EXHIBIT 166 "TRENDS IN JUVENILE COURT DELINQUENCY CASES (EXCLUDING TRAFFIC) AND CHILD POPULATION 10 TO 17 YEARS OF AGE FROM 1940 TO 1963 WITH PROJECTIONS TO 1985" [Submitted by I. Richard Perlman, Chief, Juvenile Delinquency Studies Branch, Children's Bureau, Department of Health, Education, and Welfare, Welfare Administration] PROJECTION A ASSUMES THAT THE 1963 RATE OF DELINQUENCY WILL CONTINUE UNCHANGED. PROJECTION "B" ASSUMES THAT THE INCREASE IN DELINQUENCY CASES WILL OUTPACE THE INCREASE IN THE CHILD POPULATION TO THE SAME DEGREE AS IT HAS SINCE 1940. BIOGRAPHIC STATEMENT: VIRGIL M. ROGERS Senator GRUENING. The next witness is Dr. Virgil M. Rogers. Dr. Rogers was born in Moore, S.C. He received his B.A. degree from Wofford College in Spartanburg, S.C., and subsequently earned his master's degree in educational administration at Western State College in Colorado. He has a doctor's degree in education from the Colorado University Teachers College. Dr. Rogers has been a teacher, principal, and superintendent in the public schools. At the college level he has taught, given lectures, been director of teacher training and a college dean. He was superintendent of the public schools at Gunnison and Boulder, Colo., River Forest, Ill., and Battle Creek, Mich. For 11 years he was dean of the School of Education of Syracuse University, serving from 1953 to 1964. In September of 1963 he left on terminal leave and has since that time directed the National Education Association's automation project. In addition to considerable knowledge of the domestic education. scene, Dr. Rogers has traveled in Europe, the Soviet Union, Africa, South America, Thailand, India, and Egypt. In the fall of 1959 with a group of educational administrators, Dr. Rogers made a month-long study of the schools and teacher training institutions in the Soviet Union and Poland. Two years later he directed a similar study in the Soviet Union. In 1962, working for the Peace Corps, he made a study of the educational needs for Nyasaland (now known as Malawi) which is located in southeastern Africa. In the winter of 1963, at the request of the Agency for International Development, Dr. Rogers made a special educational study in Colombia, South America. Following that project he embarked on an educational tour which took him around the world and it was on that trip that Dr. Rogers examined the population conditions in India, Thailand, and Egypt. The Subcommittee on Foreign Aid Expenditures is very pleased that Dr. Rogers is able to be with us this morning to testify at this hearing. He brings a knowledge of educational problems and developments which is very nearly worldwide in scope. He is an educator with experience at almost every level of the teaching profession. His contributions to the population dialog today are welcome and will help all of us know more about the urgency of meeting the educational needs here and abroad in their relation to the population problems. Dr. Rogers, we are very glad to have you. You may proceed in your own way. STATEMENT OF VIRGIL M. ROGERS, DIRECTOR, AUTOMATION PROJECT, NATIONAL EDUCATION ASSOCIATION, WASHINGTON, D.C. Mr. ROGERS. Thank you very much, Senator Gruening. My name is Virgil M. Rogers, and I am honored to have this opportunity today to tell the members of the Subcommittee on Foreign Aid Expenditures why it is my conviction that Congress needs to act favorably respecting Senate bill 1676. I am here primarily as a schoolman who has accumulated a certain amount of experience as a teacher in the public schools, as a superintendent of schools in Illinois, Michigan, and Colorado, as a university dean (Syracuse University), and more recently as director of a special project sponsored by the National Education Association on the educational implications of automation. Our work in examining automation's impact upon society and its implications for the teacher, the school official, the school board, the taxpayer, and the parent and the future of our children and youth, and the distressing evidence which was accumulated from these studies are the reasons why I wish to present my views, which are strictly personal, to the committee. And I hope this will answer in part Senator Simpson's question, just how can we reach the great masses of humanity in our slum areas in the cities. As an educator, I am deeply concerned that all children have a decent opportunity for a good education. This is not now happening, in spite of the fact that "free education for all" has been one of our Nation's proudest boasts, and an "educated electorate" one of her fondest dreams. In fact, our situation in American education is in some respects growing more critical each year, particularly in the 200 largest cities and in the rural sections of almost every State in the Union. The situation in the nonpublic schools is equally serious, and the crowding is far worse. In the automation project, we have been concerned over the past 4 years with what the machine is doing to man and how education can help man to cope with the problems created by an age of rapidly advancing technology, speeded up by $20 billion poured into the research and development program of the Nation annually, largely by the Federal Government. AUTOMATION: THE EFFECTS ON THE POORLY EDUCATED AND THE UNTRAINED We are concerned especially about what machines are doing to the poorly educated and the untrained in our society. We are encouraging educators to revamp the vocational technical education programs to provide for the basic skills of learning and to challenge and help motivate all youth to remain in school through the high school years and to look upon education as a process of lifelong learning. We have been concerned with developing programs of retraining for the jobless; programs of education in the wise use of increasing leisure time; part-time work for the youth from low-income families. We have testified in behalf of much of the farsighted educational legislation enacted by the present Congress. We have been pressing for better counseling and guidance programs. EDUCATION MUST MOVE AGAINST ILLITERACY We believe the prime target against which education at all levels must move is illiteracy. We must converge upon it from all sides, attacking it from all angles and without letup until it is completely annihilated, for automation and scientific progress have made illiteracy obsolete. There simply is no longer any place for the illiterate in our society. Yet we have an amazing amount of functional illiteracy all about us. It is growing, and will become immeasurably worse in another 10 years, as still another "lost generation" grows up, as the vast bulk of our population continues to mass in the metropolitan areas of the country. During the 20 years since the close of World War II we have seen two great forces growing in our country, and to some extent in many other nations. These are (1) exploding population, and (2) what is termed "automation." As we have examined the advancing stages of technological development and observed the mounting problems of idle, out-of-school youth, the diminishing job opportunities for the uneducated, it has become abundantly clear that the rapid population growth among the illiterates is a major complicating factor that cannot be cured by temporizing with it in this Nation or by attempting to sweep it under the rug as we have done in the past. The same phenomenon has become a catastrophe in the underdeveloped nations, as has been testified to here this morning. It is nonsense for government, educators, or politicians to be concerned about raising educational standards and remain oblivious to the time bomb of population explosion. With little or no concerted effort at educating and counseling for family responsibility and for family life planning, in all candor how can the school board member, the educator, avoid panic at the thought of the still greater numbers we shall be faced with in tomorrow's overcrowded and understaffed classroom? Clearly, with the best will in the world, education cannot even overtake the needs, let alone keep pace with them or outdistance them under these circumstances. EDUCATION BUDGET OF UNITED STATES NEEDS INCREASED FUNDING The decade of growth, as presented in the following school statistics, dramatizes for us the Nation's mounting educational problem. The Nation will need to channel more and more of its national budget into education, while at present welfare, delinquency, and crime are taking a growing lion's share of all taxes. Senator, instead of referring to the table and chart on page 4 as I had planned to do, I would like to pass that, because the data are obvious. And I understand the Senate is about to convene. And I would simply make this brief statement about the table and the chart, that the data are not comparable, because the years are somewhat different. And the basis for tabulating the secondary school figures in the table by the U.S. Office of Education is different from that used by the NEA, since one group has included the junior high school enrollment, and the U.S. Office has not, that is, they have considered them in the elementary school. So it makes the statistics a little bit in conflict. But the totals amount to about the same. (The table and chart referred to follow:) |