cial studies on the same basis as modern foreign languages, mathematics, and the natural sciences." With your permission, Mr. Chairman, I would like also to include here er cerpts from a statement made by our board of directors as far back as December 1960. "The council recommends that provision be made for summer institutes for high school teachers in the fields of the humanities and the social sciences. The Federal programs which now exist for support of institutes in modern languages, natural sciences, and mathematics are already justified and are a complishing their objectives. But to support these fields alone, and in abstrac tion from the rest of the educational context, may create a dangerous imbalance The other subjects that make up the basic secondary school curriculum are equally in need of improvement and strengthening." I might append to this statement one observation of my own that pertains to this matter of imbalance. It is doubtful whether many people fully realize the adverse effect that the National Defense Education Act, weighted as it is in favor of the sciences, has had upon teachers whose subjects receive no Federal recognition and support. One has only to visit the institutes that the ACLS has sponsored to see the lift in spirits they are producing. This rise in confidence and morale comes in part, of course, from learning more about their subjects and is an inevitable byproduct of any good course of instruction, but the very fact that there is an organization sufficiently interested in teachers of humanistic subjects to support ventures of this kind affords a tremendous psychological boost. RECOMMENDATIONS I wish to point out to the subcommittee that institutes and teacher prepara tion programs are integral parts of higher education. I therefore strongly recommend, if by some circumstance this bill is broken into its constituent parts for consideration by Congress, that the institute program be appended to title I, which expands opportunities for individuals in higher education, and that the sections dealing with teacher education be appended to title II, which provides for expansion and improvement of higher education. I would also like to point out to the subcommittee that it need not look upon support for institutes as an unending commitment. The purpose of this program is to upgrade teachers whose original education was deficient and to bring them abreast of the substantial curricular revisions that will be made in the next few years. If the other parts of title III are implemented, future teachers will be adequately educated initially and curricular revisions will not be postponed for lack of funds. Thus, the necessity for institutes will decline. The Congress, in other words, will be practicing true economy and fiscal responsibility by consider ing the title as a unit and passing it intact. There is one further feature of this bill on which I wish to make specifi comment before I bring my formal statement to a close. This has to do with title III, part D, dealing with educational research. I wish to applaud the pro posed amendment to title VII of the National Defense Education Act by which the Commissioner of Education is no longer restricted to dealing with universi ties and State educational agencies in letting contracts and making grants for educational research. The notable advances made in the mathematics and science curriculums of the schools would not have been achieved so rapidly, if at all, had Federal support not been available to ad hoc committees of scholars and teachers, to national professional societies, and to other groups brought into existence specifically for this purpose of curriculum revision. Similar commit tees, societies, and groups in the humanities and in most of the social sciences are being frustrated today for lack of funds to launch the large-scale efforts necessary to bring the remainder of the school curriculum up to date. They have laid their plans, they have mustered the manpower, they are eager to begin. but financial resources are virtually nonexistent. Curriculum revision is costly (I need cite only the $6 million spent by the Physical Science Study Committee to make my point), too costly for the private foundations to support. Gentlemen, I applaud the Congress for the massive and continuing support it has given to the National Science Foundation course content programs. I am encouraged that Congress has enabled the Office of Education to take some modest and preliminary steps to initiate improvements in English and the social studies. The latter effort, however, has been inadequate in terms both of money and the organizations that the Office of Education has been permitted to sup fessor of physics at the Massachusetts Institute of Technology, and the mainspring of the Physical Science Study Committee. Let me quote him on this point: "*** as a scientist, I fear an educational system in which science education if of high quality, and other education is second rate. We need to give at least as much attention to social studies, to the humanities, to languages, as we are now giving to science. I say 'at least as much,' but I myself believe we must give far more attention to these fields, for they are all much more difficult than science to teach and to learn. And let me be sure to make it clear that I believe them to be as important as science and technology, and in all but the most material respects even more important." It seems to me that the framers of this bill shared something of this feeling. Its whole line of reasoning starts from the necessity of raising the quality of education, broadly conceived, in this country. It is a full-scale and bold assault on the most urgent problems facing this Nation. No lesser effort will succeed. Hon. WAYNE MORSE, NATIONAL EDUCATION ASSOCIATION, Senate Office Building, Washington, D.C. DEAR SENATOR MORSE: It is with a good deal of pleasure that I have read your recommendation for a Council on Automation to explore the ramifications of automation which go beyond the scope of the President's Advisory Committee on Labor-Management Policy or the National Advisory Committee appointed under the Manpower Development and Training Act of 1962. On a modest scale, the National Education Association project on the educa tional implications of automation has been active in the area covered by your recommendation of April 30, especially the interrelationships between technological change, manpower skills, social effects, and education. In recent months, the staff of the National Education Association project has been working with the Office of Manpower, Automation, and Training, with schools and educational organizations, as well as other groups seeking to understand the impact of automation. We look forward to continuing liaison with these and other agencies, including the new Council, should it be appointed. To this end, we are sending copies of this letter to the Secretaries of Health, Educa tion, and Welfare; Labor; Commerce; and Agriculture. Sincerely yours, WILLIAM G. CARE, A DESCRIPTION OF THE NATIONAL EDUCATION ASSOCIATION PROJECT ON THE EDUCATIONAL IMPLICATIONS OF AUTOMATION BY GEORGE E. ARNSTEIN, ASSISTANT DIRECTOR Secretary of Labor W. Willard Wirtz has described the impact of technology on human welfare in this way: "For many years, the talents of our society were so bent upon increasing the fertility of our soil and the productivity of our farms, that we were heedless of the human consequences of "success.” * * * The simple fact is that produc tivity has increased on American farms by 81 percent in the last 10 years. [accompanied by] the largest decrease in farm jobs ever recorded in a 10-year period *** technological progress is not human progress unless our social engineering keeps up with our scientific engineering. * #1 Secretary Wirtz was expressing, in effect, the major concerns of the National Education Association project on the educational implications of automation, entering its third year of operation. Whether technology creates an agricultural revolution or creates automation, sometimes called the second industrial revolu tion, it also produces human consequences which frequently call for "social engineering." Because education plays a particularly vital role in the present technological revolution, the National Education Association automation project was established to help the educational community understand the speed and dimensions of the changes taking place in our society. Thus, it is hoped the schools will be in a better position to respond-in timely and effective fashion-to the human needs created by automation. The project began on June 1, 1961, when Luther H. Evans was appointed director. It has been financed by International Business Machines Corp. Un der the leadership of Dr. Evans, former Director General of UNESCO, the initial stages of the project led to a major interdisciplinary symposium on "Education as an Investment-for Productivity and for Leisure." Authorities from many fields discussed the effects of automation, such as increased leisure. the rapid obsolescence of skills, and the displacement of unskilled workers: and tried to assess the contribution that education can make. The proceedings of this symposium, emphasizing the specially prepared working papers, have been published as "Automation and the Challenge to Education." * 2 The educational implications of automation, the project staff has found, stem from several sources. The total effect of modern technology is to create a new W. Willard Wirtz, "Changing Profile of the Nation's Work Force," Occupational Outlook Quarterly, February 1963, vol. 7, No. 1, pp. 3-4. Luther H. Evans and George E. Arnstein (eds.), "Automation and the Challenge to emphasis on education because, while many unskilled and semiskilled jobs are eliminated, new and complex technical positions need to be filled; and all jobs call for frequent retraining and reeducation. In addition, the growing complexity of industry and society necessitates more detailed planning, and hence more detailed recordkeeping. This emphasis on recordkeeping means that literacy and basic educational skills become essential to almost every job. Since a major purpose of automation is to increase productivity per man and to save costs, usually labor costs, automation adds to the high rate of unemployment currently causing widespread national concern, Despite the long-range benefits of automation, its immediate effect is, frequently, to displace workers. Paradoxically, alongside slightly less than 5 million unemployed workers, there are thousands, perhaps millions, of jobs that cannot be filled. However, most of the unempoyed have insufficient education and training to qualify for the unfilled jobs. The size of this gap between available workers and available jobs is one measure of the challenge to our educational system. It also challenges our knowledge of human motivation, for even if necessary educational facilities are provided, there still remains the reluctance of many people to seek the additional education they need. This problem appeared to the project to be so closely tied to the educational challenge of automation that their second symposium concentrated on problems of motivation. The symposium included psychologists who helped to formulate what is known about motivation, as well as school teachers and administrators interested in applying the psychologists' insight to specific school problems. Goodwin Watson, professor of social psychology and education (on leave), Teachers College, Columbia University, and now distinguished professor, Newark State College, acted as chairman of the meeting and edited the proceedings which are being published under the (working) title, "Motivation To Learn." 3 Major educational responses to the challenge of automation, recommended by the project to date, can be summarized as follows: Technological change calls for continuous updating of skills and creates increasing need for lifelong learning. Education, which is always incomplete, now tends toward obsolescence more quickly. Rapid change calls for flexibility. Although little is known about the teaching of flexibility, there is hope that a broad, thorough, basic education is the best foundation for the acquisition of new knowledge and skills. Accordingly, the greatest possible number should receive this kind of education. Vocational counseling gains increased importance as a means of informing students of changing skill requirements. But counselors should not be asked to do the job alone: they must have the help of teachers and other agenciespublic and private to alert young people and adults to the impact of the technological revolution. Illiteracy and marginal competence in basic skills can lead to permanent disqualification for some who seek to participate in the world of work or in the democratic process. There is a great need to forestall school dropouts and to provide adult education for those now undereducated (and hardest hit by unemployment). The NEA automation project serves as a clearinghouse of information and has provided articles, resource persons, consultants, and speakers to many organizations. The staff is continuing this work and plans to bring additional findings to the schools through projected demonstration programs and curriculum recommendations. The project has benefited from the advice of a distinguished advisory committee under the chairmanship of Arthur S. Flemming, president of the University of Oregon. Vice chairman is Luther H. Evans, director of international and legal collections at Columbia University, who served as first director of the project until September 1962. TEXT OF SENATOR MORSE'S AUTOMATION LETTER TO THE CABINET APRIL 30, 1963. Senator Wayne Morse, Democrat, of Oregon, today released the text of a letter sent by him as chairman of the Education Subcommittee of the Senate Committee on Labor and Public Welfare to the Secretaries of Health, Education and Welfare; Labor; Commerce; and Agriculture expressing his concern over the problems which automation is creating for our labor forces today. T text of the letter is as follows: “Dear Mr. SECRETARY : At the opening session on April 29, 1963, of the hearing before my Education Subcommittee on S. 580, the administration's comprehensive education bill, I announced that I was writing to you and to your Cabine colleagues, Secretaries Celebrezze, Freeman, Hodges, and Wirtz, voicing my concern over the problems which the phenomenon of automation is week by week creating in these United States. "The rapidity with which automated change is affecting adversely both or blue and our white collar labor forces poses serious problems which should be met. "These problems are of particular concern to those of us currently engaged in reviewing the President's recommendations concerning the quality and the kind of training to be given our school-age population. However, in my judg ment, they are problems the nature of which transcends this one area. They are problems, the magnitude of which should make them of paramount concer to your Department and those other Federal departments of Cabinet level I have specified. "I am, therefore, suggesting to you and to each of your colleagues that you consider carefully, and I hope favorably, recommending to the President of the United States that he establish a broad-gauge Council on Automation composed of such members both within and without the Government as he may deen desirable, which shall be charged with the responsibility of reporting to him such steps as should be taken by the Government of the United States to identify and describe what has taken place in the field of automation, what is currently occurring in this area, and what is likely to occur within the next decade, to gether with specific proposals designed to meet and ameliorate these adverse effects upon the men and women who make up our working force. "Since this problem cuts across departmental lines, it seems to me only ap propriate that your recommendations, based upon the advice of your technicians and staff specialists, should be a joint Cabinet recommendation to the Presi dent." Senator Morse said in the course of hearings on the administration's education bill, S. 580, that this is a problem "which we should have met yesterday. not today or tomorrow." Senator Morse stressed the fact that the problem of automation is not only affecting our working force now, but will affect future citizens and is therefore closely connected with the problems in educating the youth of America which confront us today. PREPARED STATEMENT OF THE NATIONAL ASSOCIATION OF MANUFACTURERS The National Association of Manufacturers is pleased to have this opportunity to bring before the Senate Committee on Labor and Public Welfare its views with regard to S. 580, referred to as the National Education Improvement Act. The NAM is a voluntary organization whose member companies represent ap proximately 75 percent of the Nation's industrial output and employ about the same percentage of the industrial work force. It is dedicated to bringing about a steady improvement in the economic strength of the Nation and in the contribu tion of industry to the general welfare. Therefore it is vitally concerned with the improvement of educational opportunities, standards, and facilities. A fundamental effort of the association is to promote the national climate which will be most conducive to lasting and widespread economic achievement. And the education of Americans is certainly a factor in such a climate. With respect to making more and better education available to more people. the contribution of our member companies to this goal through scholarships. direct aid to institutions, special programs for teachers, tuition payments for employees, has gained national recognition. Individuals associated with our member companies are active on local school boards, in parent-teachers organi zations, as trustees of schools and colleges, and in alumni affairs. Also, as both business and individual taxpayers, our members participate in the support of public education. It is thus as citizens, taxpayers, parents, alumni, school |