National security policy had been a special interest of mine for many years before I came into my present office. In my own studies of military policy I had come to two basic conclusions: One is that our future security depended on our understanding of the revolution in technology which is the mark of this age. The other is that unless we understand the cold war equally well, if not better, then all of our efforts in technology might be of no avail.

It was for this reason that we created the Office of Deputy Assistant Secretary of Education and Manpower Resources. I felt it an absolute necessity that an office be established, with responsibility for planning the education of our officers and men in the academic disciplines necessary to cope with technological change and the education of our troops for operating in the cold war. In other words, I felt that the first two necessities for our age were an appreciation of science on the one hand and the will to fight the cold war on the other.

Dr. Edward L. Katzenbach, Jr., was selected to head this Office on the basis of his experience with the military and his academic background. His 7 years in the Marine Corps, including his command assignments in combat, his studies of changing military technology, and his lectures in military colleges afforded him appropriate contact and knowledge of the military. His active participation in the academic community has gained the respect of educators generally. These associations, combined with his studies on the threat of communism, qualified him for this assignment.

Now, I should like to speak directly to the problem of troop information and education, or if the phrase is preferred, internal troop information.

I was specific in my instructions to my deputy in our first conference when he came into office a year ago this February. I was insistent that instead of being primarily a service agency to the military departments his office should exert leadership for the Department of Defense as a whole in the internal troop information fields of Democracy and communism, world affairs, forces for freedom, such as NATO and other friendly military forces, code of conduct, citizenship, to include voting, and orientation for overseas duty.

I should like to enlarge on what I believe to be my responsibilities in this area as differentiated from those of the service Secretaries.

In the first place, I want to make it clear that I believe that high morale is essentially a command responsibility. Basically, morale stems from leadership. It is a product of example. It is part and parcel of that pride and self-respect which comes with the conviction that a man is in the best of all possible units in the finest service of the best armed force in the world.

I believe that morale consists of three elements. First, a soldier, sailor, airman, or marine must have confidence that he and his unit know the business of war. Second, he must have absolute trust in his leadership, the basis of military discipline. Finally, he must have faith in his cause.

The first two of these elements of high morale are primarily the responsibility of the several services. The third, faith in his cause, transcends them. Sound training, pride of service, loyalty, and leadership are clearly matters which are of primary concern to the services. But faith in the cause, the why we fight rather than the how to fight, is

a matter of the utmost importance to my office. Final responsibility in this area devolves, in the name of the Secretary of Defense, upon me. I consider this one of my most demanding and challenging responsibilities, for as President Kennedy said,

It is most urgent that the American educational system tackle in earnest the task of teaching American youth to confront the reality of totalitarianism in the toughest, most militant form, which is communism, with the facts and values of our American heritage.

In order to fulfill these obligations, we worked with the services to see what measures were required to gain this leadership.

Specifically, we examined our relationships with the services, as set forth in prior directives. We evaluated the quality and quantity of the materials which we were producing for use by the services. In conjunction with this, we are looking into the question of how best to gage the effectiveness of the materials which we have been and are providing in the areas I mentioned previously.

We found that of first priority, the Department of Defense needed a new statement of responsibility and authority for internal information programs. The authorities and responsibilities of my office and those of the four services have been redefined in a series of new directives and instructions. These directives and instructions, I am convinced, provide an adequate base from which to exert leadership. Together they make clear our areas of responsibility, underline the planning function of the Directorate of Armed Forces Information and Education, and give to the Directorate coordination, review, and analysis functions needed for a well-organized and integrated pro

gram.

Contemporaneous with our analysis of authorities and responsibilities within the Department of Defense in the internal troop information area, we have been studying, qualitatively and quantitatively, the materials available for use in internal troop information.

As a result of this study, I became impressed by the fact, mentioned by Secretary McNamara in September, that there was a mass of internal troop information material-films, pamphlets, lecture outlines, slides, recordings so vast that it was almost impossible for busy local commanders to take the time to select materials in a thoughtful and coordinated way. I also came to realize that there was considerable duplication of effort and that the material available was uneven in quality. We are trying to solve a large part of these problems by our recently announced long-range program.

This program is designed to coordinate all the materials and facilities available to the Department of Defense and the four services and focus them on particular areas for limited periods of time. In this way, we hope to assure that our American fighting men will receive instruction that will help them understand not only what we are fighting, but more important, what we are fighting for. I should like to explain, by way of example, how this program will operate in a particular area under my jurisdiction.

The program will begin in the fourth quarter of fiscal 1962. In the area of democracy versus communism, major emphasis will be placed on the history of communism. We are producing a 50-minute film, "The Road to the Wall," on contract through CBS-TV. The film highlights the true story of the diabolical rise of Communist

totalitarianism from Marx to the "wall" that encircles communism wherever it may exist. The services will show this film.

We are issuing a pamphlet on the same subject to support it. The entire resources of my Armed Forces Information and Education office will be focused on the area of democracy versus communism in support of the theme of this film. We are preparing programs for the 205 radio stations and 34 TV stations that comprise the Armed Forces Radio and TV network around the world.

Our Armed Forces Press Service, a news clipsheet that we distribute to 1,400 commands for use in local newspapers, will emphasize materials in this area. Our "For Commanders" newsletter will support the theme of this film.

The services will coordinate their efforts with ours. Troop information lectures will be given on this subject; local area problems will be related to it; troop newspapers and local Armed Forces Network radio and TV programing staffs will give special attention to this subject.

Never before in the Department of Defense has an attempt been made on such a broad and well-organized scale to concentrate so many internal information resources in one area. This, I believe, will not only go a long way toward solving the problems of local commanders in selecting internal information materials; more important, I believe that the long-range Program. will assure, to the greatest extent possible, that our men will receive training in a subJect area narrow enough so that they can grasp it, and in sufficient depth so that they can understand it.

The subject area will give adequate consideration to related problems so that our fighting men can gain some perspective, and it will be specifically associated to the local situations in which they are personally involved so that they will maintain an interest in it.

I believe that the overall objective of the long-range program is best expressed in the brochure that outlines it, which was previously submitted to this subcommittee:

To provide a program of materials which will—

Sharpen the U.S. serviceman's awareness of the heritage of freedom which distinguishes and dignifies him;

Help him better to see and understand the nature of hostile forces which would destroy the institutions that preserve his inheritance in perpetuity; Strengthen his will to oppose these alien forces on every level of his life and in every way he can;

Assist him in accepting, and discharging, the responsibilities of ambassadorship which the events of the times have forced upon him; and

Thus increase his value as a soldier and as a citizen of the society he is sworn to defend.

In conclusion, then, Mr. Chairman, I believe I can assure the committee that we have taken direction; we do have an integrated plan; we will produce a quality product; and we will institute review procedures to see that it is effective. There will be no overlap or duplication with materials produced by the services.

But this does not mean, Mr. Chairman, that we believe there is no need or room for improvement. Indeed in the very nature of things we can never have what all will agree is a perfect program. I fully recognize that this committee has been and is working hard on this problem and I am looking forward very much to its recommendations

to us.

All of us want the same objectives. All of us want the American to stand straight and tall with pride in his heritage of freedom and with faith in the future of the United States of America. And to defend this history of liberty, all of us recognize that our service men and women must understand, fully and completely, the threat that communism, in all of its insidious and ugly forms, presents to the totality of the rights of man.

This concludes my statement. I shall be happy to answer your questions.

Senator STENNIS. Mr. Katzenbach, Senator Saltonstall and Senator Thurmond have suggested, and I think it is a good suggestion, that you proceed with your statement now and we can proceed with questions after you have finished.

KATZENBACH BIOGRAPHY

Senator STENNIS. Mr. Katzenbach, we are glad to have you, sir. We have your biographical sketch; the young lady will put it in the record at this point.

(The biographical sketch of Edward L. Katzenbach, Jr., is as follows:)

EDWARD L. KATZENBACH, JR., DEPUTY ASSISTANT SECRETARY OF DEFENSE FOR EDUCATION AND MANPOWER RESOURCES

Mr. Edward L. Katzenbach, Jr., Deputy Assistary Secretary of Defense for Education and Manpower Resources, in the Office of the Assistant Secretary of Defense Manpower), is responsible for the policy direction and coordination of Armed Forces education and information programs, relationships between the Department of Defense and civilian educators, and for the manpower resources aspects of policies and programs involving scientific, professional, technical, and other critical skills.

Mr. Katzenbach attended Princeton University and received his Doctor of Philosophy Degree in 1953. He had been instructor in history at Princeton, assistant professor of history and research associate, Institute of War and Peace Studies, Columbia University; and director of academic development at Brandeis University. He also was the first director of the defense studies program at Harvard University.

He was commissioned in the Marine Corps in 1941 and now is a colonel in the Marine Corps Reserve. During World War II he served in the Pacific in the campaigns at Kwajalein, Eniwetok, and Saipan. As a captain he was decorated with the Legion of Merit with combat "V" for his conduct at Eniwetok. Excerpts from the citation state "effected a landing across reef-fringing Elugelab Island. Leading the remainder of his men across reefs and intervening islands throughout the night he *** [prevented] the escape of the enemy from Engebi. Continuing to use aggressive and skillful tactics he guided his company in the reconnaissance and capture of eighteen other islands in Eniwetok Atoll. *** courageous leadership, determined efforts and unfaltering devotion to duty contributed materially to the capture of this vital atoll ** *"

During the attack on Saipan he was wounded and received the Purple Heart. Recalled to active duty in 1950 he served with the Fleet Marine Pacific and the Joint Chiefs of Staff.

During 1960 he served in a civilian capacity as Executive Secretary for the Navy Project Poseidon.

From then until his present position he served as a consultant with the Institutes for Defense Analyses, the National Academy of Sciences, and the services. Mr. Katzenbach was born in Trenton, N.J., and is married to the former Maude Thomas of Morristown, N.J. They have three children, Edward L., III, Matilda, and E. Thomas Katzenbach.

TESTIMONY OF EDWARD L. KATZENBACH, JR., DEPUTY ASSISTANT SECRETARY OF DEFENSE FOR EDUCATION AND MANPOWER RESOURCES

KATZENBACH STATEMENT

Mr. KATZENBACH. Mr. Chairman and members of the committee, nothing could give me greater pleasure than to appear before you this morning. I believe that the information and education program of the Armed Forces is a subject that concerns the heart of the Nationman's will to survive.

I must say at the outset that I have spent the better part of my lifetime asking myself the question: What is it that makes men fight and willing to die in war? Is there a difference in the code of the professional soldier and the citizen soldier? Why is it that one nation has a 100-year history of fine military forces, while the troops of a second nation with comparable education and similar political values have been generally inferior? What causes the elan of troops to change from poor to outstanding and from outstanding to poor?

I have never had full or perfect answers to any of these questions. But the point that I want to emphasize, Mr. Chairman, is that I do fully understand the seriousness of my duties in terms of national survival. I know that machines without men are inert, twisted metal masses. And I understand the complexity of my duties as well, the complexity which arises from the variety of cultural and educational backgrounds from which citizen soldiers are drawn, and the fact that each generation has differences with the one which preceded it.

There are, however, certain things which I believe to be unchangeable. The first of these is that in certain belief there is real strength. Faith does move mountains and tanks, ships, and planes. Second, I believe that the road to faith is paved with truth. Third, I believe that the world is in crisis and therefore that the need for the strength which comes with belief is as great as it was when Gen. George Washington asked Thomas Paine to write "The Crisis" to inspire his troops. And I believe that it is therefore a time to be sure that the truth is understood. To see to it that the truth about the dimension of arisis in this world in which we live is understood by our troops is my proud duty. Our troops must be able to say with our Founding Fathers, "We hold these truths to be self-evident ***." *" Surely truth and liberty are as inseparable as dictatorship and the big lie.

Secretary Runge has already told you generally what my duties are. He has informed you as to what has been done as a result of his direction. He has told you that we have completed what I would conceive as the first phase of a necessary reorientation of the program-the issuance of a series of directives and letters of instructions which give us the authority needed to assume positive leadership in internal troop information. We are also well along with the second or planning stage. We now have a long-range program which sets forth the contribution we intend to make to a stronger information and education program. We have projected the pamphlets, films, and orientation materials for troops going abroad that we will be putting out over the next few years.