.

In 1960, there were 11 States in which fewer than 10 doctoral degrees were awarded. In four of these States no doctorates were awarded. It is clear that the 187 institutions conferring such degrees are not distributed proportionally throughout the Nation. On the contrary, there is a high degree of concentration of research funds,

fellowships, and degrees awarded in fewer than 30 graduate schools. Only 29 graduate schools awarded more than 100 doctor's degrees in 1960, and in the decade of 1950-60 these 29 institutions awarded 66.2 percent of all doctorates. Indeed, approximately 55 percent of all doctoral degrees are awarded by some 20 universities located in 12 States.

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The following map provides a picture of the geographic concen tration of our great graduate schools in terms of doctorates awarded compared with our efforts under the national defense fellowship program. One of the purposes of this National Defense Education Act title is to develop new and expanded graduate programs. Whereas 62 percent of all Federal Government fellowships were awarded to students in 25 institutions in 1960, only 35 percent of National Defense Education Act fellowships went to 25 institutions. Our success in developing language and area centers under National Defense Education Act-may I have the record give some indication of the scope of this admirable program? has also shown the practicality of this "centers approach" to strengthen new graduate programs and to increase the number of "strong" graduate schools.

Our objective in title II-E is 75 strong graduate centers. The proposal before you would authorize $40 million for fiscal year 1964 to help several such new centers to get started or to develop embryonic ones. If each were ultimately to award 200 advanced degrees annually, these centers would account for 15,000 such degrees. The remaining institutions could be expected to increase their awards so that we might at least develop a ratio of 1 doctoral degree each year for each 10,000 persons in the population-19,000 doctorates.

New centers of graduate and professional studies will do much more than provide trained manpower and the faculties needed for expansion of higher education. These centers will also immeasurably stimulate economic development and will, therefore, contribute to regional and national goals of economic growth and diversification. This, I think, is clear beyond dispute to anyone who has observed that research and development industries locate adjacent to our great institutions of higher learning and that manufacturing plants soon follow in the wake of research and development.

Title II of the bill proposes a 3-year program of loans to public and nonprofit private institutions of higher education for construction of academic facilities, and matching grant programs to the States for the construction of public community junior colleges, to colleges and universities for the training of technicians, and to colleges for the purchase of library materials and for library construction.

Our institutions of higher learning are in dire straits. On hundreds of campuses, students are jammed into obsolete and overcrowded classrooms. The colleges are facing a situation for which there is no precedent in our history. They must try to meet a staggering increase of enrollments while handicapped by shortages or creeping obsolescence of buildings. There are simply not enough classrooms, laboratories, or libraries for the rising flood of appplicants. The accompanying chart dramatically illustrates what has happened and is expected to happen to America's college enrollments. In 1950, we had less than 2.3 million students in higher education. Today we have 4.3 million;

8 See p. 2407.

See pp. 2406-2408.

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in 1970 we shall have an estimated 7 million; in 1975 almost 8.7 million.

Several important factors contribute to the critical need for expansion of physical facilities in institutions of higher education. One factor is the larger college-age population. Another is the continually increasing proportion of college-age youth who seek a college education and remain in college longer in order to earn advanced degrees. Moreover, the vastly increased emphasis on advanced study and research calls for new, costly equipment and other facilities not previously required by many institutions of higher education.

To meet this need, we estimate that institutions of higher education should invest an annual average of $1 billion more than is now being expended." The situation is most serious with respect to instructional facilities-classrooms, laboratories, and libraries since the college housing loan program has generally enabled institutions to keep pace with enrollments in the construction of auxiliary facilities such as dormitories, dining halls, and student centers.

We believe, and the virtually unanimous councils of higher education proclaim, that the financially hard-pressed States and municipalities cannot provide the additional funds that are needed now. Nor are contributions from private sources sufficient to the task. Operating costs for institutions have risen so markedly that necessary capital investment has not been possible. The college construction crisis is more than a local, State, and institutional problem. There is a national responsibility to meet this national emergency, for at stake is nothing less than our national strength, progress, and survival.

The college library is at the core of a sound academic program. It represents the institution's commitment to the accumulation of recorded scholarship and to the responsibility of bringing students to this knowledge. The library is a particularly valuable and expensive

of higher education. Indeed, it is the very heart of higher learning. In this day of hyperspecialization, it is especially important that we have strong libraries where the sciences and the humanities may meet, where our students may develop lifelong reading habits which will enable them to share in and understand not merely their own field but the best of every field. Only in this way will we honor the universal outlook of the true university, an outlook as valid today as it was when the University of Salerno was founded 11 centuries ago.

Yet the majority of college and university libraries are quite unsatisfactory. When measured against the minimum recommended standards of the American Library Association, 52 percent of all libraries in 4-year institutions are below standard with respect to collections (less than 50,000 volumes), 49 percent are substandard with respect to librarians (less than 3 professional), and 58 percent are substandard in receiving less than 5 percent of total institutional expenditures.

Distressing as these figures are, those for libraries in 2-year institutions are even worse. In these colleges, 86 percent of the libraries are substandard with respect to book collections (less than 20,000 volumes), 75 percent are substandard with respect to librarians (less than 2 professional), and 62 percent are substandard in receiving less than 5 percent of total institutional expenditures.

College and university enrollment increased by over 8 percent from 1961 to 1962. Yet the total Yet the total addition of volumes in academic libraries in the same period rose only 5 percent. Total academic library expenditures in 1960-61 increased by almost 17 percent over 1959-60. But the increase in total academic institutional expenditures during the same period was almost 24 percent. These represent large steps backward, especially since a large majority of these libraries were considerably substandard to begin with. It is readily apparent that expenditures for academic libraries will have to more than double if they are to keep pace with not only the growth of knowledge in traditional areas but also the rapid unveiling of whole new areas of study.

With your permission, Mr. Chairman, I would like the record at this point to show an excellent article on library services at all levels which appeared last December in the Health, Education, and Welfare Indicators. 12 On the basis of compelling facts, as related more fully in my recent testimony on the subject,13 we recommend the enactment of Federal programs for library construction, materials, and services as set forth in titles II-D and VI-C of S. 580.

The development of programs in college level technical education is another problem requiring limited but essential Federal financial assistance. Secretary Wirtz described the manpower needs for technically trained personnel in March of last year: There will be—

a projected increase between 1960 and 1970 of over 75 percent for those occupations that support engineers and scientists and about 20 percent for those sup porting physicians and other doctors. Altogether, this means that we will need over 1,450,000 of these workers by 1970, an increase of over 600,000 more than were employed in 1960, or an average annual increase of about 60,000. Add to this an estimated need for about 17,500 persons a year to replace those who die, retire, or transfer out of the field, and the average annual need could be about 78,000.

At present the Nation's institutions of higher learning are annually graduating fewer than 18,000 engineering and scientific technicians and 34,000 semiprofessional workers in other fields. In view of the increasing demands for highly trained scientific and technical manpower, fewer bachelor degree-holders will be available to perform tasks at the technician and semiprofessional level than has been true in the past. A major effort is needed, therefore, by the Nation's higher institutions to provide for four or five times as many engineering and semiprofessional technicians as they have been preparing annually during the past 6 years.

In 1962, almost 10,000 full-time students were graduated from 2-year National Defense Education Act, title VIII, preparatory programs. Of these, 6,700 were available for employment. Most of the remaining 3,300 entered military duty or continued study. Almost 77 percent of those ready for employment were placed in jobs in their field of study and an additional 6.7 percent were employed in related fields. Obviously, this is an important contribution to the pool of available technical manpower, but it is not enough. In more than half the States no higher institutions are training technicians in "less than college grade" courses operated under the supervision of the State board of vocational education. Less than 10 percent of the 245 colleges which confer engineering degrees are participating in

11 See p. 2416.

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