know on the last night of class, they had a suprise dinner for me and gave me a gift. I'll teach for Community Schools always; I've made so many new friends and I feel I'm useful and needed again."

Senators, this is Community Education, no longer just facts and knowledge, but an opportunity for a community to once again become neighbors and friends who give to and share with one another. In the case of so many seniors-once again becoming a contributing member of our community-being somebody.

Community Education: From the preschool child of 3 to the senior of 92; from the uneducated 40-year-old man who could not read and now can take home the 2-percent milk his wife requests, instead of buttermilk; to the Vietnamese girl who can speak English and prepare American dishes; from the wealthy real estate broker who teaches his speciality; to the VW dealer who allows one of his mechanics to teach in Community Schools; from the high school junior who volunteers as a teacher 2 nights a week; to the professional modern math for parents; to origami for all; and shorthand, French, German, and Swahili; typing, English, and American Government; all of these you can find in Boise Community Schools. But perhaps none says what Community Education truly can be like in the Hebrew class on Friday nights and Saturday mornings in Boise, Idaho, and which is taught by a mormon. This represents Community Education.

Thank you very much.

Senator WILLIAMS. That is a remarkable story, Community Education in Boise, Idaho, remarkable that so much has been done in so little time, just 2 years.

Mr. RICHARDS. Yes, sir, that is correct, 2 years old this past June. Senator WILLIAMS. Mr. Richards, you are a teacher, as Senator Church told me, in the school system of Boise?

Mr. RICHARDS. Yes, sir, that is correct.

Senator WILLIAMS. You were part of the birth of the Community School program there?

Mr. RICHARDS. Yes, sir. We had a new superintendent who came to Boise from the Mott fellowship program in Flint, Mich., and when he arrived in Boise, he contacted me after being there some time and asked me if I would be interested in pursuing Community Education for the Boise community. and after explaining some of the concepts, I agreed with enthusiasm.

The school district returned me to Flint to study under the Mott program there in Community Education; and in June 1972, we started with a cardtable, folding chair, and have gradually grown to our current program.

Senator WILLIAMS. And support from the Model Cities program? Mr. RICHARDS. Yes, sir, that is correct. Model Cities decided it fell within their guidelines, and they assumed the funding responsibility for a share of the Community Schools beginning in June 1971. In January 1972 the Idaho Office on Aging indicated their willingness to participate with the senior citizens or to help in the program for seniors and added funding to Community Schools.

So up to this point in time we have been funded, in 1971 by Model Cities, and in 1972 we gained additional funds from the Idaho Office on Aging, and up until June of 1973 this was a source of funding through Model Cities and the Idaho Office on Aging. This past June we

received a budget hearing before the Boise independent school district and the board of trustees has agreed to fund 50 percent of the program, so this next year we will be on local funding for 50 percent of the program and the other two agencies will be reducing their funds in like

amount.

Senator WILLIAMS. The other two, Model Cities and the State?

Mr. RICHARDS. The State of Idaho Office on Aging and Model Cities, yes, sir, that is correct. I feel like it is a perfect example of what Federal seed money can do. By helping a program reach initiation, a S. 335 Senate bill such as we are discussing would provide this type of seed money to a community and then the local residents themselves would provide the ongoing funds for the necessary help.

Senator WILLIAMS. You know the departmental views here are opposed to this bill? And, I would like to insert those views in the hearing record at this point.

[The statement of Dr. Marland on S. 335 follows:]

Mr. Chairman and Members of the Subcommittee:

I am pleased to submit this statement of the Administration's views on S. 335, the "Community School Center Development Act."

This act contains three major provisions intended to encourage the growth and development of community schools. First, it would provide for grants to institutions of higher education for the training of community school directors. Second, it would establish a program of grants to local educational agencies for the creation or expansion of community school programs. Finally, it would create a Presidentiallyappointed Community Schools Advisory Council and twenty-five technical assistance teams within the Office of Education. The Council would be charged with advising on community school policy, and the teams would give aid to communities contemplating the establishment of community school programs.

There are many interesting community school projects currently being carried out at a number of sites across the country. While the best known of these is the Mott Foundation-sponsored project in Flint, Michigan, Office of Education data indicate that there are approximately 300 schools in the country which are already following to some degree the community school concept. All of these projects have in common the goal of making a variety of social services more accessible to, and more effective for, a larger number of people than are currently being served by existing schools. Most of the projects also are aimed at more closely involving the community in affairs of the school, and at making more effective use of school buildings.

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The Department endorses these goals as worthwhile. We do not, however, feel that a new categorical program of Federal aid such as would be provided by S. 335 is necessary or desirable for promoting these.goals.

While no one Federal education program encompasses all of the elements of a community school center as described in S. 335, a number of programs of the Office of Education can be used to provide funds and services for community school activities. Title I of this bill can be carried out under Part D of the Education Professions Development Act which authorizes grants to institutions of higher education as well as to State and local educational agencies for the training of educational administrators, including the training of administrative personnel for community schools.

Title III, ESEA, funds may be used to develop school-community education projects to demonstrate innovative and exemplary practices. The Williams School Project in Flint, Michigan, was financed partly through a Title III grant by the Office of Education and a number of other community school projects have been funded under the Stateadministered portion of Title III, ESEA.

A variety of services and activities are being provided for disadvantaged children and their parents under Title I, ESEA. Many of these services and activities have similar purposes to and, indeed, are elements of the community school concept. These include cultural and enrichment activities for pupils to supplement the basic school program; summer programs of cultural and recreational participation;