economy have helped to prevent this nation from becoming Communist?" Time alone will measure to what extent our foreign aid, and more than that, our sympathetic understanding of their their problems have prevented their takeover in spite of criticism, ingratitude, and even the destruction of our flag and our Embassies which no American condones. Again from the past: On June 18, 1953, Republican Congressman Vorys said:

In underdeveloped countries poverty, disease, and ignorance breed communism, not because poor people, sick people, ignorant people go Communist, but because they are more easily taken over by Communist conspiracies, infiltration, and aggression.

On this positive side of the accomplishments you will find many documented achievements. For example, in our own committee hearings the question was asked if India, with its lack of food for the people of their own nation had sufficient tillable lands to accomplish this end. The answer was "Yes" and the technical know-how and assistance in the field of agriculture was improving this situation with some rapidity.

There has been much discussion among many people for many years about our engineering procedure in the field of highway building. I was pleased this year during hearings when I asked searching questions to have the replies indicating that new procedures have been established and that these procedures are identical with those used in funding our own U.S. system of highways. Adequate justification and plans are demanded; construction carefully examined; bonding required; and more important, when I asked the question, "Are you providing for repayment of these highways out of revenues set aside for such a purpose?" the answer was "Yes." These were necessary steps.

May I say here that I would like to commend Mr. David Bell, the Director of AID, for his intelligent work on behalf of establishing better managerial and administrative procedures in this wide, controversial field of AID.

I am going to turn my particular attention now to one of the most challenging fields in which we work-that of assistance to underdeveloped countries and assistance in helping themselves; to help them establish viable institutions, with trained people. This is probably the most significant aspect of AID's program. To assist underdeveloped countries to play a productive role in economic, social and political life and the barrage of demands facing the leaders of underdeveloped countries, for in these nations there is always a staggering surplus of unskilled and illiterate labor.

School systems were inadequate or those which existed featured or were patterned after models which emphasized education for the elite. Education for youth has always depended in any nation upon the stimulation of adults. Therefore, it is not only necessary to educate youth, but to provide for assistance in adult literacy programs.

Another major need is simple, downto-earth training of persons responsible for their own government's management.

We know, in our own country, for example, that there was a time when a ample, that there was a time when a county engineer was anyone who could hold a compass and would not get lost in the woods and would plan a road that could be traveled at least 2 months of the year. Changes in this field have been immeasurable in our own Nation. Imagine, if you will, an emerging nation Imagine, if you will, an emerging nation today confronted with the necessity, first, today confronted with the necessity, first, to establish a system of justice and courts; second, a system of administration with trained administrators in administrators in fields of auditing, tax management, planning, education, et cetera; third, the development of adequate, stable, parliamentary systems.

It is in this field of education that we undoubtedly could have done more, but where we have to date made creditable progress.

During the past 3 fiscal years, AID has provided some 210,000 classrooms for provided some 210,000 classrooms for 6,720,000 pupils at the elementary and secondary levels and AID projects have contributed to the education of teachers and teacher-education programs.

In Nepal, teachers who have been graduated for AID assisted teachertraining colleges represent 50 percent of this year's corps of trained teachers. The cost of this program from 1954 to 1965 was $2,388,000 spent for teacher training and in-service training. Of training and in-service training. Of this, $1,188,000 was in dollars and $1,this, $1,188,000 was in dollars and $1,200,000 in the equivalent Indian rupees.

And today, teachers in Iran trained in these schools represent 44 percent of these schools represent 44 percent of Iranian teachers.

Ethiopian teachers trained in the AID assisted institutions constituted 30 percent of that Nation's total at a cost of cent of that Nation's total at a cost of $838,000 for 2,250 teachers and 232 teachers and 232 teacher training classrooms.

In Korea, AID assisted teacher training constituted 29 percent of that country's teacher force at a total cost of $15,722,600 between the years of 1957 and 1961, of which $3,722,600 was in dollars 1961, of which $3,722,600 was in dollars in $12 million in local currency.

Two contracts were awarded to Washington University at St. Louis-$1,200,000 for technical assistance to Korea University and Yonsei University and to Minnesota University-$6,500,000 for technical assistance to the five graduate colleges at Seoul University.

In Afghanistan 25 percent of that country's corps has been AID-assisted with cumulative expenditures from November 1954 to June 30, 1965, of $6,710,804.

In Brazil, AID assisted in establishing a training center for training educational supervisors and teacher trainers. The total number of teachers who received in-service training in AID sponsored institutions during fiscal year 1963 through fiscal year 1965 was approximately 25,000 teachers. The total cost to AID from the initiation of the program in 1957 until its termination in 1965 was $1,657,000. Here AID's initial investment will be carried on by the Government of Brazil who has now assumed full responsibility for funding future activities.

In all of Latin America AID estimates that it has invested approximately $20 million in in-service training cumulative to fiscal year 1965.

I have before me a clipping from yesterday's Washington Post:

LATINS GO HOME TO PLANT U.S. FARM
TECHNIQUES

(By William Payne)

Eighty-three South Americans who studied American farming techniques for 5 months are returning to their villages and communities determined to plant the peasant farmers of their countries squarely in the 20th century.

While in this country, the South Americans worked in farmer cooperatives and lived with farm families. They want to sow seeds of self-reliance among campesinos, the South American peasant farmers.

They were in Washington last week, sightseeing before going home.

Hernan Ramos, 25, of Chile, was most impressed with the independence of the American farmer.

"The American farmer does not wait for

aid or expect to get it," he said. “The rural community believes in self-help. What we have to do is get our farmers to think like

that."

The largest group came from Venezuela, which sent 21. Twenty came from Bolivia, 18 from Peru, 16 from Chile, and 8 from Colombia.

The grassroots program has covered more than 230 persons in its 3-year history. This year's rural leaders unanimously wanted the program continued and expanded.

As one Venezuelan said, "There is a great munists. They say that there is nothing a deal of pressure on the farmer by the Comdemocracy has to teach them.

"If our people were to be able to come here to train and observe, they would able to build a barrier against communism."

The American farm families, from towns like Odessa, Minn., and Cadott, Wis., were swept up by the enthusiasm of the South Americans.

Dr. John M. Eklund, director of the project, said, "Our rural communities never before had much to do with foreign exchange, and this grassroots campesino program gives them a good opportunity."

National Farmers Union officials said one family drove 450 miles to spend 2 hours saying goodbye to their "adopted son." Another family donated a milking machine to a South American community, and another promised to send a library of books in English to another community.

In the past 3 year period 117,150 teachers were trained, AID-training assisted, in the Far East; 55,968 in the Near East and south Asia; 83,752 in Latin America and 29,393 in Africa.

Some 4,700 secondary school teachers and university and college instructors will receive in-service training this

1 Includes correspondence courses.

2 Experimental TV program.

In many nations the critical shortage of textbooks has been a major block to better education. I have had the personal privilege in my own district of rounding up textbooks to send on a completely cost-free basis to the taxpayers to a small segment of the Philippines. Their joy in receiving these textbooks was overwhelming.

In the Philippines, AID is stimulating the expansion of the publishing and printing industry in the textbook area providing paper and paper products to be used by local industry printers in publishing textbooks. By 1963 approximately 21 million elementary and secondary texts have been published and an additional 6 million were published in fiscal year 1965.

Similar programs are being conducted in Latin America, chiefly in the Central American Republics. Over 8 million elementary and secondary school texts have been published in the last 3 years in Central America through AID assistance. It is interesting to note that paper and paper products from all sections of the United States have been used in these textbooks.

Boise Cascade, Portland, Oreg., and Vancouver, Wash., shipped $312,194 worth of paper products; KimberlyClark, Munsing, Mich., shipped $28,029; the Fiber Board Corp., Ripon, Calif., shipped $17,035.

It is very interesting to note and to ponder on one small facet of this textbook industry. Can you imagine what development will appear in the future as the level of education is raised from the

4th to the 5th to the 6th and so on? Can you imagine how much more consumption there will be of these products as 'well as providing the necessary doors of knowledge for persons securing an edu

cation?

Let us turn to special programs such as the Turkish armed forces literacy training project which has trained thousands of adults. Since the beginning of this project in Turkey in 1959, 14 textbooks and teachers manuals and

40 supplementary reading books were developed and a total of 2 million other books have been printed and distributed; 4,200 other teachers have been trained at 16 different teacher training centers with a combined capacity for teaching 60,000 to 70,000 recruits each year.

I would also like to bring to the attention of this House an example of an educational project which covers several aspects. In 1950, 4 years before the AID program began, Nepal had no national university, no teacher training institutions. Only 1 child in every 200 was in school and only 2 percent of the Nepalese people could read and write.

The Government of Nepal, with U.S. advice and assistance, began in 1954 to concentrate its efforts on a three-way educational program. The University of Oregon contracted for the teacher-training portion. Nepal's first teacher training center was established in Katmandu in 1954. Two years later mobile normal school teams were organized to carry teacher training into the hinterlands. There followed annual in-service trainThere followed annual in-service training programs and subsequently a total of more than 3,500 primary school teachers were trained by the normal school staff, were trained by the normal school staff, and a normal school organization established capable of turning out 1,000 to 2,000 teachers per year as needed.

As

a result, since 1954 primary school enrollment has risen from 26,000 to 254,000 and the percentage of primary-age pupils and the percentage of primary-age pupils from 2 percent to over 19 percent.

You will be interested to know that cost to the University of Oregon from 1954 to September 30, 1959 when the contract expired was $640,000. You will also be interested to know that AID had provided $2,018,000 for the primary education project in Nepal between fiscal year 1955 and fiscal year 1965, most of which went for construction of schools. This amount also included some funds for professional work and for provision and distribution of curriculum materials.

In Nepal also a bureau of textbook publications was established and it produced

55 different titles and 225,000 pieces of educational literature in its first 5 years.

In the adult education field, more than 2,400 part-time teachers and field workers were trained for literacy education. Finally a national university was established with colleges of liberal arts and science, agriculture and forestry, education, law, nursing and medicine and finally, the number of schools from fiscal year 1955 through 1963 increased from 921 to over 5,000.

In Chile, President Frei announced his determination to do all he could to insure classrooms for every child. In the school year starting in March 1965, his campaign began, parents were urged to register their children, assistants and social workers were employed to assure such registration and the result of this effort was an increase of 186,000 in registration over last year. The total number of children accommodated in primary grades in 1965 was, 1,135,000. At the same time it was a strain on the teacher program. Accordingly the drive began to increase the number of teachers. Recent accounts indicate there will be 5,000 new teachers this year and the Government set 2,000 additional classrooms as its new construction goal which was exceeded by more than 50 percent and a total of 3,136 classrooms were expected to be available at the opening of the school term in March. Here it was interesting to note that this was an example of what can be done in a country with little outside assistance when a Government is ready to move ahead on its own.

In addition the Government is expanding its scholarship program and plans an extension of both a daily breakfast and school lunch as well as a basic school kit for each child.

In the fields of vocational, technical and managerial education the challenge has been particularly pressing in Africa.

AID programs in Africa have been therefore somewhat unique in having a greater than usual number of projects almost exclusively consisting of training.