way as to permit the Harvard Graduate School of Education to play a significant part in realizing the aims of this legislation.

THEODORE R. SIZER,

Dean, Graduate School of Education,
Harvard University.

Mr. PERKINS. Our next witness is Mr. Edward Kline.

Mr. BRADEMAS. Might I ask unanimous consent to insert in the record at this point, the fact that we are discussing the Teacher Corps and an editorial which concerned this in Life magazine, on that subject?

Chairman PERKINS. Is there any objection to inserting the Life editorial? Hearing no objection, it is so ordered.

(The document referred to appears on page 1719.)

Chairman PERKINS. We will also place in the record at this point your complete statement, Mr. Buchanan.

Mr. BUCHANAN. Thank you, sir.

STATEMENT BY R. P. BUCHANAN, SUPERINTENDENT, JACKSON COUNTY SCHOOLS,

SYLVA, N.C.

I would like to thank you for giving me the opportunity to talk with you about the NTC program. We at the local level are pleased that you who have such a busy schedule will spend time on examining proposals and gathering information that is vital in making decisions that are in the best interests of this country.

I have prepared no statement to present to you but I would like to relate some of our experiences with NTC. When the idea of incorporating the National Teachers Corps into our program was presented to us, we were skeptical and proceeded with caution. Frankly, we questioned the wisdom of becoming involved. We recognized that we had an immediate obligation to do all we could to meet the needs of our pupils. We also knew that it was impossible to meet some of these needs because of the lack of financial assistance. NTC did offer another way of getting personnel and other help that we need.

With some reluctance we began to examine the possibility of using what the NTC had to offer. "Midnight oil" was burned in examining their proposal of NTC to strengthen educational opportunities for children in areas with concentrations of low-income families, and encourage colleges and universities to broaden their teacher preparation program.

We were interested not only in the immediate effects this might have on our pupils, teachers, and other facets of our school program but also the aftereffects that it might have. We knew we had areas in our school unit that could qualify and that we needed all the help we could get to strengthen educational opportunity in many areas.

We had conferences with the people from Western Carolina College, the college given the grant to train NTC in our State. This was not difficult to do because the college is located in Jackson County and they use one of our county schools as a laboratory school in the training of teachers.

We wanted to see if they had indeed been able to recruit competent people for their program and if they had been able to organize their program in such a way as to broaden their teacher training program to the point that it would give special training in the teaching of the deprived. We were convinced that they had been able to do effective recruiting and that their training program would help train teachers to work with the deprived.

After holding conferences with other superintendents in the area and discussing the opportunity offered by NTC with our school personnel, we decided to apply for a grant.

We then burned some additional "midnight oil" in trying to incorporate the opportunity we now had into our program in an effective way.

This program plan simply stated is to incorporate every phase of school that is relative to the community into this one activity.

Through a cooperative effort among regular teachers, NTC personnel, college personnel, county school personnel and others to make of the self-contained classroom a modern-day institution in which many research people are involved.

We feel after operating this program in the Canada township, a remote area in Jackson County, N.C., on August 27, 1966, that we are making progress toward carrying out our aims and that NTC has made it possible for us to do this.

It is my belief that NTC activities in the Canada school are demonstrating the effectiveness of this program. We feel that NTC has helped us strengthen the educational opportunities for children living in an isolated area with a concentration of low-income families, and that the college training program is effective in recruiting and preparing personnel to work with the deprived.

In fact we have seen this area come alive because of what is being done this year.

Chairman PERKINS. Mr. Cline, we are glad to welcome you here this morning. I see you have a prepared statement. Proceed in any manner you prefer.

STATEMENT OF EDWARD L. CLINE, SR., ON BEHALF OF THE OMAHA TRIBE OF MACY, NEBR.

Mr. CLINE. Thank you for the opportunity to appear before your committee, Mr. Chairman. I am Edward L. Cline, Sr.

I am a member of the Omaha Tribe of Nebraska. I live on the Omaha Reservation at Macy, Nebr., where I am economical, financial, and family counselor for the tribe. For 4 years I have been a member of the local public elementary school board.

I am here as the representative not only of my school board but also of the Tribal Council of the Omaha Tribe of Nebraska, which has financed my trip to Washington.

This year our school, with 275 to 300 children, both Indian and non-Indian, has been very fortunate to have the services of a team from the National Teacher Corps. These dedicated and enthusiastic young people have made an invaluable contribution, not only to the academic education of our children, but to their everyday life and to the life of our community.

In the school they have given individual help to more than one-third of our students who had fallen behind the rest of the group. This work they do, not only during regular school hours, but in hours which are taken from their own free time.

They also travel several miles to tutor children in neighboring Winnebago community which has no Teacher Corps team. They have brought fresh enthusiasm and new methods and skills to our faculty.

Once the faculty recognized the benefits they as well as the children were receiving from the work of the Teacher Corps team they were eager to cooperate and asked for additional help from the team. Teachers found that they could teach more effectively when the slow or difficult pupils were receiving extra help and were not holding back the class.

They have given hearing tests to all our children, with the result that a number of youngsters with previously unrecognized hearing defects are now receiving medical treatment which will enable them to hear better and therefore learn better.

They have instituted a program of uniform testing which will permit us to make a realistic evaluation of the job that is being done by our school, and will show up individual weaknesses in the children so that proper remedial help can be given to them.

They made us aware of the need for a central library and led the drive to acquire books. As a result, our school now has its first school

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library with several thousand volumes. I myself have two boys at the school and since the library has been opened my TV watching has been seriously interfered with because my boys bring books home which they want me to read and discuss with them. I am very happy to give up the TV for this and very grateful to the Teacher Corps who instigated it.

I am getting to know my boss better. I am sure this is true not only in my household, but that there are many other families being put to the test.

In only a few months the Teacher Corps members have become a vital force in our community. Even young children are aware of why the Teacher Corps has come to us. One third-grader gave his answer "They're here to help us dumb guys." I can tell the committee that they are here to help all of us-dumb or otherwise.

They have made themselves a part of our lives. They visit us in our house and we visit them in theirs. This is true especially of the children-it is nothing uncommon to see a Teacher Corps member walk down the street with five or six youngsters trailing after him. My boys have gone hunting several times with one of them. I don't know who was teaching whom on those outings.

In the evenings the corpsmen attend community social activities, meetings, work with individual students, and conduct classes. There is presently a sewing class, and literacy classes are being planned. We consider the work of the National Teacher Corps in our community an asset we have profited from greatly and would greatly miss if we were to lose it.

I understand the committee has before it a proposal to make Teacher Corps teams available to Bureau of Indian Affairs Schools as well as public schools. And on the basis of our experience, I strongly urge your support for this provision. Schools on or near Indian reservations always have difficulty in attracting qualified teachers to so remote a location. The Teacher Corps is one way to ease that problem.

And it is especially valuable because it is designed to work with disadvantaged children and is staffed by young people who want to work in just such communities.

We need the National Teacher Corps in our reservation. I am sure they are equally needed in hundreds of communities across the land. Chairman PERKINS. You have made a very convincing statement, Mr. Cline. As a representative of your school board and especially concerning the fact that you have firsthand knowledge of the operation of the Teacher Corps.

Have you had any problems with the administration of the Corps or any difficulties with the Corps after your board of education employed these teachers in the Teacher Corps?

Mr. CLINE. No, sir.

Chairman PERKINS. Did they blend in well with the other teachers in your school system?

Mr. CLINE. Yes, sir.

Chairman PERKINS. I think you have told the committee that they brought know-how that those disadvantaged children otherwise would not have obtained on the reservation and to all of the disadvantaged in the area.

Are you here recommending that we adopt the proposal concerning the national recruitment of the teachers and leaving it up to the local boards of education selection with the State boards to employ those representatives of the Teacher Corps in your local school systems?

Do you feel that would do a good deal in the future toward eliminating some of the problems in the disadvantaged areas?

Mr. CLINE. Yes, sir.

Chairman PERKINS. It would bring better teaching methods and cultural programs and enrichment programs to the disadvantaged areas which you do not now have?

Mr. CLINE. Yes, sir.

Chairman PERKINS. Had you been able to get any type of this instruction before the Teacher Corps came along? Had your local board of education been able to train and recruit teachers especially to teach the disadvantaged?

Mr. CLINE. As I stated in my statement, to get qualified people to come to us just for the money is pretty hard for us to do because of the fact that we have a limited amount of money and for us to go out and try to recruit the teacher, the type of people we need, it would cost us a lot of money we could not afford.

We feel because the National Teacher Corps members are people who are not particularly interested in the monetary benefits they might receive but are so dedicated so as to try to go out into these disadvantaged areas to try to help in some special way, in which they certainly have helped our community.

Mr. BRADEMAS. I might say our chairman, Mr. Cline, must attend an important House Administration Committee meeting at 10 o'clock. I might ask you just a couple of quick questions. What is the beginning pay for a schoolteacher in your school system?

Mr. CLINE. For teachers who have degrees our pay scale-we just adopted a new pay scale at our board meeting this past Monday night and they raised this to $5,400 per year.

Chairman PERKINS. You have had trouble getting qualified teachers to come in and teach in your schools at that pay level; is that correct?

Mr. CLINE. Yes.

Chairman PERKINS. Mr. Brademas.

Mr. BRADEMAS. Do you have any trouble in the relationship between your Teacher Corps members and the teachers in your public school system?

Mr. CLINE. I would not say we have had any trouble. As I said in my statement here, once the teachers actually got to know what these young people were trying to do in our system for our children right at this point they are certainly putting a lot of work on the shoulders of these young people in our system right now because they fully realize at this point what good work they are doing for our children. Mr. BRADEMAS. Mrs. Green.

Mrs. GREEN. I have no questions.

Mr. GARDNER. Mr. Cline, may I commend you on a very fine statement and the work you are doing.

Going back to your remarks concerning the Teacher Corps and the job that you feel they have been able to accomplish in your area it

would seem to me that the prime thing in your mind behind the Teacher Corps is the money available, that you have been unable in your particular State to match these funds and consequently the Teacher Corps has come in and filled a gap that you have.

If this money were available and on a State level do you think your State would be able to carry on a similar type of program that is now being furnished by the Teacher Corps?

Mr. CLINE. They might, but I seriously doubt that we would find the dedicated people as the corps members certainly are. I don't think that we would get the type of people that the National Teacher Corps has recruited to work in these disadvantaged areas. I seriously doubt that it would be a successful program if we had the money.

Mr. GARDNER. Isn't it true that we find many dedicated people as yourself who are not in the Teacher Corps and I am sure you are not in it strictly for the monetary results.

Mr. CLINE. I certainly believe what I said to be true. I am sure we could as a school board find the money to pay high salaries but I seriously doubt that we would have the ability or the time to go out and to recruit the type of people that the National Teacher Corps is made up of.

Mr. GARDNER. Thank you.

Mr. BRADEMAS. Mr. Ford?

Mr. FORD. Thank you, Mr. Chairman. Mr. Cline, while we have the advantage of your experience and background I would like to ask you a couple of questions on a matter that you touch on here but which is far broader than the simple question of the Teacher Corps.

In this legislation it is proposed to include Bureau of Indian Affairs schools among districts eligible for the receipt of Teacher Corps people and services. There is some concern on this committee as to whether or not we should keep the Bureau of Indian Affairs in the school business.

Some of us are developing rather serious doubts about whether we should not be making every step to convert this to public schools. Now you live on an Indian reservation and occupy a position with a tribal council and are also a member of a public school board of education, is that right?

Mr. CLINE. Yes, sir.

Mr. FORD. Do most of the people living on Indian reservations in Nebraska attend public schools or do they attend Bureau of Indian Affairs schools?

Mr. CLINE. We have three Indian reservations in the State of Nebraska but we have no bureau-operated schools in the State of Nebraska.

Mr. FORD. When we were holding hearings on the west coast it was pointed out that in the State of Washington almost all Indian children attend public schools. Some of those public schools are in fact located on Indian reservations and the student body is made up almost entirely of the residents of the reservation but they are in fact public schools and they participate in all of the rights, benefits, and disabilities of public school education to the same extent that all of the other children do. But in the State of Oregon, which is immediately next to it, the reverse is true. There are a large number of Indian children still going to Bureau of Indian Affairs schools.