My assignments are in these fields of activities [reading]: Problems related to the social-economic-educational readjustment of veterans: (a) Study of laws and regulations affecting veterans. (b) Contacts with social-civic-educational and private organizations which are concerned with the readjustment of veterans. (1) Review of plans to aid veterans with such groups, making suggestions in accordance with laws and regulations, particularly veterans' educational programs. (c) Assist in planning for liaison between the services, organizations, and Selective Service, relation to men separated from military service. Problems centered around the vocational rehabilitation of physically handicapped registrants and veterans with non-service-connected disabilities. Problems concerned with the physical rehabilitation of registrants who have correctible physical defects, which, if corrected, would make them eligible for induction. Liaison with educational systems relative to the administration of the medical survey program, which is a program designed to get information for use by psychiatrists at induction stations. Problems created because of the illiterate registrant. Problems concerned with plans for registrants, and for those who will shortly become registrants, to obtain preinduction training in vocational skills and knowledges. Problems relating to certain induction station procedures. (a) Psychological testing procedures and rejection rates. Special problems assigned for study or solution by the Deputy Director. Senator HILL. Thank you. Colonel OWENS. The attention of the Selective Service System was first called to the educational levels of registrants when on October 16, 1940, in the first registration, 350,000 registrants signed their registration cards with a mark. Later, of course, when these men received their questionnaires they, plus an unknown number of scores of thousands with but slight literacy skills, had to receive assistance in the completion of these papers. Between the time the first inductions started in November 1940 and May 1941, the Army accepted illiterates if they could understand simple orders given in the English language. In those days the training processes were at a relatively normal pace, and illiterates could be absorbed without too much difficulty. However, as the tempo of defense plans speeded up it was found that the illiterate could not absorb the necessary training and was a distinct liability. Therefore, on May 15, 1941, the War Department regulations were changed, and registrants were not acceptable for induction unless they had reading and writing skills comparable to those usually prescribed by the fourth grade of grammar school. They were tested for this level at induction stations. Between May 15, 1941, and August 1, 1942, 433,000 registrants were rejected becausse they could not perform simple reading and writing skills at a fourth grade level. 186,000 of these were white registrants, and 247,000 were Negro registrants. Of the 433,000 there were 162,000 with no other disqualifying defect except lack of education. Of these 79,000 were white and 83,000 were Negro. It was during this period, May 1941 and August 1942, that Selective Service felt the impact of the War Department literacy standards. Local boards, fathers and mothers, and brothers and sisters of acceptable inductees were loud in their protests against what they felt was discrimination. Parents whose sons had even a little school ing, saw them going off to face possible death while at the same time illiterates could remain at home in safety. In addition to the protests of fathers and mothers of registrants who had some education, many patriotic illiterate registrants themselves could not understand why there was not a place for them in the services. They had not been responsible for their lack of education. Involved in this question of inducting men with limited mental abilities or lack of education was the question whether or not through more careful classification and assignment the men in this category could be utilized. On August 1, 1942, War Department procedures were again modified, and, between this date and June 1, 1943, 10 percent of the men accepted in any one day at any one induction station could be illiterate if they appeared to be of normal mentality. This was 10 percent of each race. In some areas this percentage had to be reduced to 5 percent during this period when more illiterates were inducted than could be absorbed in the training program. It also meant that in areas where rates of illiteracy were low the quota for acceptable illiterates was not reached. On June 1, 1943, the War Department abolished literacy tests per se and its percentage rates for accepting them, and established psychological testing procedures to determine mental alertness or adaptability. Registrants were accepted or rejected regardless of ability to read and write although all registrants were required to take at least the first of these tests if they could not prove high school graduation. The first of the psychological tests was a written test which required at least fourth grade reading and writing to pass. Between June 1, 1943, and April 1, 1944, 150,000 registrants were accepted who could not pass the reading and writing test but did pass the nonlanguage tests. While they may have shown some reading and writing skill they are recorded as illiterate if they failed the first test. All of these men were assigned to special training units by the Army and received instruction in reading and writing as well as some basic training. During the period between June 1943 and April 1944, 87 percent of these men, that is 130,500 successfully passed the requirements of the special training units and were transferred to regular basic training. On June 1, 1944, an improved series of tests were put into effect at the induction stations. These tests were developed after a year of study with them and others in the field, and it has been determined that if men can pass these tests they likely possess the background or mental capacity or experience which will enable them to absorb the training necessary to become a soldier. The question arises as to whether or not reading and writing skills would change the circumstances of a man so that his experiences would be such that he could be more able to pass these tests than if he did not have these fundamental tools of communication. The total experience of the Selective Service System to December 1, 1944, reveals that there are 620,000 registrants who have been rejected by reason of failure to meet the War Department's minimum intelligence standards. All of these are also illiterate according to these standards. If from this number we exclude idiots, morons, imbeciles, and those with a physical disqualifying defect we now have in class IV-F, and on our records, and in our local-board communities 265,000 registrants not otherwise disqualified for military service. In this group of registrants are 120,000 between 18 and 25 years of age; 50,000 between 26 and 29 years of age, and 95,000 who are 30 years of age or older. The 265,000 is divided between white and Negro registrants, 135,000 and 130,000, respectively. EDUCATIONAL LEVELS OF REGISTRANTS The rejections for failure to meet the armed forces intelligence or literacy standards are not surprising when we consider the following: 7.7 percent of the registrants between the ages of 18 and 37, or 1,704,000, have had 4 years or less of schooling; 34.2 percent, or 7,530,000, have had only between 5 and 8 years of schooling. Even when the records indicate several years of school attendance we find registrants being rejected for failure to meet minimum intelligence standards. For example, during a two month period in 1944, 39.6 percent of the registrants rejected for such reasons had had from 4 to 7 years of schooling, and 7 percent of those rejected had had 8 or more years of schooling. EDUCATIONAL LEVELS OF ARMY INDUCTEES You may be interested in the educational levels of inductees now in the Army. As of June 1, 1944, we find that men who possessed from no education through grammar school totaled 35.1 percent of the total; 24.3 percent were high school graduates and 3 percent were college graduates. Those with some record of high-school attendance totaled 26 percent and those with some college education, but who were not graduates totaled 9.2 percent. Senator ELLENDER. Any questions? Senator HILL. Colonel, could you give us any idea as to the need for funds for the equipment to use in the education program for GI education? Colonel OWENS. I am on my own now. This is personal. Senator HILL. That is what we want. You are on your own, but in the position you occupy you have a pretty good insight, I think, into these matters. Colonel OWENS. I think that the opportunities possible under the educational features of the GI bill not only present a challenge to America and to the school systems, but it is an opportunity that if not grasped will forever be a distinct loss to our Nation. I have here some figures showing educational intentions of men now in the Army. Those are all right, but they can't take advantage of their opportunities, they can't carry out their wishes, unless there is provision made for them. Urban areas can generally meet the needs of the veterans through Vocational courses and opportunities, night school courses, but most of our people do not come from those areas. I was down in Elkins, W. Va., a couple of weeks ago and coming back on the train-if any of you have ridden that train you know that it makes every stop-at one station a sailor got on and later another got on. Well, they were bragging a little. They had Pacific campaign ribbons on. They looked about 20 years old. Bright. I just thought, well, suppose a spark of ambition is started in these boys and they come back to that county wherever it was they came from. Certainly, there is no evidence that there is much of a chance for them to upgrade themselves. From 7 to 10 percent of the people in that county are in the armed services, as in all other counties. Now, there will be, on the basis of the intentions of the men in the Army now, a million and a half, two million, who intend to do something about furthering their education. I would like to see five, six, or seven million do something to upgrade themselves. There is only one way to do it, to provide opportunity for them, if it is only going to school one night a week and listening to current events. I would like to see millions of them upgrade themselves in some way. We must provide the facilities and encourage them to take advantage of them. I think unless we do we will miss the boat for a great service. Senator HILL. What you are saying is that the facilities are not here today? Colonel OWENS. That is right, sir. Senator HILL. And, of course, you cannot have the facilities unless you have the funds to provide them; isn't that correct? Colonel OWENS. Yes, sir. I don't know whether it is possible, but I would write it in the bill. Senator JOHNSTON. Do you have what percentage could go to college now? Colonel OWENS. Well, I have something on that, yes. Senator HILL. You gave a percentage awhile ago of those who went through high school. Those could go to college. Colonel OWENS. Yes. Twenty-five percent of the inductees and enlistees are high school graduates. They should be given an opportunity for upgrading themselves in whatever way is within their capacities. Senator HILL. You said you would write it in the bill. What do you mean by that? Colonel OWENS. I would write in a provision that part of this money had to be spent to provide educational and training opportunities for veterans. Senator HILL. How would you like to step the sum up? Colonel OWENS. I disagree with this bill. I would like to put those sums up about 10 times. I would like to see provision made to provide educational and training opportunities for veterans of World War II, and to include in this index the number of men enlisted and inducted from each State, and to provide that not less than 10 percent of this money shall be spent for providing opportunities for training or education of veterans of World War II. Senator HILL. Well, if we are going to adequately provide the opportunities for our veterans we are going to have to do something about educational facilities; isn't that right? Colonel OWENS. That is right, sir. Senator FULBRIGHT. Have you any idea what it has cost the Army in its program of educating the illiterates, have you any figures at all on that? Colonel OWENS. No. They would be available from the War Department. I don't know. Senator FULBRIGHT. You would guess it is a very substantial sum, isn't it? Colonel OWENS. I don't know the answer. Senator HILL. I understood it would cost over $300 per year to teach each illiterate soldier how to read and write. Senator FULBRIGHT. Someone yesterday, I think, estimated that. In other words, there is a considerable period of time in which the illiterate soldiers could have been taking their training if they hadn't devoted the time to learning to read and write? Colonel OWENS. Yes. You see, these men in special training units are a liability to the armed forces, because the number of men in these special training units are included in the over-all strength of the Army, and the over-all strength of the Army is determined by the total congressional appropriations, so they have a group of ineffectives there. Senator FULBRIGHT. They are a great burden. Colonel OWENS. Yes. The Army shouldn't have to do that. Senator FULBRIGHT. I noticed in the paper 2 or 3 days ago a great deal of storm and strife about the low morale of our troops. Would you say that the fact that so many have such a very low, I believe you said thirty-odd percent have less than a high school education; do you think that fact would have considerable influence on their thinking? In other words, if they had a proper education they would more appreciate the significance of the war itself? Colonel OWENS. Yes. I think that equal opportunity for education should be the fifth freedom. What are the other freedoms without understanding? How can people have freedom from fear if they don't know how to combat fear? How can people have freedom from want unless they know how to make a living? How can people have freedom of religion unless they can read the Bible? Senator FULBRIGHT. Or an ability to understand what is written? Colonel OWENS. Yes. Senator FULBRIGHT. This difficulty we have been having in France, this business of black-marketing, and all that, it all has a direct relationship on the ability of these people to understand; it has a great bearing, has it not? Colonel OWENS. I think so. If people understand they will find their own way. If you cannot read and write you are certainly under a disadvantage. Senator FULBRIGHT. And would you say that a better education makes for a better understanding of world affairs? I get letters about what the boys are going to do when they come back, what their answer is going to be as to our country participating in an international program. That is closely allied to this project, is it not? Colonel OWENS. I think so. Senator FULBRIGHT. So this is not just a matter of teaching to read and write, it is fundamental not only to our own democracy, but to what we are trying to do in the international field, don't you think? Colonel OWENS. You cannot preserve a democracy if people are ignorant. Senator FULBRIGHT. Nor can we build any international system to preserve peace without some understanding? |