I bring these facts to your attention so you will not overlook this aspect of education for veterans. You and I are interested in higher education. It is necessary. However, a well-balanced America depends not only upon the select few but upon every citizen in between, such as the bricklayer, the painter, the mechanic, the printer, the farmer, the plumber, the bookkeeper, the stenographer, the technician, and all others in the many varied crafts and trades of our Nation. I have read that to support one scientist or engineer it requires the services of 12 technicians. Technicians are not always in the realm of the "select few." Many are trained on the job. Thousands upon thousands have acquired their skills by receiving training as a result of the veterans-education programs over the past years, prior to February 1, 1955.

Yes, this great America of ours is the handiwork of little people. The average Mr. and Mrs. America has made and will continue to make up the solid foundation. The select few are needed, it is true, but as you consider the problem before you, just remember, "A chain is only as strong as its weakest link." Let us be sure and provide the means to have each link strong.

We need not take the time to review the achievements of GI education since 1946. This is all a matter of history. We know that GI trained veterans have helped to raise the entire educational level of the United States. We know of over a half million engineers, 250,000 schoolteachers, 170,000 doctors, dentists and nurses, over 115,000 scientists, and thousands of other trained people as a result of GI educational opportunities provided. Our manpower shortages in these fields alone would be much more critical than they are today, had it not been for the trained veterans who entered the ranks. These veterans have taken their places in the ranks of educated and trained citizens and have played an important role in strengthening the defense of our country.

Daily we read and hear statements made as to the strength of our Nation compared to others. Frankly, the more you hear and the more you read the more confused you become. One thing is for sure the strength of our Nation lies not in signed agreements between nations but in the strength of each and every citizen of a nation. The idea uppermost in the minds of the men who founded the United States was that each and every human being was important. Our Republic can hope to survive only as long as the principles upon which it was founded are respected and followed.

Members of this committee understand that only the productive can be strong, only the strong can remain free. Our Nation needs each person to the outmost edge of what he is and what he can become, the academically gifted, the slow learner, and all the rest between. The plea of those men and women who had to enter the military service after January 31, 1955, is to be given an opportunity. An educational opportunity and privilege as was afforded their friends and neighbors who served their country prior to February 1, 1955.

Opponents of legislation for veterans education will come before you, if they have not already done so, from another department of government and try and base their opposition on the allegation that when you good people provide this educational program for these neglected 42 million of citizens, who had to give up plans of their

future lives, the Defense Department cannot keep them in the military service.

This argument is hardly worth the time it takes to refute it. However, I would like to quote from a letter written to our national president of the National Association of State Approval Agencies, Mr. O. C. Ball, of Oklahoma City, Okla. The letter was written by a former U.S. Air Force enlistment officer. He said, "In reading the statements of your organization in the newspapers, I notice nothing said in rebuttal to the opponents' claim that the benefits (veterans) would depopulate our present military forces. Allow me to suggest one answer to these charges. As a former U.S. Air Force reenlistment officer I found that the number of airmen influenced by the lure of education was not excessive.

"Many who could have received the benefits of the Korean or World War II laws left the military for other reasons. Possibly a new benefits law would interest desirable veterans in taking college work and other types of training and thus raise the educational level of the Nation as well as contribute to national defense in this age of technological warfare."

The veterans are simply asking for an opportunity to become ready to more ably serve their country in its defense against our foes.

Is such a request asking too much? Do we believe in fairness to all of our citizens? Will our actions in this important matter support verbal statements of our belief in democracy? Let us no longer debate the terms of "peace-time" and "war-time" veterans. Such debate is simply a smoke screen. Let us be realistic and deal with the facts before us. Can you and I make the serviceman today believe he is safe and secure and that he is not in a danger zone, while our military leaders and diplomats throughout the world report buildup of military strengths of foreign powers and state that if things don't go well, it could result in the use of force, and if that happens, even on a minor scale, it would be extremely difficult to limit it. Yet, many people make the assumption that there's going to be no war. I hope and trust that our Nation will never be engaged in another war, but that assumption is very premature.

No doubt someone will appear before this committee and tell you that since we are at peace, if we are, and since there is no "shooting war" these who have served since February 1, 1955, and are now serving, need have no fear, all is well and they are not entitled to the rights and privileges as were others.

Just how safe are these so-called cold war veterans? For a thumbnail sketch of the talked about "safety" may I invite your attention to a story which appeared in the March 1, 1960 issue of Look magazine. The factual story was written by Look Staff writer, J. Robert Moskin. The title of the story is "Forgotten, Lonely, and Unready." The story points out that, "In Korea, the cold war is still hot. Our Army faces a bitter enemy across a tense and narrow no man's land. Front line units arc armed with World War II type weapons and filled out with Korean conscripts. We would be unable to win if the Communists attacked again today."

Does that sound as if our soldiers are safe? Does that sound as if there is no danger? The story quotes Gen. Carter B. Magruder, Commander of United Nations Forces and the American Eighth Army in Korea, as saying:

The shocking fact about our Army in Korea is that it faces disaster. If there was fighting, that used up equipment rapidly, we could not support sustained operations. The thousands of American soldiers, there, are in danger of being wiped out if war should begin again.

Other statements in the story are as follows:

Occasional

The American soldier north of the Imjin River lives with danger. shooting still erupts. Secret agents sneak across the line. We are the people who are up in front. These kids grow up in a hurry out here. The men realize the spot they are in. If Joe came across we'd be annihilated. impossible to get back across the river.

It would be

Do

You will recall the Korean war of 10 years ago next June 25. Although belittled today as a "limited war" it cost 33,629 American lives. The danger and tension of Korea today is not to be passed over lightly especially by those who are in the danger zones. you suppose the soldiers in Korea and scattered throughout the world in other hot spots close their eyes at night and say, "all is well," "there is no danger," "we are peacetime soldiers," "this is only a cold war," "our enemies know this, so we need not have any fear." In the face of all this, there are those people back in the States, thousands of miles from the danger zone, who drag their feet and take valuable time to debate the issue, which truly is not an issue, of the "peacetime" versus "wartime" veterans. I wonder if you and I were in the place of these young men scattered throughout the world just what would be our attitude toward fairness and justice?

I have heard it said, here on Capitol Hill, that if one shot should be fired against us by another nation, this legislation, providing educational rights and opportunities to veterans, would be passed by the Congress without hesitation. Will it take a declaration of war to spur us on to doing that which should have been done almost 3 years ago? Will some of our soldiers have to be killed for us to carry out our duties and obligations?

The Honorable Congressman, Newell A. George of Kansas, who is a member of this committee, was quoted in the February 3 issue of Army Times as backing this proposal, and pointed to the dangers involved in serving in such remote countries as Formosa, Lebanon, Turkey, and Germany where a cold war could quickly become a hot one.

I have also read with interest a statement made by another of your committee members the Honorable Paul A. Fino of the State of New York, as reported in the February 3 issue of Army Times. The Congressman said, "This country owes readjustment benefits to young men who have been drafted from their normal civilian pursuits to serve in the Armed Forces.

"This should be done as a matter of justice and equity to all veterans," the Congressman further stated, "the need for scientists and engineers and other trained and skilled manpower is clearly recognized. In many instances this need has been met because of the GI bill. We must continue this program and give to our young people every educational opportunity. We believe the providing of aid to these veterans will be a good economic investment for the future of our country."

President Jackson said, back in 1837, "Our growth has been rapid beyond all former example." Our growth and progress even since the day of Jackson has far surpassed all expectation. Despite oc

casional ups and downs that occur in a free economy, there are 15 million more jobs than in 1939. What's behind this constant growth? Mainly, it's our urge to invent new products and improve old ones— as well as the machines and methods by which they are made.

Nearly half our jobs didn't even exist in their present forms just 25 years ago. The newer industries are growing fast. It is estimated that during the next few years this tendency to create new jobs will be most pronounced in such industries as electronics, nuclear research and development, and packaged foods. Therefore, a need for educated and trained citizens.

New products have made jobs for many of the 800,000 workers in the chemical industry. By 1970, there will be a need for twice as many trained workers in this big field. Add to these the estimated 1 million new jobs which will be created by expanding programs in public health, education, marketing, and construction. In all, to meet the needs of America will call for an estimated 22 million new jobs in the next 15 years. Do you not believe that we today have an obligation to provide the opportunity for the present 42 million veterans to become qualified to fill these jobs?

Without question, the true discovery of America is before us. While we work and play on the home front, "cold war" veterans whose educational plans and ambitions were disrupted because of military service are serving as the "shock troops" between us and our would-be adversaries. This legion of potential workers and leaders are asking for an opportunity to improve themselves, upon their return home, so they might become educationally prepared to take their place in keeping America strong.

"People form the strength and constitute the wealth of a nation," said Patrick Henry. Americans are always moving on but an educated populace is a requisite. This group of individuals with whom we are concerned here today will repay the cost of this educational opportunity the Congress will provide them with, by paying increased income taxes. Truly it is an investment in human beings. Let us not falter in the execution of our responsibilities.

The passage of such educational legislation will achieve the following:

1. Inequity of the present educational situation will be corrected. 2. Trained nonprofessional people will be provided, meeting the needs of industry.

3. Skills and abilities will be developed at every level.

4. Aptitudes of people will be utilized.

5. Defense of our Nation will be strengthened.

6. Participants will pay back the capital investment, plus dividends. 7. Standards of living will be raised.

8. Performance of work will be improved.

9. Training will provide scientists, engineers, technicians, and other professional people, and greatly raise the number of qualified technician skilled workers.

10. Labor markets will be relieved of nontrained and semitrained applicants.

11. The economy of our Nation will be strengthened.

The National Association of State Approval Agencies believes, that in the history of our Nation, no other one program has done as much

toward expanding the educational opportunities and achievements of its citizens than has the GI bill. The continuation of these achievements can be had with a minimum of administrative confusion and experimentation by enactment of legislation as advocated herein.

In behalf of the membership of the National Association of State Approval Agencies, as well as other organizations, agencies, and individuals interested in the continued welfare of our Nation, and in behalf of the millions of people who will be affected, may we urge each of you to carefully consider this matter, and, without delay, provide suitable legislation which is fair and just. This group of young people with whom we are concerned today will become the leaders of tomorrow. They are deserving and are entitled to the educational opportunities which the Congress can and will provide.

Thank you.

Mr. GEORGE. We certainly appreciate your statement. The tribute Judge Trimble paid to you is certainly well deserved.

Mr. WOHLFORD. Thank you.

Mr. GEORGE. I wish the entire committee could have been here to hear your statement. But I know that they regret because of other demands they could not be here.

Mr. Adair, do you have any questions?

Mr. ADAIR. Yes, I do, Mr. Chairman.

Mr. Wohlford, do you regard this program as presently proposed as basically a scholarship program or basically a readjustment program?

Mr. WOHLFORD. Speaking for the national association, we are on record as favoring the readjustment and not a scholarship or loan program but to be patterened after the method of Public Law 500.

Mr. ADAIR. And as proposed in S. 1138 you think it is a scholarship program then, more than a readjustment program?

Mr. WOHLFORD. As I recall, in S. 1138 there is a certain factor in there as far as loans are concerned.

Mr. ADAIR. I expect to get to that in a minute.

Mr. WOHLFORD. Yes.

Mr. ADAIR. I am trying to get your line of thought, first, to see just which you are recommending, whether it be a scholarship program or whether it be a broader program than rehabilitation.

Mr. WOHLFORD. We believe that it should be a broad program, similar to Public Law 550 in a readjustment pattern because I have heard a little testimony this morning, just not too much, but I heard a little, and very definitely these young people coming back still have a readjustment and adjustment to make, and I think we would call it a readjustment form of program similar to Public Law 550.

Mr. ADAIR. S. 1138 has in it a provision that if a certain scholarship level is maintained that the program in college be one of grants, if this level is not maintained it becomes a loan program. Some of us feel that that indicates that this is pretty basically a scholarship program, if you are going to write that sort of a thing into a program; what would be your reaction to that?

Mr. WOHLFORD. I would speak for our association, then, that way back yonder when we first proposed the extension of Public Law 550 and veterans' education as long as the draft laws are in existence. We believe it should be handled financially the same as Public Law