who looked as if he was afflicted with rheumatism, presided over the group. He stood in the corner. I said to the principal, "Is that your regular teacher?" He said, "Well, he is our physical-education teacher." I said, "Where did you get him?" He said, "He used to be a carpenter here in town. He is pretty useful, and we gave him an emergency certificate. He is a fellow to handle these boys pretty well." We went into the shop. It was a rather good shop for a small high school, and I asked the principal, "Is that man a regular teacher?" He said, "No; that man used to be the handy man around town, doing odd jobs, plumbing and other things," and here he was teaching the boys in connection with war industry, boys who were getting ready to serve in the armed forces. The superintendents write to us and say, "We are constantly up against the problem of keeping the teachers on the job to do the things which the Government wants done." Recently there was a congressional committee that met to consider the subject of juvenile delinquency. It was pointed out in that hearing that the public schools had a tremendous influence in this matter of juvenile delinquency. I submit the question: What can the schools do additionally with regard to juvenile delinquency when they are faced with the manpower problem that they are faced with today? And, again, Congress has recently passed a bill for GI education. This act apparently assumes that thousands of returning veterans will be able to get special training in public elementary and particularly secondary schools. The superintendents say, "We are losing our trained teachers, and these veterans are coming back even now, and we cannot set up the courses. The people who can teach are leaving, they are going into war industries and other lines of work." And, again, in regard to the postwar years, we have had a great deal of talk about the problems that would be facing us involving the retraining of war workers. The public schools will be expected to participate in that job. I submit, that at the rate the schools are slipping back, when the postwar years come they will not be in a position to do anything approaching an adequate job with the problems that will face us at that time. Now, it seems to us that the schools need immediately, as soon as they can get it, funds to do certain things in connection with this manpower problem: First, to raise salaries so as to cut down this present rate of turn-over. Second, to have money that can be given to the especially highly skilled and trained teachers that will be needed to meet some of these postwar and difficult current problems. Third, to set up salary schedules and, perhaps, even to offer bonuses or scholarships to young women and to the available young men to go into teacher training, so that in the next 2 or 3 or 4 years they will be ready to help the schools to meet their problems. Fourth, to help provide training for the substandard teachers, in order to help them prepare more fully for their duties as teachers. I have some tables that summarize this year's study, and some charts that summarize the teachers' salaries in the United States that I should like to enter into the record. Senator ELLENDER. You may file them with the reporter. (The matter referred to is as follows:) TABLE IV.-Correct expense per pupil in average daily attendance (1939-40)2 1 Estimated by National Education Alliance on basis of 1943-44 data. TABLE 2.—Estimated number and percent of teachers paid less than $1,200 and less than $600 in 1944-45 1 Estimated by National Education Association on basis of 1943-44 data. TABLE 4.-Estimated decline in total number of teachers and losses to military services and to industry since December 1941 1 Estimated by National Education Association on basis of 1943-44 data. Senator ELLENDER. I am sure you read the bill that we are considering. Dr. HUBBARD. Yes. Senator ELLENDER. Do you think under its terms we can do what you suggest with respect to encouraging young men and women to study the teaching profession? Dr. HUBBARD. I think some of the money given under the bill, in some of these States instead of being put actually into teachers' salaries might be put into scholarships. If it is used to improve salary schedules, the mere fact you make known to these young people that there are opportunities in teaching that are fairly comparable with |