over a million high school graduates did not attend college. Of this number, 42 percent were influenced by financial reasons in their decision. Nearly half of this number said that they simply could not afford to consider going to college.

In my own State of Maryland, a recent survey of the 44,000 June high school graduates disclosed that more than half planned to continue their education. And approximately a third of the high school graduates who were not planning to continue their education indicated that they would go to college if they could secure a scholarship or a student job, or a long-term student loan.

We live in a complex and ever-changing world, where the useful skills of yesterday can become obsolete by tomorrow. By maintaining a strong and vital educational system we insure that our society will have the trained and skilled manpower which our complicated patterns of living require. By maintaining a strong and vital educational system we insure that our young people will

have the opportunity to equip themselves to lead fruitful and meaningful lives.

The key to this bill, I think, is that word, "opportunity." This bill is aimed at broadening the opportunity of the young people of our country to play a fuller role in the workings of our society.

There will be opportunity for the children of lower- and middle-income families to earn scholarships or to take out low-interest student loans, or to engage in work-study pro

And there will be opportunity for our colleges and universities to concern themselves more directly with the problems of center city, problems of poverty and rootlessness, and the possibilities of community service and community development.

We do not seek to subsidize an isolated class of students and scholars. Rather, we seek to open the doors to educational opportunity to all of those who have the ability and the ambition to walk through those doors. And we must provide the educated with the opportunity to apply their skills to the task of finding solutions to the problems which face us as individuals, and as a

nation.

THE NATIONAL TEACHER CORPS

Mr. NELSON. Mr. President, it is a pleasure to speak in support of H.R. 9567, the Higher Education Assistance Act of 1965. This bill will, I believe, prove a landmark in the history of American education.

I want in particular to compliment the senior Senator from Oregon [Mr. MORSE] On the intelligence, wisdom, and patience with which he conducted the long and exhaustive course of hearings on this bill and congratulate him on the excellent bill he has reported out.

This afternoon I wish to speak about that part of title V of H.R. 9567 that related to the National Teacher Corps.

The national shortage of teachersestimated last September by the National Education Association at 118,000is nowhere so acute as those schools

poverty.

Not only are we short of teachers, but last fall fully 85,700 full-time public school teachers-5 percent of the totaldid not fulfill State certification requirement, usually the equivalent of a college degree.

And you may be sure that these teachers were concentrated in those school ers were concentrated in those school districts with the least in financial resources and the most in educational problems, the schools serving rural and urban areas of poverty.

The schools in these areas bear a great

responsibility. For particularly in cities, the local school is the only community institution within walking distance of every adult and child. It is the one instievery adult and child. It is the one institution to which all children must come, and one to which they come with high and one to which they come with high hopes and great expectations. It is our best hope for changing their lives.

The Corps will provide a magnificent opportunity to bring into the teaching profession, our most important profession, dedicated and promising college graduates, while at the same time providing desperately needed aid for these embattled schools.

If another generation is not to be lost beneath that destructive wheel of ignobeneath that destructive wheel of ignorance, anger, and apathy we call the cycle of poverty, we must now make good our ancient pledge of genuine educaour ancient pledge of genuine educational opportunity to all.

fession, as education is our first responTeaching is our most important prosibility in a free society where the dignity and individuality of man is our creed.

The importance of teaching is such that we must make every effort to attract, train, and keep in the teaching profession our very best young people.

The purpose of the National Teacher Corps, then, is to attract into the teaching profession, and to train by the latest tested techniques for service in the schools of poverty areas the very best of our young people, the kind of practical, idealistic college graduates that made the Peace Corps a success;

To provide an opportunity for dedicated experienced teachers to devote part cated experienced teachers to devote part of their careers to the schools that need their services most critically;

To provide an opportunity to experienced teachers of unusual professional ability to advance in their profession by becoming training teachers leading a Teacher Corps team.

The Teacher Corps is expected to provide approximately 6,000 teachers during its first full year of operation. The bill authorizes $36,100,000 for the Teacher Corps in this fiscal year, $64,715,000 for fiscal year 1967 and for each of the 3 following years.

The great appeal of the Teacher Corps to the young college graduate, like that of the Peace Corps, is the challenge it offers of doing a difficult, useful job.

After a 3 months' intensive training period at a university, the young Teacher Corps interns would go in teams of about five into schools requesting them, led by an experienced teacher. All the Teacher Corps members-interns and

The interns would be paid a salary by the school equivalent to the beginning salary of a full-time teacher in the school system. The experienced teachers leading teams would be paid a salary in keeping with their added responsibilities. Costs to the schools would be covered by a Federal grant. Let me emphasize, Teacher Corps members would be employees of the local school.

When it comes to selecting teachers to

lead intern teams the first place to look is in the schools serving disadvantaged areas themselves. It will be extremely helpful to the success of the training program if the team leaders are already experienced in the problems that the interns will be learning to solve. It is also the purpose of the bill, in part, to provide for the excellent teachers who have given selfless service in difficult situations the opportunity for recognition and advancement that leading a teaching team would provide.

Crucial to the success of the Corps would be a close relationship between the school and the cooperating university. The university would continue to take part in the training program in the school. Additional course work at the university would make it possible for the interns to earn an advanced degree by the end of the 2-year program.

It is most important to make clear that while the Teacher Corps is a new program, it does not contain untried ideas. Rather it brings together the practical idealism of American young people and the best ideas for the training of teachers for the disadvantaged.

Dean Lindley J. Stiles, of the University of Wisconsin School of Education, said in testimony before the Education Subcommittee:

You have patterned your bill after proven successful practice.

Intern teacher training programs are now in operation at some 40 universities including Wisconsin and Harvard.

The specific pattern outlined in this bill has had 2 years of practical testing at Cardozo High School here in the District of Columbia. There returned Peace Corps volunteers served in intern-teams, teaching part time while studying in the school under the direction of experienced teachers who were also teaching themselves. Fully 80 percent of the program's graduates have chosen to remain in the field of education for the disadvantaged.

The practicality of setting up Teacher Corps intern teams in rural areas was testified to before the committee by Dr. Pat Wear, of Berea College, Berea, Ky.

We have explored the internship method (at Berea) and it worked most effectively. Dr. Wear said:

I speak on behalf of the institution and we heartily endorse the development of the National Teachers Corps and feel perhaps it is long overdue.

In his testimony, Dr. Wear emphasized the importance of the provisions in the

The Office of Education itself would conduct a nationwide recruiting effort and make arrangements with local universities, public school agencies, and State departments of education where appropriate for the operation of the program.

But the language of the bill is written so that maximum flexibility, maximum opportunity for local initiative is maintained. Strong local leadership is crucial to the success of the program.

Teacher Corps teachers would, of course, be under the direct control of the local school authorities.

There is no is no reason to set up an elaborate screening system in Washington for applicants when that could be handled better by the participating universities.

Training teachers to work in poverty areas requires more than knowledge of teaching technique. Broad understanding of the sociology of urban and rural development is needed, and also a close acquaintance with the work and problems of social agencies in the community.

The Teacher Corps training program at the universities would utilize community resources, and public school resources, as well as university faculty.

Educators have welcomed the commitment of Congress to action against the poverty that blights so many American lives. Particularly those who must deal with the dilemmas of urban and rural education in areas of poverty have long been struggling with the problem. New programs and ideas have been developed, but a chronic shortage of cash has hampered putting them into action.

This Congress has, at long last, begun to put up the money needed to redeem our ancient pledge of equal educational opportunity for all.

Young Americans are eager to help in this effort. This National Teacher Corps can also provide the funds and the framework to take a great leap forward in teacher education.

By shifting the training locale from the college to the disadvantaged school, by providing a situation in which disadvantaged schools and universities can get to know and learn from each other, and by providing a sizable group of new young teachers to the profession, the Teacher Corps could provide a vital spark to the reform of teacher education in the country.

after convening on that day the Presiding Officer shall, without the transaction of any business or debate, declare the Senate adjourned until noon, Tuesday, September 7, 1965.

The PRESIDING OFFICER. Is there objection? Without objection, it is so

ordered.

Mr. MANSFIELD. In other words, when we are through with the pending bill, which is a bill of major importance, there will be no further business today, none tomorrow, except a pro forma session, and on next Tuesday we shall take up H.R. 10586, the Labor-HEW supplemental appropriation bill; following that will be H.R. 9811, the omnibus agriculture bill; H.R. 8072, Calendar No. 655, culture bill; H.R. 8072, Calendar No. 655, the bill to provide assistance in training State and local law enforcement officers; the immigration bill; and miscellaneous other bills as they are reported out of committees.

There is one correction in that statement. They will not necessarily be taken up in that order all the way through, but in general that will be the schedule.

HIGHER EDUCATION ACT OF 1965

The Senate resumed the consideration of the bill (H.R. 9567) to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education.

Mr. MORSE. Mr. President, I ask for the yeas and nays on passage.

The yeas and nays were ordered. Mr. ERVIN. Mr. President, as the Senator from Oregon knows, I am a firm believer in education and have supported bills authorizing Federal aid to education when they specified there would be no Federal control of education.

As the Senator from Oregon also knows, I have been concerned when certain education bills have been passed which I believed might violate the establishment of religion clause of the first amendment. The courts have held that it is a violation of the establishment of religion clause of the first amendment for tax moneys, either Federal or State, to be used to finance the teaching of any religious doctrine.

I ask the Senator from Oregon what provision this bill contains with respect to aid to private colleges and universities. Mr. MORSE. Mr. President, I want to make legislative history on this point. I shall be brief.

I

Mr. DIRKSEN. Mr. President, should like to ask the distinguished majority leader whether there will be any business for the remainder of today and tomorrow, and what will come at the end of the Labor Day recess.

Mr. MANSFIELD. Mr. President, in Mr. President, in response to the question raised by the distinguished minority leader, I ask unanimous consent that when the Senate completes its business today, it adjourn until 9 o'clock tomorrow, Friday,

I share the concern of the Senator from North Carolina about separation I am the author of a judicial review bill, of which the Senator from North Carolina is a cosponsor, as is the Senator from Pennsylvania [Mr. CLARK], and several others. As the Senator also knows, I have been urging that we have hearings on the bill. The Senator from Oregon is hopeful that at an early date, although it may not be until the next session, the Judiciary Committee will schedule hearings on the bill.

For the legislative record on this bill, let me direct the Senator's attention to

page 114 of the committee report. I read, starting in the second paragraph:

The term "academic facilities” shall not—

I emphasize "shall not"include (a) any facility intended primarily for events for which admission is to be charged to the general public, or (b) any gymnasium or other facility specially designed for athletic or recreational activities, other than for an academic course in physical education or where the Commissioner finds that the physical integration of such facilities with other academic facilities included under this act is required to carry out the objectives of this act

This is the heart of the matteror (c) any facility used or to be used for sectarian instruction or as a place for religious worship, or (d) any facility which (although not a facility described in the preceding clause) is used or to be used primarily in connection with any part of the program of a school or department of divinity.

Dropping to the bottom of that paragraph:

For the purposes of this subparagraph, the term "school or department of divinity" means an institution, or a department or branch of an institution, whose program is specifically for the education of students to prepare them to become ministers of religion or to enter upon some other religious vocation or to prepare them to teach theological subjects.

Honeycombed throughout the bill, these guarantees are contained in section after section. I insisted on them as chairman of the subcommittee.

I ask unanimous consent at this point to insert in the RECORD, for the purpose of legislative history, reference by way of restrictions in this bill that bears upon the Senator's question which will leave no room for doubt that money provided for by this bill cannot be spent for religious purposes.

There being no objection, the statement was ordered to be printed in the RECORD, as follows:

The following sections of the bill bear upon the point raised:

"LIMITATION

"SEC. 111. No grant may be made under this title for any education activities or serv

ices related to sectarian instruction or religious worship, or provided by a school or department of divinity. For purposes of this section, the term "school or department of divinity" means an institution or a department or branch of an institution whose program is specifically for the education of students to prepare them to become ministers of religion or to enter upon some other religious vocation, or to perpare them to teach theological subjects.

"LIMITATION

"SEC. 207. No grant may be made under this part for books, periodicals, documents, or other related materials to be used for sectarian instruction or religious worship, or

primarily in connection with any part of the program of a school or department of divinity. For purposes of this section, the

term "school or department of divinity" means an institution or a department or branch of an institution whose program is specifically for the education of students to prepare them to become ministers of religion or to enter upon some other religious vocation, or to prepare them to teach theological subjects.

"SEC. 529. No fellowship shall be awarded under this part for study at a school or department of divinity. For the purposes of

this section, the term "school or department of divinity” means an institution or department or branch of an institution, whose program is specifically for the education of students to prepare them to become ministers of religion or to enter upon some other religious vocation or to prepare them to teach theological subjects.

"LIMITATION ON PAYMENTS

"SEC. 609. Nothing contained in this part shall be construed to authorize the making of any payment under this part for any equipment or materials for religious worship

or instruction."

Mr. ERVIN. So the only question that could arise as to religion is whether or not a mere furnishing of the grants to sectarian schools for construction of facilities for nonsectarian purposes and the furnishing of grants for the acquisition of materials used in courses of instruction for nonsectarian purposes meet the mandate of the first amendment.

Mr. MORSE. That is the view of the manager of the bill. The Supreme Court is the place to get that finally decided. The judicial review probably would be the vehicle to take it to the Supreme

Court.

Mr. ERVIN. The Senator from Oregon agrees with me that although the Supreme Court holds very clearly that tax moneys can not be used for the teaching of any religious doctrine, it has made no decision on this specific point as yet.

Mr. MORSE. We have no decision. The Senator and I discussed that this afternoon. We hope the Maryland case will go to the Supreme Court and raise the issue. No one knows with certainty because, as we know, the Supreme Court tries to avoid constitutional issues if they can be determined on other grounds.

Our bill would be one which I do not see how determination of the question could be avoided.

Mr. ERVIN. Does not our bill spell out clearly that any taxpayer can bring a suit to test the constitutionality of the 5th amendment of any provision of this bill as well as all of the provisions of all bills providing aid to education at any level.

Mr. MORSE. That is clearly my opinion.

Mr. ERVIN. And any Federal taxpayer could bring such a suit and the Court would have jurisdiction regardless of the amount of the tax in dispute.

Mr. MORSE. That is the provision of the bill which I offered and the Senator cosponsored.

Mr. ERVIN. I appreciate the replies of the Senator from Oregon to my questions. The bill has been referred to the Subcommittee on Constitutional Rights of the Committee on the Judiciary. I propose, as the chairman of that subcommittee, to hold hearings on the bill early next session. I trust we shall be able to report the bill favorably and obtain action on it before anything can be done under this bill.

Mr. MORSE. I now invite myself, through my friend from North Carolina, as an early witness to those hearings. Mr. ERVIN. I thank the Senator.

Mr. KENNEDY of New York. I wish to take only a minute. I know that Senators are prepared to leave the city.

I do not want the occasion to go by without making a comment, having served on the full committee and the subcommittee, and without paying tribute to the Senator from Oregon.

I heard the Senator say he is not preparing himself to be buried, when some of the other Senators were singing his praises.

I wish to say what an experience it has been for me to serve with the Senator from Oregon on this important piece of legislation.

We are all interested in the coordination of the Federal program. There are approximately 200 different Federal programs on education. There should be some coordination between all of those programs. I believe that aim is accepted in most cities.

I also have had some discussions with the chairman and the manager of the bill in regard to the possibility of some funds being used for beautification of school buildings. I have discussed an amendment to a bill in the House of Representatives for 1 percent for the beautification of school buildings. I defer to the judgment of the chairman on that

matter.

Before I take my seat I will reiterate my praise for the chairman and for the Republican Senators, Senator PROUTY, Senator DOMINICK, and Senator JAVITS, as well as the Democratic Senators, for their contribution in this important piece of legislation.

Mr. MORSE. I wish to state furthermore for the RECORD that the contributions of the Senator from New York [Mr. KENNEDY), are printed on page after

page of this bill. He has been of great help to me in bringing the bill to fruition on the floor of the Senate.

In regard to the language which I assume to be in the House bill, which deals with trying to beautify our school buildings, to give 1 percent of funds for the architectural aspects of them, I am in complete agreement with the objective of that proposal. It can be discussed in conference. I wish to state to the Senator that I shall support it in conference.

Mr. CASE. Mr. President, the bill before us today, the Higher Education Act of 1965, reflects the labors and judgments

of many persons, but of no one more dedicated and persevering than our colleague, the senior Senator from Oregon. As one who has observed closely his efforts as chairman of the Senate Education Subcommittee, and who served for a time as a member of that subcommittee under his leadership, I want to pay special tribute to his understanding and his accomplishment in bringing forth this long-awaited legislation.

I am particularly pleased that the bill incorporates a number of proposals that I have advanced over the past year. Three relate in particular to community or junior colleges-a type of institution that I have long felt should be given a larger share of our educational resources. Congress made a start in this direction when, 2 years ago, it adopted in the Higher Education Facilities Act a large part of the community college program I had been advocating for years.

Thus, title III of the pending bill would open up to 2-year colleges, as well as 4-year colleges, the assistance to be provided for developing institutions. Grants under this title would meet part of the cost of financing cooperative agreements between developing institutions and other colleges and universities—a technique well designed to upgrade the qualifications of junior colleges.

In addition, title VII amends the Higher Education Facilities Act of 1963 in two important respects, so far as junior colleges are concerned.

The first change removes the arbitrary requirement that construction grants to public community colleges and technical institutes amount to 40 percent of costsno more, no less. This formula has forced several States, including New Jersey, to assign their entire allocation to one institution, leaving no funds for other worthy applicants. Today's bill revises this formula to make 40 rercent the ceiling on the Federal contribution, the funds more widely as they see fit. leaving it up to the States to distribute

Title VII also increases the authorizaFacilities Act of 1963 for fiscal year 1966. tions provided in the Higher Education The amount authorized for grants for the construction of undergraduate facilities is increased by $100 million, from $230 to $330 million. For graduate facilities, the authorization is doubled, from $60 to $120 million. I had proposed that both authorizations be doubled, but the amounts now provided in the bill will allow for a significant expansion of these programs.