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capped children, and hope that this title may this year be fully funded. We are glad to see the proposal for developing innovative vocational education programs, and hope that in its implementation existing school structures will be broadened and enabled to include such education in comprehensive programs. Thank you very much for the opportunity to offer these views. Chairman PERKINs. Let me thank you, Mrs. Ryan, for your appearance here today and that of the National Congress of Parents and Teachers. Your statement has been most helpful. Has your organization all through the years supported the National Teacher Corps, I mean the last few years since the program has been before the Congress? Mrs. RYAN. No. Our members have studied this very carefully over the past year. I think last summer was our first statement in its support. Since then we have asked our people to look at programs around the country and our support has been *...*COllsiderably. Chairman PERKINs. From the valuations that your organization has been able to retain and from your people, do you feel that the o is doing a good job in the disadvantaged areas of the country In OW Mrs. RYAN. Yes. Chairman PERKINs. Those are reports that you are receiving from the worst neglected areas in the country where we do have the Teacher
Corps. o: RYAN. Our reports are all favorable. I do think, however, that the people in Lowell put their finger on one of the most important aspects of what the Teacher Corps is doing. As this Administrator said, we have had too much instruction and not enough education. The emphasis which the corps members are placing in this whole approach to working with these youngsters as individuals, “drawing them out” in it (as at least one translation of the word “education”), I think is a trend which is coming in education, which we can perhaps thank the disadvantaged youngsters for teaching us is something all children need, and I hope and I believe that this approach is going to spread throughout teacher education. Chairman PERKINs. Mr. Steiger? Mr. STEIGER. Mrs. Ryan, you made a very good statement this afternoon. Thank you for your patience. Mrs. RYAN. Thank you, sir. Mr. STEIGER. May I ask two questions of you? What kind of emphasis, if any, has the Congress of Parents and Teachers placed prior to the Teacher Corps, for example, on improving the education that is available to teachers You were here when the gentleman from Cleveland made a most eloquent statement. One of the things that he said was that the teacher education, I don’t remember his exact words, but it is woefully inadequate or deplorable or something along those lines. Has this been of concern to the PTA3 Mrs. RYAN. I am not sure we have taken an active role in the change in that respect. Our work is more with the relationship between teachers and parents and the welfare of children. I think our role has been supportive in nature rather than offering innovations as an organization. . STEIGER. What kind of a reaction do you have either personally or within your organization to the teacher assistance program? Mrs. RYAN. We have tried to offer this assistance for the last several ears, quite a few years, and this is one innovation we have urged. e have in various instances helped school people choose, screen, train PTA members for this purpose. A great many PTA members are filling this role, many more in the last year or two than, say, 10 years ago when we were first introducing or at least talking about the idea. Mr. STEIGER. You do feel, don't you, that this would be of assistance to try and individualize more the capability of the teacher? Mrs. RYAN. Oh, yes; it is a very important assistance. I would say now that it is generally accepted as part of the conventional wisdom but not for very long, maybe 2 years. Mr. STEIGER. Thank you. Chairman PERKINs. Mr. Ford? Mr. Ford. Thank you, Mr. Chairman. I am very happy to see this constituent of mine. You have been helpful to the committee and members of the committee on several occasions in the past. As you well know, the interest that your organization had in the overseas schools when others didn't know they existed played a lar o: in leading this committee 2 successive years to visit every part †, e world in which these schools are located. Mrs. RYAN.We have been mostgrateful for your help. Mr. Ford. We now have a combined report of two groups that went out last year that will be ready very shortly. One of the points in that report this year was the fact that we did discover the problem that you have pinpointed with regard to children with special education problems. We were disappointed, but not necessarily surprised, to discover that there is no uniformity among the three military services and their treatment of dependents that have every kind of variation of special problems. The Air Force has a rather firm policy with regard to the additional assignment overseas of parents with children having recognizable educational problems. The other two services tend to disregard it entirely. All three services do nothing after the child gets overseas, mainly because they are hard pressed to do a job with the ordinary programs. The support you have drawn concerning the inadequacy of the libraries and textbooks themselves has been very helpful. . Vance issued an executive order last year that by fiscal 1968 textbooks will be up to date. We discovered this year that that order has already had very remarkable results, but the one thing that is uniform throughout the three services is that the libraries are uniformly poor. We are hopeful that with the addition of the oversea schools to title II this year, we can see a change take place, and when we go back on our next investigation that we will see the effects of your efforts and the efforts of this committee. Thank you very much for staying around and missing your plane.
Mrs. Ryan. Well, thank you, sir. I am very glad to have done so.
Chairman PERKINS. We appreciate your appearance here today, Mrs. Ryan. You have been very helpful.
Mrs. Ryan. Thank you, Mr. Chairman.
Chairman PERKINS. We appreciate the endorsement of the legislation of the National Congress of Parents and Teachers. Thank you
The committee will recess until 9:30 a.m. tomorrow morning.
(Whereupon, at 5:03 p.m., the committee recessed, to reconvene at 9:30 a.m., Saturday, March 18, 1967.)
ELEMENTARY AND SECONDARY EDUCATION
SATURDAY, MARCH 18, 1967
House of REPRESENTATIVEs, CoMMITTEE ON EDUCATION AND LABOR, Washington, D.C.
The committee met at 9:30 a.m., pursuant to recess in room 2175, Rayburn House Office Building, Hon. Carl D. Perkins (chairman of the committee) presiding. Present: Representatives Perkins, Scheuer, Dellenback, and Steiger. Staff members present: Robert E. McCord, senior specialist; H. D. Reed, Jr., general counsel; William D. Gaul, associate general counsel; Benjamin F. Reeves, editor; Louise M. H)argans, research assistant; and Charles W. Radcliffe, special education counsel for minority. Chairman PERKINs. The committee will be in order. A quorum is present. We have Mr. Russell Goble from the Martin County schools of Kentucky. We would be delighted to hear from you at this time, Mr. Goble, and we are interested in knowing how the Elementary and Secondary Education Act is working out in your county.
STATEMENT OF RUSSELL GOBLE, MARTIN COUNTY SCHOOLS, KENTUCKY
Mr. GoBLE. Mr. Chairman and members of the committee, I wish to congratulate the committee for its efforts in making funds available through the Elementary and Secondary Education Act to local school districts especially those districts with low per capital income, a high rate of unemployment, and a large number of culturally and economically deprived children.
The programs are being well coordinated by the U.S. Office of Education, the State departments of education, and the local school districts. The guidelines, as a whole, are flexible enough to permit the local school districts to provide many of the needed services and facilities that they have been deprived of in the past due to a lack of funds.
Martin County has a low per capital income with little local revenue with which to provide an educational program that is comparable to the programs in the districts having the taxable wealth.
ementary and Secondary Education Act funds are helping to bridge the gap and the impact of Federal aid, too, is producing desirable results. 1465