A comparison of the support levels tor scientific personnel and education 

 recommended in Science, the Endless Frontier and those that actually obtain 

 is difficult. The Bush recommendation of $7 million lor the first year, rising 

 to $29 milhon by the fifth year, was based on an annual program of 6,000 

 undergraduate scholarships and 300 graduate fellowships. The National 

 Science Foundation's obligations for scientific personnel, education and man- 

 power, which in the early years were devoted largely to graduate fellowship 

 support, totaled approximately $1.5 million the first year and $4 million about 

 the fifth year. During this period, of course. Federal funds for education 

 were also available through the G.I. Bill, through the fellowships of the 

 National Institutes of Health, and the Atomic Energy Commission, as well 

 as from other sources. 



By 1960 the Foundation's obligations for scientific personnel and education 

 totaled more than $65 million, of which more than half went for institutes to 

 improve the teaching of mathematics and science principally in — biit not 

 limited to — the high school. The institutes program initiated by the Founda- 

 tion on an experimental basis in 1953 appealed particularly to Congress and 

 for several succeeding years funds have been specifically appropriated by Con- 

 gress for this purpose. 



A significant assessment of the impact and value of these programs is diffi- 

 cult at close range. A number of years, possibly a generation, will be required 

 before we may be able to judge fairly the extent to which Federal-support 

 programs have met their objectives. 



In the National Science Foundation, quality rather than numbers has been 

 stressed. We have felt that it was important for the whole broad rank and 

 file of students to be made aware of the opportunities and intellectual satisfac- 

 tions of science as well as other fields; it has seemed to us especially important 

 that those with special aptitudes and ability from whatever walk of Hfe should 

 have the fullest opportunitv for the realization of their talents. 



The Foundation is trying to the extent possible to meet the problem at its 

 source. It agrees fully with the Bush stress upon the importance of the 

 teaching of science at the high school level. It has been apparent that in 

 order to teach modern science effectively, teachers must not only be ade- 

 quately trained themselves but must have the opportunity to work with up-to- 

 date curriculums and course content and with proper laboratories and equip- 

 ment. 



Beginning with the work of the Physical Sciences Study Group at M.I.T., 

 the Foundation is supporting studies looking toward the complete revision 

 and up-dating of course content in physics, mathematics, chemistry, and 

 biology. This work has included the preparation of new textbooks and teach- 

 ing aids and the introduction of imaginative and stimulating new equipment. 



It seems reasonable to assume that these constructive efforts must by their 

 very nature influence for the better the teaching of science. Nevertheless, 

 nothing that has been accomplished thus far provides reason for complacency^- 

 As a nation we still seem a long way from a universal understanding and 

 appreciation for intellectual activity generally and probably will remain so 

 until we attach roughly the same importance to academic achievement as we 

 do, for example, to prowess in sports. 



xvn 



