constantly being checked by the Communist Party cell. But how much satisfaction a man gets from working on a collective farm depends on how this wood will be used. Will it go into a house he will live in, or a sled for the use of the big farm? Several miles from each collective farm is a machine tractor station, run by the Soviet Government. This method gave the central authorities a tight control over every farm. Tractors and combines from such depots were loaned out to nearby collectives. This system, always inefficient, is slowly being abolished. Soon tractors and all farm machinery will be placed permanently upon the farms themselves. Skilled mechanics, like most industrial labor, are given a quota. For producing above their quota they get bonuses-an important incentive in the Soviet system. Wages largely depend on how important the Government considers the work. Heavy industry pays the most. Strikes are forbidden and unions have virtually no power at all. But collective bargaining, restricted to working conditions, goes on in a very limited way. (Music.) Safety practices, however, are still primitive. Whatever has low priority in Russia, be it personal safety or locomotives, tends to suffer. But Russians make up for this with a kind of Yankee ingenuity. Despite old equipment and a lack of spare parts, the railroads keep up with the nation's tremendous industrial growth. In cities, most families have to live in a single room. A worker spends only about 5 rubles on rent out of every 100 he earns, but he and his family deeply resent the lack of privacy. Apartment houses are going up, but not fast enough to keep up with the growth of the cities-and housing remains a serious Russian problem. Women are on an equal basis with men in Soviet industry, enjoying the same pay and opportunities. Equality extends to the heaviest kinds of labor. Stalin's portrait still stands outside the great cotton textile works in Tashkent. Inside a sign reads "Let us mobilize all our forces to carry out the decisions of the 20th party congress." After 40 years, such slogans inspire but little. Yet the factory, with 23,000 employees, is as modern as any in the world. Workers make the equivalent of about $10 a week-which seems very little to an American, but very much to people in India, Pakistan, and the rest of Asia. Cloth is better and more plentiful than it used to be. But it's still expensive and scarce. So are other consumer goods in Moscow stores, the largest of which is G.U.M.-The Government Universal Store. Many people visit G.U.M. as tourists, not as buyers. They haven't the money to buy much-and stocks are limited. A good suit of clothes, or a warm winter overcoat costs 2 months' wages-a small car, about 3 years' wages for the ordinary worker. The prices in small dry goods stores are the same as in G.U.M., and so is the shortage. There is much profiteering by people who, through influence, are able to buy what is available and then resell it at a profit. Consumer goods must wait until the Government has decided that people can have them, but waiting isn't so hard for people who have always waited. (Music.) "We are molding a new Socialist society," say the Soviets-and children are clay in the mold. Education in the Soviet Union is organized and disciplined. Its chief object is not well-rounded citizens, but efficient units in Soviet industrial society. Courses are controlled by the Communst Party for political ends. Almost half of the students learn English so that later they may study journals and textbooks from English-speaking countries. They learn it much better than American children learn Spanish or French. Science and engineering are the most important subjects, while the humanities, the liberal arts, are neglected. Older students know that doing well in calculus now may bring rich rewards later on. (Music.) At Kiev Polytechnic Institute almost all students receive Government stipend, It's barely enough to live on. They could earn much more working in a factory. But they are investing in a future in which science can put them in the top income bracket and give them great social prestige. Before entering the university, most of them have had a job for several years. They are exempt from military service. After graduation they will work on a state projectthere is no other. (Music.) In the library are hundreds of foreign journals-all technical. Advanced Russian students learn more about our science than our students know about theirs. To the men in the Kremlin, who see scientific knowledge as the key to world power, such journals are both a boon and a dilemma. For a man who begins by thinking about science may some day end by thinking about freedom. Medical care is supposed to be available to everyone in the Soviet Union, although the facilities are often very limited. In spite of the free treatment offered many people choose to pay for their own medical care even at high fees. One interesting aspect of Soviet medicine is that two-thirds of the doctors are women. There is a large stadium in every city where sports events are held. Many young people devote their lives to the goal of world athletic supremacy for the Soviets. Giant pep rallies are designed to reassure the people that some day their privations will end and their cause triumph. Moscow University is the highest center of Russian education. Here there are no snap courses. The students are serious and concerned about their studies. They must be. For failure here may well mean a life of poorly paid and unrewarding work. Honor here, however, may mean membership in Russia's newest nobility of physicists and mathematicians. Education in science can have as one of its end results studies in basic research. Soviet scientists, like many others, are working on subjects relating to the structure of the atomic nucleus. Large particle accelerators have been constructed to bombard the nucleus. Some of these research machines, like the the one in this building, have energies in the range of billions of electron volts. From such basic research can come anything-an atomic icebreaker at the North Pole, or weapons of fantastic horror, or a man on the moon. Soviet Russia is very interested in atomic power as a source of electrical energy. Although at present atomic power stations are inefficient, they would be ideal in remote areas, far from normal fuels. This is a small atomic power station near Moscow with an output of 6,000 kilowatts. The Soviets are building another experimental plant in China-an expensive way of giving the Chinese light, but good propaganda for Russia. For the men who control Russian science and industry have as one of their main objects: to awe, to frighten, to divide, to conquer. Victory is what the men in the Kremlin want. But against a strong and united West military victory, although conceivable, would be a catastrophe for those who won as well as those who lost. So the Kremlin must play a waiting game, seeking to strengthen the confidence of their own people while weakening the alliances of the West. As the Kremlin waits, a group of young Americans sing and dance with Soviet students near Alma Ata in Russian Central Asia. Soon other such groups, in America as well as in Russia, will be talking together and exchanging their opinions. For now both countries, the Soviet Union and the United States, have agreed to widen their exchange of persons to include music and the arts, agriculture, medicine and science, and even to encourage ordinary travelers. This is no simple cure-all for the world's ills. But it is a step toward world understanding even among the dark shadows which the spires of the Kremlin have long cast and still do cast across Russia and the world. 2. The next item relates to correspondence from the Department of the Air Force dated April 30, 1962, concerning the recruiting poster which shows Air Force personnel on a sightseeing tour in Paris. Among other objectionable items of the poster, the U.N. flag is shown prominently in the foreground, and although other flags are included, the U.S. flag is not shown at all. As the subcommittee has learned, this recruiting poster has resulted in nationwide criticism. Innumerable telegrams and letters have been sent to the Secretary of the Air Force and to Congress. I was the recipient of many of these complaints. The purpose of my mentioning this correspondence is that during testimony of Captain Sanger, who is concerned with Navy recruiting posters, it was pointed out that the services should not afford themselves the luxury of appealing to a sense of tourism or having a gay time in Paris to recruit young Americans into uniform. The Navy recruiting service points out the need to attract dedicated and patriotic young men and women who may find themselves standing by the side of southeast Asians or Europeans who are in direct conventional and unconventional conflict with the Communists. The correspondence on the Air Force recruiting poster will appear in the record at this point. DEPARTMENT OF THE AIR FORCE, OFFICE OF THE SECRETARY, Hon. STROM THURMOND, DEAR SENATOR THURMOND: This is in response to your recent inquiry in behalf on Mr. H. W. Matthews concerning the fact that the United Nations flag was displayed on an Air Force recruiting poster while the U.S. flag was not shown. It is hoped that the inclosed fact sheet will help you to understand the reasons for these posters being designed in this manner, as well as the overall philosophy relating to the Air Force recruiting program. Your continued interest in the Air Force is appreciated. Sincerely, D. W. PAFFEL, Colonel, USAF, Congressional Inquiry Division, Office of Legislative Liaison. APRIL 24, 1962. INFORMATION PERTAINING TO USAF RECRUITING POSTER INQUIRIES The following information regarding the development and use of Air Force recruiting posters is provided in response to recent inquiries on this subject. The point on which explanations were specifically desired was that five posters did not display a U.S. flag, and one displayed the flags of another nation and organizations while the U.S. flag was not shown. Materials used for recruiting posters may be divided into two general categories. First, there is advertising which is designed to show the broad aspects of Air Force life, equipment and operations. Second, there is more specific advertising directed toward persons having particular aptitudes or inclinations and designed to serve more specialized personnel procurement programs. One of the six posters shows an Air Force captain and a WAF first lieutenant sightseeing in Paris and is designed to portray travel as an attractive aspect of an Air Force career. The French Tricolor, the U.N. flag and NATO flag were included merely as details that might reasonably be expected in such a scene. Another is devoted to an experimental plane, showing the X-15 in flight, and is designed to stress the pioneering achievements of the Air Force as a whole in order to appeal to any potential recruit. The remaining four posters are examples of specific advertising and include pictures of a nurse, an air policeman, a navigation chart, and an Air Force Academy cadet. Our experience, confirmed by professional research, has shown it is necessary to appeal to a variety of motives in order to interest suitable young men and women in an Air Force career. The need for diversified and specific appeals is increased by the competition of industrial recruiting programs. There is a heavy volume of correspondence from youngsters throughout the Nation who respond to generalized recruitment advertising by requesting detailed information from recruiting personnel. The overall recruitment advertising program stresses the U.S. flag and patriotic themes. For example, TV stations in the country are furnished by the Air Force Recruiting Service a film featuring the national anthem which shows planes and marching airmen and prominently displays the flag. Also, the best current instance is a full page advertisement which appeared in the southwest edition of the Saturday Evening Post for April 14, 1962. It shows the blue field of the American flag containing the 50 white stars with one red and one white stripe along the right-hand border. The caption reads: "50 Reasons Why You Should Join the Air Force." This advertisement is programed as our next window card recruiting poster. Senator STROM THURMOND, Senate Office Building, Washington, D.C.: HOUSTON, TEX., April 24, 1962. Yesterday I saw the new Air Force recruiting poster that showed that the American flag has been replaced by the United Nations flag. Please advise by what right or authority the United Nations flag supersedes the United States flag. H. W. MATHEWS. I want to connect this Air Force poster with some interesting information the subcommittee obtained at the Air Force Academy on December 6, 1961, in which is described the manner in which the subject of communism is taught at the U.S. Air Force Academy. This report shows that 40 hours of classroom instruction are provided on communism and the course of history of Russia. Paragraph 3 of this report states: "Our approach to the treatment of the subject of communism is conditioned by the fact that we are in a teaching situation. We examine communism from the point of view of neutral observers; we particularly noted such various deviations from pure Marxism as Lenin's new economic policy, the popular front, collective security, the rebirth of Russian nationalism, and the partial rehabilitation of the Orthodox Church." During our discussion with Air Force representatives before the subcommittee, we were assured that the Air Force cannot, and must not, be "neutral observers" in a discussion of communism. Yet, in this report by the Air Force Academy, such a neutral position is in fact admittedly pursued. I find this a most disconcerting position, especially when it is related to the carefree air of tourism in which Air Force personnel are pictured in a recruiting poster. (There will be included in the record at this point the letter from the Air Force Academy to the committee.) Reply to attention of: DFH/3230. HEADQUARTERS, UNITED STATES AIR FORCE ACADEMY, Subject: Treatment of Communism in the Course, History of Russia. 1. The course objectives of the Russian history course at the United States Air Force Academy are as follows: (a) To consider the historical development of Russia and the Soviet Union; (b) To review the geographic setting, the social environment, and the economic potential of the Soviet Union; (c) To examine and critique the principles of Marxist-Leninist Socialism and the evolution of the present Soviet state; (d) To enable the cadet to reason intelligently concerning the Soviet Union and its relationship with the rest of the world. 2. The Russian history course, as it is presently being taught, consists of 40 class hours of instruction based upon two standard texts: Wren's The Course of Russian History and Treadgold's Twentieth Century Russia. The emphasis of the course is balanced evenly between Imperial Russia and Twentieth Century Russia. Twenty hours are devoted to the first 1,000 years of Russian history and 20 hours are allotted to the last 50 years. 3. Our approach to the treatment of the subject of Communism is conditioned by the fact that we are in a teaching situation. We examine Communism from the point of view of neutral observers; we particularly note such various deviations from pure Marxism as Lenin's New Economic Policy, the Popular Front, Collective Security, the rebirth of Russian nationalism, and the partial rehabilitation of the Orthodox Church. Contradictions between official Soviet pronouncements and actual Soviet practice are also examined. By teaching the history of the rise of Communism, the various inconsistencies noted, and the impact of the philosophy on the Soviet Union, we feel we do a better job of our basic task-teaching the history of Russia. WILBERT H. RUEN HECK, Colonel, USAF, Professor and Head, Department of History. 3. During the inquiries of our investigators in the field a questionnaire was used containing 109 specific points for inquiry. In isolated cases the military commanders retained these questionnaires to provide detailed answers later. A most conscientious effort was made by Headquarters 2d U.S. Army to provide answers to this questionnaire. I desire to include this questionnaire and the 2d U.S. Army answers to demonstrate the depth and scope of inquiry. Of particular interest was the answers to questions 70 and 71 in case of 2d U.S. Army. (Put questionnaire and answers in record at this point.) 80752-62-pt. 6—12 |