(15) Teachers and counselors should be on the lookout for individuals interested in sponsoring exceptional students. More and more scholarships are sponsored by individuals who give their money without publicity and remain anonymous. Many people never would have reached their career goals had it not been for an anonymous donor. (16) Congressmen and Senators can help parents, students, counselors, and teachers by filling requests for copies of student-aid bills such as those introduced recently into the 87th Congress. Especially valuable is "A Directory of Federally Financed Student Loans, Fellowships, and Career Training Programs in the Field of Higher Education in the United States" (in the Congressional Record, April 1962). Both Congressmen and Senators may be especially helpful to students who wish to attend West Point, Annapolis, or the Coast Guard or Air Force Academies. These Academy programs, as well as the Army Reserve Officers' Training Corps, the Naval ROTC, and Air Force ROTC, are all forms of scholarship help. For further information, write to the Office of the Chief, Army Reserve and ROTC Affairs, Department of the Army, Washington, D.C.; the Chief of Naval Personnel, Department of the Navy, Washington, D.C.; or Commandant, Air Force ROTC, Maxwell Air Force Base, Ala. (17) Young people and their parents, as well as counselors and teachers, should keep informed of the latest developments on student-aid bills in their own State. A number of States, such as New York, Massachusetts, and Rhode Island, have created higher education assistance corporations that guarantee student loans similar to the way FHA guarantees home mortgages. Some States, including New Jersey, have a well-developed scholarship and loan program. All State departments of education can supply detailed information on the student aids that are available in their own States. (18) Sometimes State and municipal schools have either free or reduced tuition for residents of their areas. The growth of junior colleges has made college education possible for many. Thus, a family or a student may want to take up residence in a city or State where free or inexpensive tuition is available. A few private schools also provide free or reduced tuition to qualified candidates. An unusual instance is the Webb Institute of Naval Architecture in New York where all students have scholarships covering not only tuition but also board, laundry, lunches, and books. Another school that has made a real impact on education is Deep Springs Junior College in California, where all students earn scholarships that provide tuition, room and board. (19) Scholarship loans have also shown growth over the years. A recipient may receive a scholarship to cover the first few years of college, and an additional grant in the form of a loan from the same fund for the remaining years. Sometimes repayment of the loan is canceled if the recipient has shown exceptional promise in his school endeavors or if he follows a specified profession-such as teaching-for a required length of time. Whether educational loans are offered by a private fund, college, community, or commercial organization, it is suggested that their conditions be examined with extreme care so that the individual understands the terms under which he is receiving a particular loan. (20) A number of parents pay their children's college expenses by spreading the costs through a variety of payment plans. In some schools, tuition may be paid through the school year rather than in full at the start of the term. Some colleges, through banks, arrange for students to spread their payment of tuition over periods up to 8 years through small monthly payments. Under a number of plans, parents may begin to pay college tuition while their children are still in high school. The Tuition Refund Plan, located in New York, N.Y.; the Insured Tuition Payment Plan, Boston, Mass.; Funds for Education, Inc., Manchester, N.H.; and Education Funds, Inc., Providence, R.I., are just a few of the many such funds; descriptive literature may be obtained by writing to each. Hundreds of banks, savings firms, and insurance companies now offer student-aid plans. More than 800 banks have initiated such programs in the last 3 years. Since there are wide differences in the educational loan programs offered, parents or students should enlist the aid of a knowledgeable person when they select a plan. Some banks, such as Guardian Federal Savings and Loan Association, in the Nation's Capital, maintain a library of career information and college catalogs. (21) Some schools, such as Antioch College in Yellow Springs, Ohio, and the part of the year and work on jobs at other times. Today this type of program is used in over 90 colleges and universities in this country. Work-study plans not only help the student financially and give him work experience, but the arrangement increases the educational capacity of the school. For a complete list of schools that offer work-study programs, write to the Office of Education, U.S. Department of Health, Education, and Welfare, Washington, D.C., for a copy of "Cooperative Education in the United States." (22) The relatively low expense of study abroad has become increasingly attractive to U.S. students. The Experiment in International Living, a nonprofit organization located in Putney, Vt., will furnish details of community scholarships for work and travel abroad. Anyone interested in student aid and study abroad should write to the Institute of International Education, 800 Second Avenue, New York, N.Y. Some private high schools in the United States have educational exchange programs with high schools in foreign countries. In addition, college students who wish to travel and study in Latin America may apply for a scholarship to the Cordell Hull Foundation for International Education, care of International House, 611 Gravier Street, New Orleans, La. They should also investigate the availability of other student-aid funds listed in "Fellowships and Loans for Study Abroad of the Organization of American States and its Specialized Organizations," published by the Pan American Union, Washington, D.C., and in "Study Abroad," available from the UNESCO Publications Center, 801 Third Avenue, New York, N.Y. CONCLUSIONS The rapid increase in the number of high school graduates in the years ahead and the growing awareness that a college degree is fast becoming the minimum educational requirement for many positions are the reasons for the great growth projected for college enrollments. Whether our highly trained manpower will increase fast enough to meet the Nation's needs for highly qualified, creative personnel in almost every field depends in part on the financial ability of students to meet the costs of attending colleges. A continuing expansion in the number of college fellowships, scholarships, and loans is necessary. Here is what should be done: (1) More student aid funds should be made available for high school graduates who wish to further their education and training. (2) More accurate and comprehensive information should be presented to young people. (3) Such information should be presented to young people early enough so that they can benefit from it. BIBLIOGRAPHY OF SOURCE MATERIALS USED "Approved List of National Contests and Activities for 1961-62" in the Bulletin of the National Association of Secondary School Principals, September 1961, 45 pp. 49-57 (list appears annually in September). "College Attendance Costs and Scholarships" Education Information Service (No. 12), the College Life Insurance Co. of America, Indianapolis, Ind., December 1960. College Handbook, 1961-63, College Entrance Examination Board, Princeton, N.J., 1961; issued biennially. "Commercial Loans for College" in Changing Times, March 1962, vol. 16, No. 3, pp. 25-29. "Cooperative Education in the United States" (OE-50018), Henry H. Armsby. U.S. Department of Health, Education, and Welfare, Washington D.C., March 1961. "Counseling High Aptitude Students on Scholarship Opportunities,” by D. L. Thistlethwaite in Personnel and Guidance Journal, April 1959, vol. XXXVII, No. 8, pp. 574-577. "Directory of Federally Financed Student Loans, Fellowships, and Career Training Programs in the Field of Higher Education in the United States," Committee on Education and Labor, House of Representatives, 87th Congress, 2d session, Washington, D.C., April 1962. "Duration of Formal Education for High-Ability Youth" (NSF 61-36), National "Educational Status, College Plans, and Occupational Status of Farm and Nonfarm Youths: October 1959" in Farm Population, No. 30, August 1961. U.S. Bureau of the Census, Washington, D.C. "Equal Opportunity for Higher Education," American Federation of Labor & Congress of Industrial Organizations, Washington, D.C., 1962. "Financial Aids for Undergraduate Students" (OE-55029), U.S. Department of Health, Education, and Welfare, Washington D.C., 1961. "Financial Assistance for College Students: Undergraduate," Richard C. Mattingly, Bulletin 1962, No. 11 (OE-55027), U.S. Department of Health, Education, and Welfare, Washington, D.C., 1962. “Finding Part-Time Jobs," S. Norman Feingold and Harold List, Science Research Associates, Inc., Chicago, Ill., 1962. "Guide to Study Abroad," John A. Garraty and Walter Adams, Channel Press, Manhasset, N.Y., 1962. "Help Your Children Prepare for College," Jean Wellington and C. Burleigh Wellington, Ronald Press Co., New York, N. Y., 1962. "How About College?" American School Counselor Association, a division of the American Personnel & Guidance Association, Washington, D.C., 1960. "How About College Financing?" American School Counselor Association, a division of the American Personnel & Guidance Association, Washington, D.C., 1961. "How People Pay for College," J. B. Lansing, T. Lorimer, and C. Moriguchi, Survey Research Center, Institute for Social Research, University of Michigan, Ann Arbor, Mich., 1960. "Money Value of an Education," Herman P. Miller, reprint from Occupational Outlook Quarterly, September 1961, vol. 5, No. 3, U.S. Department of Labor, Washington, D.C. "National Defense Student Loan Program-A 2-Year Report” (OE-55019), Robert C. Hall. U.S. Department of Health, Education, and Welfare, Washington, D.C. 1961. "Need a Lift?" 11th edition, revised fall 1961, the American Legion, Indianapolis, Ind., issued annually. "Orphans May Apply for VA Scholarships" in Hoosier Youth, March 1962, No. 5, Indiana Governor's Youth Council, Indianapolis, Inc. "Parents' College Plans Study," E. Roper, Ford Foundation, New York, N.I., 1960. "Scholarships, Fellowships, and Loans," S. Norman Feingold. Bellman Publishing Co., Cambridge, Mass., vol. III, 1955; vol. IV, 1962. "Scholarships, Fellowships, and Loan News Service." Bellman Publishing Co.. Cambridge, Mass. ; issued quarterly. "Scholarships in the Space Age," by S. Norman Feingold in the Occupational Outlook Quarterly, December 1958, vol. 2, No. 4, pp. 9-14, U.S. Department of Labor, Washington, D.C. "Student Aid for the Handicapped," by S. Norman Feingold in Rehabilitation Counseling Bulletin, March 1962, vol. 5, No. 1, pp. 3–7. "Student Borrowers-Their Needs and Resources" (OE-55011), Robert C. Hall and Stanton Craigie, U.S. Department of Health, Education, and Welfare, Washington, D.C., 1962. "Study Abroad, 1962," vol. XIII, 1961, UNESCO Publications Center, New York, N.Y.; issued annually. "Talent: Our Prime National Resource," National Merit Scholarship Corp, Evanston, Ill., 1961 (annual report). "Your Child and College," National Education Association of the United States, Washington, D.C., 1962. INTERNATIONAL ASSOCIATION OF EVENING STUDENT COUNCILS, Hon. WAYNE MORSE, DEAR SENATOR MORSE: I had intended to write you immediately after your secretary informed me it would be impossible to meet with you in Portland during the Easter recess. However, work and study activities made this im possible as it does to so many plans of a combination student-employee. I hope my tardiness will not affect your consideration of the proposal I shall develop Knowing that Mr. Philip L. Heckhaus has already informed you of the situation. I shall confine this letter to an evaluation of the implications inherent in the proposal to grant a borrowing privilege to part-time students. Before be ginning, I believe I should mention that I have been led to believe that the Congress felt there was a disparity of benefits to be derived between full-time and part-time students. There is a disparity, but it is irrelevant. A quart is not a pint nor is a pint a quart. Nor is this the point. There is no disparity if both measure water, and after all it is a quality that we seek to measure. This analogy points out the inconsistent relationship of the claimed disparity. Further, the proposal asks for a borrowing privilege similar to full-time students on a proportional basis, not on an absolute basis. This proposal also accomplishes a return to equity. The present exclusion of part-time students from participating in a Federal financial assistance program acts as a double tax on part-time students. In the first place, part-time students are denied access to the funds, in effect placing a premium on attending part-time. And second, part-time students are members of the "taxed community" which supports this program. Only by allowing part-time students to participate in a Federal loan assistance program can equity be restored. Still another consideration must be taken into account. The evening student is the financial balance of many universities. He is the reason the college is making sufficient utilization of its plant to "keep in the black." And as more and more students seek admittance to colleges the maximum utilization of plant facilities will become more and more important. Part-time students need financial assistance. The former means of financial assistance for many, the GI bill, has run its course. Unless we can provide a new source of financial assistance for part-time students we will lose this vital segment of higher education. The borrowing privilege we seek is a wellestablished principle. And since it is a principle it should be applicable to all. I would appreciate having your comments on both the value and possibility of success in the Congress for this proposal. Sincerely yours, MICHAEL P. HEARNEY. STUDENT COUNCIL, BRONX COMMUNITY COLLEGE Senator WAYNE MORSE, U.S. Senate Education Subcommittee, Washington, D.C. DEAR SIR: With the cost of tuition increasing by leaps and bounds the evening student is hard pressed to find the necessary funds. Many evening students have been aided by the GI bill but that is due to expire soon. Why is there discrimination between the day and evening student? We both have the same goal-to receive higher education so we may be able to serve better our community, our State, and our country. The evening student even has an advantage over the day student in that we are already in the field and are utilizing our knowledge every day. Proof of discrimination against evening students was the failure to amend title II of the National Defense Education Act of 1958, H.R. 11157. Let's see some action with the National Improvement Act of 1963. Eveningsession students are 90 percent voting citizens. Respectfully, ANNMARIE KEARNS, President, Evening Session Student Council. P.S.-Bronx Community College began its evening session in September 1959 with an enrollment of 350. In January 1963 the enrollment was over 2,500. We are only one of many. INTERNATIONAL ASSOCIATION OF EVENING STUDENT COUNCILS, Hon. WAYNE D. MORSE, U.S. Senate, Wahington, D.C. March 2, 1963. DEAR SENATOR MORSE: Because of the apparent lack of concern on the part of and because of the inequities in existing and proposed educational legislation. the International Association of Evening Student Councils adopted the attached resolution at its third annual conference in Louisville, Ky., on December 7–9, 1962. This letter and resolution are being sent to you to protest the exclusion of the part-time student from Federal educational legislation, as well as to make this unfair situation known to you in the hope that you and your committee will take steps to alleviate this problem immediately. Sincerely, GERALD J. MALLON, President. RESOLUTION OF INTERNATIONAL ASSOCIATION OF EVENING STUDENT COUNCILS Whereas college students are expected to increase by 30 percent within the next 5 years; and Whereas providing for every American the best education commensurate with his abilities is in the national interest: Now, therefore, be it Resolved, That the Federal Government include in its program of Federal aid to higher education the following: (1) Establishment of a Federal Higher Education Assistance Corpora tion to guarantee loans made to students by designated private banks upon terms and conditions at least as favorable as those provided for in title II of the National Defense Education Act. Moreover, these loans should be made available to part-time students on a reasonably proportionate ratio to fulltime students; (2) Amendment of title II of the National Defense Education Act to exterd all of its provisions for student loans to part-time students on a formula reasonably proportionate to that applied to full-time students; and be it further Resolved, That copies of this resolution be sent to the President of the United States, to the Senate Subcommittee on Education, to the House Committee on Education and Labor, and to the U.S. Office of Education. Adopted this 8th day of December 1962, in the city of Louisville, State of Kentucky. GERALDINE F. LADD, Secretary. STATE COLLEGE OF IOWA, Hon. WAYNE MORSE, DEAR SENATOR MORSE: Included in the comprehensive aid-to-education proposals are several amendments to the National Defense Education Act. We are interested particularly in the amendments that provide for increased Federal funds for loans to college students and the raising of the ceiling on the maxi mum amount that may be obtained in 1 year by a specific institution. We feel that enactment of these changes is of major importance. For the current year this college, with an enrollment of 4,572, received $137,000 of loans funds under this program. This amount was not sufficient and we have been forced to refuse loans to highly qualified and needy young people. We have asked for $195,000 for the 1963-64 school year and know that this will meet only our minimal needs. Our students tend to come from the farms and small towns and a high per centage are unable to finance a college education without borrowing. Over 40 percent of our students are from families where the annual adjusted gross in come is less than $5,000. Parents of many students borrow money from private sources to supplement the funds from the National Defense Education Act program. We limit loans to any one student to $500 a year and require the recipient to be in the upper half of his college class to continue to borrow from National Defense Education Act funds. Your support of the proposed amendments to the National Defense Education Act student loan program will be much appreciated. Sincerely, |