REPORT RESUMES

ED 0'49 025 FL 000 826 ANNUAL REPORT TO THE CONGRESS ON THE INTERNATIONAL EDUCATIONAL AND CULTURAL EXCHANGE PROGRAM, FISCAL YEAR 1966. DEPARTMENT OF STATE, WASHINGTON, D.C. PUB DATE 14 AUG 67 EDRS PRICE NF -$0.50 HC-$4.60 113P.

DESCRIPTC'AS- *INTERNATIONAL EDUCATION, *INTERAGENCY COORDINATION, *PROGRAM DESCRIPTIONS, *CULTURAL EXCHANGE, *GOVERNMENT ROLE, GEOGRAPHIC REGIONS, CULTURAL ACTIVITIES, STUDY ABROAD, SCHOLARSHIPS, YOUTH PROGRAMS, STATISTICALDATA, STUDENT EXCHANGE PROGRAMS, TEACHER EXCHANGE PROGRAMS,FEDERAL AID, FULBRIGHT HAYS ACT, INTERNATIONAL EDUCATION ACT,

AFTER BRIEF DESCRIPTIONS OF THE 1966 INTERNATIONAL EDUCATION ACT AND THE CENTER FOR EDUCATIONAL COOPERATION, THIS REPORT PRESENTS A SERIES OF PROGRAMDESCRIPTIONS. A TWENTIETH ANNIVERSARY CELEBRATION OF THE FULBRIGHT ACT BROUGHT TOGETHER WORLD GOVERNMENT OFFICIALS ANDOUTSTANDING EDUCATORS UNDER THE THEME OF "DIVERSITY AND INTERDEPENDENCE THROUGH INTERNATIONAL EDUCATION." PROGRAMS FORVARIOUS GEOGRAPHICAL AREAS ARE SURVEYED. USIA EDUCATIONAL AND CULTURAL ACTIVITIES ARE DESCRIBED, AS AREMULTILATERAL AND SPECIAL ACTIVITIES. THERE ARE SECTIONS ON CULTURAL PRESENTATIONS, THE BOARD OF FOREIGN SCHOLARSHIPS, SERVICESTO VISITORS, AND THE COORDINATION OF EDUCATIONAL AND CULTURAL PROGRAMS. OTHER PROGRAMS AND DEVELOPMENTS INCLUDE AMERICAN-SPONSORED SCHOOLS ABROAD, TEENAGE PROGRAMS, A UNIVERSITY AFFILIATION PROGRAM, MULTINATIONAL EXCHANGE PROJECTS, AND AN EAST-WEST CENTER. AN APPENDIXCONTAINS STATISTICAL TABLES ON NUMBER OF EXCHANGE WITH ALL OFTHE COOPERATING COUNTRIESi FIELDS OF INTEREST, AND 1966FINANCES. (AF) tv MO= IMPEND - r s to to

Via 1* The Conress'

c. cr.4 . ° on the

.0 International EdUcational and Cultural, Exchange Program r

40

4.el

O Fiscal Year's /966

Bureau ofEduCational and Cultural Affairs U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION OR POLICY.

ANNUAL REPORT TO THECONGRESS ON THE

INTERNATIONALEDUCATIONAL AND CULTURAL EXCHANGEPROGRAM

FISCAL YEAR 1966

bZ O I

Bureau of Educationaland Cultural Affairs, Department of State

fiUtV,St. 1 4

THE WHITE HOUSE August 14, 1967

TO THE CONGRESS OP THE UNITED STATES:

I am paeased to transmit the annual report on the international educational and cultural exchange program conducted during fiscal year 1966 under the. Mutual Educational and Cultural Exchange Act of 1961 (Public Law 87-256, FUlbright-Hays Act).

This report covers a period which saw the completion of two dec- ades of international educational exchange and the laying of new founda- tions for its future. The groundwork done this year led eventually to the passage of the International Education Act of 1966, a milestone in our efforts to improve our citizens' knowledge of their world.

Today the United States looks ahead confidently to its relations with the rest of the world. It is a view in which there are great hopes and many hazards. Were our goals no more than materialistic, if we sought no more than power and material abundance, if we gained no more than scientific breakthroughs and military superiorities, ours might soon become a nation spiritually derived and psychologically estranged from much of the world around us.

But it is to people, not things -- to the warmth and generosity of the American people, not to material things, that we turn in order to break the barriers of misunderstanding that forever threaten to di- vide us from our fellow men. The international exchange of students, teachers, scholars, and leading specialists is one of the Nation's most effective means for dispelling ignorance, prejudice, and international suspicion.

The educational and cultural exchange program is a relatively small but highly effective instrument in international relations.It enlists the participation of talented individuals who constitute a creative and influential minority in society. Henry Adams said in his "Education":

"The difference is slight to the influence of an author, whether he is read by five hundred readers or by five hundred thousand; if he can select the five hundred, he reaches the five hundred 04! thousand."

The program is not a "crash" one, but is designed, like educatian itself, to plant and cultivate the seed of understanding, which, having germinated and taken root, quietly flourishes.

Too often today men are tempted to think, in Emerson's phrase, that "things are in the saddle."Educational and cultural exchange reminds us that it is not on th:Ings -- not on machinery and gadgetry -- but on 2

Our educational the minds and hearts of menthat the human fatedepends. They are our American and cultural exchange programsare personoriented. testimonial to the beliefthat, though mountainscannot meet, people al- ways can. attention of the Congress. I commend this reportto the thoughtful

LYNDON B. JOHNSON CONTENTS

Page

THE INTERNATIONAL EDUCATION ACT OF 1966 AND THE CENTER FOR EDUCATIONAL COOPERATION 1

THE 20th ANNIVERSARY CELEBRATION 5

SURVEY OF AREA PROGRAMS 9 Latin American Area 10 Africa 15 Western Europe 19 Eastern Europe and Yugoslavia 23 The Near East and South Asia 28 East Asia and Pacific 32

USIA EDUCATIONAL AND CULTURAL ACTIVITIES 39 Information and Binational Centers 39 Books Abroad 41 English Teaching Program 43 Other Cultural Activities 46

MULTILATERAL AND SPECIAL ACTIVITIES 49 U.S. National Commission for UNESCO 49 Multilateral Policy Planning Staff 51 U.S. Advisory Commission on International Educational and Cultural Affairs 53 Government Advisory Committee on International Book Programs. 54

CULTURAL PRESENTATIONS 57 Sports and Cultural Diplomacy 62

BOARD OF FOREIGN SCHOLARSHIPS 65

SERVICES TO VISITORS AND OTHER ACTIVITIES 67 Reception Centers 67 Special Services for Nongrant Foreign Students 68 Services to Voluntary Visitors 70 Orientation of American Grantees 71

Designation of Sponsors for Exchange-Visitors Programs. . . 72 Community Assistance to the Exchange Program 74

OTHER PROGRAMS AND DEVELOPMENTS 77 American-Sponsored Schools Abroad 77 Teenage Programs 79 The University Affiliation Program 79 Multinational Exchange Projects 81 East-West Center 82

COORDINATION OF EDUCATIONAL AND CULTURAL PROGRAMS 85 Volunteers to America 86 Books, English Language Teaching 86 Migration of Talent and Skills 87

APPENDIXES 95 THE INTERNATIONAL EDUCATION ACT OF 1966 AND THE CENTER FOR EDUCATIONAL COOPERATION

Just as educational and cultural exchange was neglected as an instrument of diplomacy until recently, so, also, relatively little effort was made in

American institutions of higher education to create an understanding of the cultures of other peoples and an insight intotheir points of view and prob- lems. Courses in history, literature, and the humanities in general were largely confined to our European heritage. Thus when, on May 17, 1966, the

House Committee on Education and Labor recommended favorable action on

H. R. 14643, which was later amended and enacted into law as the Interna- tional Education Act of 1966, the Committee's report noted:

"Only 15 years ago, students had hardly any opportunity to learn about the larger part of the world's peoples and cultures.

"Only a handful of universities gave courses on Asia or the Middle East which emphasized the contemporary world; still fewer offered courses on Africa."

The Committee's report went on to point out that in the 1950's and

1960's steps to rectify this shortcoming in education had been initiated and

supported almost exclusively by private resources--primarily certain large foundations and a few universities and colleges.

A turning point was marked, therefore, on September 16,1965 when

President Johnson, in his speech at the Smithsonian Institution, announced

that he had directed a special task force to recommend a long-range plan for the furtherance of international education.The plan would be designed to assist education in the developing areas of the world, help schools and - 2 -

universities increase theinternational content of their curricula,further encourage exchangeof students and teachers,accelerate the frea flow of books and ideas and art, andbring together intellectuals toponder common world problems.

Out of the recommendationsof the President's task force camethe Inter- national Education Act of1966 (Public Law 89-698), which was signedinto law on October 29,1966-- alittle over a year after thePresident's historic announcement. The act provides for theestablishment of centers for advanced international studies, includinggrants to universities for suchcenters; the giving of grants to universitiesto assist in improvingundergraduate instruc- tion in international studies;and the creation of a NationalAdvisory Commit- of Health, tee on International Studies,consisting of the Assistant Secretary

Education, and Welfare(HEW) as chairman and not more than 15additional mem- bers appointed by the Presidentto advise on the implementationof the act and to make program recommendations. It also authorizes the U.S.Commissioner of Education to arrange for theestablishment and operation of institutesfor teachers in secondary schools to givebroader understanding of international affairs; amends the FUIbright-Hays Actto enable nationals who come tothe

United States for study or teachingto exchange their foreign currencyfor

dollars; and authorizes a study by theSecretary of HEW on ways to reducethe migration of trained and skilled personnelfrom the developing countries.

As part of the new emphasis oninternational education, the President

directed the Sdcretary of HEW to establish aCenter for Educational Coopera-

tion within his agency. The Center will serve as a channelfor communication

between overseas missions and the U.S.educational community; will direct international education programsassigned to HEW and assist public and private agencies conductinginternational education programs. Nam will Budg.:Aary restrictionsimposed by the demands of the war in Viet delay the full implementationof the Act until futureappropriations. Nonethe- less, in passing theInternational Education Act of1966, the Congress gave important direction and dimensionto a new approach to the role ofinterna- tional education in U.S. foreignaffairs. The year 1966 was both a milestone

and a turning point in thehistory of U.D. cultural relationswith other

countries. - 5 -

THE 20th ANNIVERSARY CELEBRATION

The Fulbright Act(Public Law 584) laid the groundwork in1946 for the utilization of foreign currencies owed to orowned by the United States for a cooperative programof educational exchanges. In celebration of the two decades of educational exchange, an anniversarysymposium sponsored by the

Board of Foreign Scholarships washeld at Columbia University September8-10,

1966. This convocation brought togethergovernment officials and outstanu.ng educators from all over the world. "Diversity and Interdependence Through

International Education" was the theme of thegathering.

Assistant Secretary of State for Educationaland Cultural Affairs

Charles Frankel, from the philosophydepartment at ColumbiaUni- versity, told the symposium that the Government waseager for new ideas. Dr.

Frankel stressed the central importanceof international educational and cultural exchange in the contemporaryworld. It is the obligation of the

Government, he said, "to prepare peopleto live in an international environ- ment: through education it must repair distorted viewsand misconceptions de- riving from faulty communication. Finally, the Government must create a

school system interlaced with educationalsystems of other countries."

The Chairman of the Board of ForeignScholarships, Professor Oscar 1/ Handling pointed out that through the Smitt-Mundt Act of1948 (Public Law

402) and the Fulbright-Hays Act of 1961(Public Law 87-256), educational

1/ Professor John dope Franklin succeeded ProfessorHandlin as chairman September 15, 1966. -6

fields of educa- exchange has become not only anestablished program in all aspect of the tion, scholarship, and thearts, "but also a significant new

relations of the United Stateswith other countries." selective rather than Although the academicexchange program is on a Ful- a quantitativebasis, the cumulativenumber of participants since the briet program came into fulloperation in 1948 is nonethelessimpressive. studied in the During the period1949-66, a total of 31,309 foreign students

United States under the StateDepartment's direct grant programand 13,695

American students studied abroad;9,669 teachers from abroad taught here or

participated in development programsand 5,463 American teacherstaught in

foreign schools or participated inseminars; 8,990 scholars fromother lands

lectured or pursued research hereand 8,257 of their Americancounterparts

were similarly engagedabroad.

The Fuibright Act wassigned into law by the Presidentof the United

States on August 1,1946. On August 1,1966, twenty years later, in an ad-

dress at the University of Colorado on"Education in InternationalRelations,"

the father of the exchange program,Senator J. W. Fuibright, saidthat the

twentieth century world is physicallyunited by its economic andtechnolog-

"One of the purposes ical interdependence. Senator Fuibright thenobserved:

of international education, indeedof all education, is to helpclose the

dangerous gap between the economic andtechnological interdependenceof the

peoples of the world and their psychologicaland spiritual alienation. Thus

conceived, international education, whichis often regarded as a playthingof

harmless sentimentalists who hope topersuade the peoples of the world to -7 -

reality a basic factor of interna- feel more kindly abouteach other, is in military power in its tional relations, quite asimportant as diplomacy and 11. implications for war or peace." - 9 -

SURVEY OF AREA PROGRAMS

ex- A total of10,563 exchangees participated inthe State Department's citizens in the change program in fiscal year1966. There were 8,158 foreign in research, and ob- United States on grants tostudy, teach, lecture, engage

for the same purpose. From serve, and2,405 U.S. citizens on grants overseas

1949, the first full year of theoperation of the FUlbrightAct, through

June 30, 1966, the two-waygrantee traffic totaled107,306, comprising 76,685 represents foreign nationals and30,621 Americans. This growing body of alumni

more than 130 countriesand territories. in 1966 to be Following are some samplehighlights of America's effort

both a teacher and a learnerin the world forum ofknowledge and ideas Western a forum in whichthe peoples of the LatinAmerican Area, Africa, South Asia, and East Europe, Eastern Europe andYugoslavia, the Near East and

Asia and the Pacific arerepresented.

r - 10 -

LATIN AMERICAN AREA

In fiscal year 1966 the number of new grantees to and from the countries

of the Latin American Area totalled 2,103, compared to an average of 1,828

during the 5-year period 1961 through 1965.

During 1966 the Department continued to encourage and support the Latin

American efforts in university modernization. Under the international

visitor program, 25 key university administrators, deans, and ministry of

education officials visited the United States to confer with colleagues and

observe educational developments. For the second year, a U.S. consortium of

14 universities and 3 foundations engaged in a project to raise the academic

standards of all of the major departments at the Autonomous University of

Guadalajara, Mexico. The Department of State made it possible for several

professors from Guadalajara to come to the United States for advanced

research, study, and training, and for U.S. professors to go to Guadalajara

and teach in the university and advise on the reorganization of its faculty.

The interuniversity arrangements between Rutgers University and the

University of San Andres, La Paz, Bolivia, in the field of economics, con-

tinued for the third year. A similar interuniversity arrangement in the

field of political science between Texas Western University and the Univer-

sity of Cochabamba, Bolivia which started in 1965, was active for a second year. Under State Department grants, U.S. professors of public administra-

tion went to the University of St. Augustine, Trinidad, to help train public

servants for the newly established government. The annual Latin Americanmeeting on the Department'seducational and

cultural exchange program washeld at Lima, Peru, March 21 to25, 1966. Par- ,11

ticipants included USISofficers responsible for administeringthe educational

ani cultural exchanges inSouth America, executive officersof the binational

educational commissions in the area,officers of the Department of State and

the USIA, and a member ofthe Board of Foreign Scholarships. Among the topics

students, discussed were: program directors inthe Latin American area, foreign

international visitors program,American-sponsored schools, country and

regional seminars, and the functionof the Board of Foreign Scholarships !

and the U.S. Advisory Commission onInternational Educational and Cultural

Affairs.

The reflections of a number of U.S.student exchangees on their experi-

ences in Latin Americaduring the reporting year testify tothe enriching

value of the exchange program, notonly in the classrooms, but frequently

outside the university environment. A grantee student at the Universityof

Minas Gerais in Belo Horizonte,Brazil, mentioned, for example, that"visiting

favelas and slums in many parts of Braziland other parts of South America --

as I did, gave me agreater understanding and compassion forthe incredible

suffering that goes on in the world,which certainly is not as obvious in

the United States."

A student at the University of theAndes in Merida, Venezuela, commented

that his contacts outside the universitywhile researching his project were

more helpful, intellectuallystimulating, and socially enjoyable than many

of his relationships within the university community. He remarked that the - 12

"should be determined by the success or thefailure of the exchange program from his stay in the host benefit that the granteehas personally derived has broadened country. Of primary importanceis how he as an individual American society and how heplans his understandingand knowledge of Latin to his future work andlife." to apply thisknowledge in practical terms University in Caracas, In a similar vein, astudent grantee at Central (than influencing others) have been the Venezuela, said: "More important country and general wealth of experienceswhich have made me understand a broadened my view- its people, and, hopefully,sharpened my judgement and

points; in short, anotherstep in the process ofmaturation." "I have met and "I have travelledextensively," the student-wrote. country, and it was visited with Venezuelanfamilies in all parts of the

with these people ratherthan the communist studentsthat a real dialogue

occurred." effectiveness of educa- In Bolivia an Americanstudent took note of the

tional exchange in creatinggood will toward the UnitedStates based on a

better understanding of themotives of this country. She observed that her

presence in Bolivia on auniversity study grant wasinterpreted as an indica-

"I tion that American interestthere was not simplyfinancial and political.

was personallyinterested in knowing them,learning about their culture --

without purpose to change, improve orprotect. My job was to learn from

nation. them. It meant that we thought ofBolivia as more than an inferior

No other person, but a Fulbright(exchangee), is sent with this in mind." The foregoing testimony ofAmerican exchange students illustrates the validity of reciprocity in the exchange program --just as foreign students in the United States are affectedpositively by association with Americans in an actual U.S. environment, sothe same effect is achieved for U.S. stu- dents abroad. 3.4

LATIN AMERICA NUMBER AND TYPE OF EXCHANGES During fiscal year 1966: 2,103 new grantees were exchanged betweenthe United States and Latin America;191 earlier grantees received extensions or renewals for anadded year of study or teaching. The following table shows the numbers and activitiesof grantees who were exchangedduring the period (July 1, 1965-June 30,1966). FOREIGN GRANTEES U.S. GRANTEES IN U.S. ABROAD

ACADEMIC: UNIVERSITY STUDY Arrivals 342 116 r. Extensions and renewals 153 ADVANCED RESEARCH (Postdoctoral) 4 Arrivals 39 Extensions and renewals 14 UNIVERSITY LECTURING 112 Arrivals 10 Extensions and renewals 3 18 TEACHING OR TEACHER DEVELOPMENT Arrivals 297 7 Extensions and renewals 2 1

INTERNATIONAL VISITORS: 1/ SPECIALIZED PROGRAMS Arrivals only 89 72

OBSERVATION AND CONSULTATION21 Arrivals only 297 EDUCATIONAL TRAVEL Arrivals only 713 5

TOTAL 316 Arrivals 1,787 Extensions and renewals 172 19 1,959 335

1/Identified as specialists in Table1, Appendix A. 2/Identified as leaders in Table 1,Appendix A. - 15 -

AFRICA

In 1966 the Department of State emphasized short-term international

AI visitor projects in its exchange programs with African countries. These

projects included grants for cabinet ministers and members of parliament,

ranking public officials in influential positions; and key people in the

communications media, the education field, youth movements, political parties

and labor unions. In view of the formative stage of most higher education

institutions in Africa, a substantial number of the university student

grantees from Africa were undergraduates.

One of the 1966 international visitor projects illustrates with par-

ticular force the immediate and concrete results of an exchange experience

for an African leader. The Minister of Local Government and Housing of

Zambia, on a 30-day observation and consultation tour of the United States,

gained valuable and practical knowledge of low-cost construction of prefabri-

cated housing units which he hopes to adapt in hic country. At the same time,

he acknowledged that he returned to Zambia with new perspectives on America's

civil rights problems.

As in many other regions of the world, one of the barriers to mutual

understanding between many Africans and Americans is language. The teaching

A of English, therefore, is one of the most useful functions which American ex-

changees can perform. A U.S. teacher in Morocco reported that at the end of

her year teaching a course in remedial English in a senior secondary school

for boys, the students had a sound knowledge of basic English grammar and a

passable verbal command of the language. Most important, she said, the boys

had acquired a keen interest in the United States as wellas a desire to con-

tinue their study of the language. -

For fUture U.S. relationswith the new African statesthe presence of exchange program alumni inpositions of responsibility intheir respective In governments will be helpfulin securing understanding if notagreement. one of theAfrican countries during thereporting year, three men who have been in the United States oninternational visitor grants wereelevated to important posts in the government -- onebecoming Minister of Internal Af- fairs, another becoming Minister ofHealth, and a third being madeDeputy

Minister of Foreign Affairs.

A notable example ofcultural interchange was the visit toseveral

African countries by the Americanmusicologist and choral director, Mr.Jester

Hairston. Most effective with African audiences wereMr. Hairston's lec- tures on the evolution of Negrospirituals. The head of the Musicians Federa- tion in the Ivory Coast was soimpressed with the lectures and workshops that he ordered multiple copiesof Mr. Hairston's recordings which are now being used regularly in music classes inthe Ivory Coast. One of Mr. Hair-

ston's choral arrangements was performedby the National Chorale Group of

the Ivory Coast which was subsequentlyinvited to Paris for a special Christmas

television appearance.

The effect of the exchange programin creating a more understanding

attitude toward the United States wasnoted in a number of African countries

whose policy of "nonalignment" usuallyprecludes such understanding. In

Dahomey, for example, a prominent lawyer, aswell as a newspaper owner and

editor, had articles in the Dahomean pressdescribing in favorable terms

various aspects of American life of which he had gaineddirect knowledge In general, U.S. embassies inAfrica re- as aDepartment of Stategrantee. understanding bar participants in the ported improvedcooperativeness and projects. Department's internationalvisitor and educational exchange

4

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AFRICA NUMBER AND TYPE OF EXCHANGES During fiscal year 1966: 547 new grantees were exchanged between the United States and the countries of Africa;211 earlier grantees received extensions or renewals for an added yearof study or teaching. The following table shows the numbers and activitiesof grantees who were ex- changed during the period (July1,1965-June 30, 1966):

FOREIGN GRANTEES U.S. GRANTEES IN U.S. ABROAD

ACADEMIC: UNIVERSITY STUDY Arrivals 126 Extensions and renewals 201 ADVANCED RESEARCH (postdoctoral) Arrivals 1 Extensions and renewals 1 1 UNIVERSITY LECTURING Arrivals 2 18 Extensions and renewals 7 TEACHING OR TEACHER DEVELOPMENT Arrivals 3 5 Extensions and renewals 1

INTERNATIONAL VISITORS: 1/ SPECIALIZED PROGRAMS 3/ Arrivals only 64 33 OBSERVATION ANDCONSULTATION2' Arrivals only 186 EDUCATIONAL TRAVEL Arrivals only 74 35 TOTAL Arrivals 455 92 Extensions and renewals 202 9 657 101

1/Identified as specialists in Table 1, Appendix A. 2/Identified as leaders in Table 1, Appendix A. 3/Includes 5 specialists who traveled to a combination ofAfricanand European or Near Eastern countries. -19

WESTERN EUROPE continue to account for the largest per- The countriesof Western Europe centage of exchangeesin the United States approximately 31 percent in interest in foreign educational and cultural ex- 1966. Likewise American perience is stilldirected very strongly towardWestern Europe and 53 percent of of the U.S. granteesabroad during the reporting year were in that area exchanges with Europe is a recog- the world.The continued heavy emphasis on nition that theAtlantic nations comprisethe core of free world strength and that traditionaleducational and cultural ties with the United States must be regularlyreinforced.

The benefits tothe United States from the exchange programin the form

of a deeperunderstanding of this country areillustrated in the articles

written by an Italianjournalist who visited under a partial travel grant

during the year. In a series of 11articles he developed, among other, themes;

the idea of the"Great Society."He quoted President Johnson's words: "We the respect the past.We honor the past.We are guided by the lessons of

past.- But governmentwhich derives its just power from the consent ofthe

governed must always beconcerned with and conscientiously devoted to --

the future."Candid about "errors" inAmerican society, the Italian newsman,

however, pointed out tohis readers that many Americans are aware of race

prejudice, for example, and aredoing their best to eradicate it.

American studies continuedto be of central importance in the U.S.

educational and cultural programin Western Europe. There were by the summer

of 1966 eight chairsin American history or literature in GreatBritain,

compared with one chair in1940. In Finland, Norway, and Sweden, the study -20-

of American literature is nowobligatory for students specializing in Eng-

lish language and literature. At the 18 universities in Germany,there are

23 chairs in American studies --15 in American literature, 2 in American history, 1 in political science, 2 ineconomic and social sciences, 2 in

American civilization, and 1 inAmerican geography. In Italy, 18 Italian

scholars hold chairs or teach specialized coursesin American studies. In

France all 23 universities are requiredto offer courses in American litera-

ture and civilization.

A mition's school teachersconstitute potentially the strongest single

force in freeing youthful minds from thestereotypes about alien lands. In

the international teacher development program,the American Civilisation

Project for Teachers from France is aState Department supported activity

that has contributed significantly in the past toabetter informed view of

the United States. Sixteen women and 12 men, representingpublic and private

secondary schools throughout France, participatedin the 18th session of

this project between July 14 and September 11,1965. As during the previous

two summers, following orientation in NewYork City, the program included a

brief tour of New England, weeks of study and discussion at the University

of Colorado, and a 23-day trip through the Westand South.

Two other group teacher developmentprojects of note in1966 were: a

60-day visit by 10 Italian school superintendents that included a4 -week

seminar in general school administration at theUniversity of Pittsburgh and

observation of school systems in a number of States; a30-day visit by 2

officials of Ireland's Education Department and40 Irish educators repre-

senting various school levels. -22-

WESTERN EUROPE NUMBER AND TYPE OF EXCHANGES between the During fiscal year1966: 3,106 new grantees were exchanged United States and the countriesof Western Europe; 685 earliergrantees received extensions or renewalsfor an added year of study orteaching. The following table shows thenumbers and activities of granteeswho were exchanged during the period(July 1, 1965-June 30, 1966). FOREIGN GRANTEES U.S. GRANTEES IN U.S. ABROAD

ACADEMIC: UNIVERSITY STUDY 646 Arrivals 812 Extensions and renewals 471 70 ADVANCED RESEARCH(Postdoctoral) 126 Arrivals 273 Extensions and renewals 91 3 UNIVERSITY LECTURING 146 Arrivals 117 Extensions and renewals 24 5 TEACHING OR TEACHER DEVELOPMENT 236 Arrivals 274 Extensions and renewals 16 5

INTERNATIONAL VISITORS: SPECIALIZED PROGRAMS 4731 Arrivals only 84 2/ OBSERVATION AND CONSULTATION Arrivals only 342 EDUCATIONAL TRAVEL Arrivals only 3 TOTAL 1,201 Arrivals 1,905 83 Extensions and renewals 602 2,507 1,284

1/Identified as specialists in Table 1,Appendix A. 2/Identified as leaders in Table 1,Appendix A. 3/Includes 14 specialists who traveled to acombination of WesternEuropean and Eastern European, NearEastern, or African countries. -23

EASTERN EUROPE AND YUGOSLAVIA

Soviet Union

The Soviet academic exchange program operatesunder a U.S. - U.S.S.R. exchange agreement. The Interuniversity Committee on Travel Grants(IUCTG) arranges the exchanges under theagreement

A total of 32 American graduate students attendedSoviet institutions during the reporting year and 3 Soviet graduate students wereenrolled in

American universities. In June 1966, the fourth consecutive summer exchange of language teachers with the Soviet Union began. Twenty-five American teachers of Russian and two language specialists went to Moscow StateUni- versity for a summer course; 25 Soviet teachers of Englishheaded by two language specialists came to Georgetown University for a similar course in

English. Four U.S. professors lectured in the Soviet Unionand eight did research there during the fiscal year. In the same period eight Soviet professors did research in the United States and four lecturedhere.

Poland

Although there was a slight reduction in the educationaland cultural exchange program between the United States and Poland in1966, a substantial amount of exchange activity was sustained in literary,artistic, educational, and scientific fields.

The International Visitors phase of the program withPoland was of

A committee with offices at Indiana University representing19 U.S. universities concerned with international academic exchanges with the USER, Bulgaria, Czechoslovakia, and Hungary. The exchanges are financially supported by the Department of State, the Ford Foundation, and theuniversities. 7147,11111,1,1111,11.

central importance in1966 as in previous years. The examples that follow illustrate the wide variety ofprofessional interests represented bythe

Polish leaders and specialists. Lucjan Wolanowski, foreign editorof Swiat, spent approximately 7 weeks inthe United States, visiting centersof per- forming arts, museums, and communityleaders. The musical director of the

Poznan State Opera, RobertSatanowski, made a 2-month visit tomusical organi- zations in several U.S. cities. Also for approximately 2 months,Bronislaw

Zielinski, chairman, translationsection, Polish Pen Club, visitedwriters

throughout the United States andstudied American literature.

In the American studies programin Poland the three lecturers in

American literature at, theUniversities of Warsaw, Lodz, and Krakowcontinued

to be the mainstay in1966. Eight American lecturers attended the3-week

summer English Seminar atPoznan University sponsored bythe Polish Ministry

of Higher Education.

Czechoslovakia

For the first time aCzechoslovak teacher of English came tothe United

States under the exchange program. The exchangee, a member of theEnglish

Department of Prague's Collegeof Agriculture, followinghis return home,

gave four talks on histrip and on the methodology oflanguage teaching in

the United States. (One of the talks was before the office staffof

Czechoslovak Prime MinisterLenart.) Fiscal year 1966 marked the first

Czechoslovak participation inthe Salzburg Seminar for Americanstudies. ....

.25-

The friendly and interested reception given the American microbiologist

Robert N. Goodman who went to lungary as a U.S. grantee demonstratesthe uni fying influence of any shared concern -- in this case a concernabout plant protection. Dr. Goodman visited various agricultural institutes throughout the country and gave a number of lectures on technical themes. The poet

W. D. Snodgrass, who was also favorably received in Czechoslovakia and

Romania, was asked by a local magazine editor in Hungary to translate some

Hungarian poems into English. Mr. Snodgrass has had two of his poems pub- lished in translation in Nagyvilag, a monthly magazine in Hungary devoted to foreign literature.

Romania

For the second consecutive year Dr. Ruth C. Hok, University of Michigan, and Dr. Adrian Jaffe, Michigan State University, lectured respectively on

English teaching methods and American literature at the summer training course for Romanian teachers of English. Other American specialist exchangees in Romania included the city planning expert John W. Reps, the Columbia

University professor of law and international relations Richard N. Gardner, and the composer from Mhnnes College, William J. Sydeman.

Bulgaria

Developments in 1966 in the exchange program with Bulgaria included the consummation of a number of exchanges that had been under discussion for -26

several years and the successfulcarrying out of a teacher development exchange involving two Bulgarian teachers. Particularly important was the completion of a 4 months' consultantship inEnglish teaching in Bulgaria by exchangee

Ray G. Harris, of PurdueUniversity. In addition to his seminars, classes, and lectures, Professor Harriscollaborated on writing an English teaching textbook.

Yugoslavia

In 1966, under the influence ofthe newly formed binational Commission

in Yugoslavia, academic exchangesreceived strong emphasis. Yugoslav students

and faculty members came to the UnitedStates in exchange programs conducted

with the cooperation of IndianaUniversity, the Great Lakes College Associa-

tion, and Western Michigan University.

Financed jointly by the State Departmentand the Ford Foundation, the

Ljubljana-Cornell University Urban PlanningConference was initiated in1966.

Ten American experts visitedLyubljana for consultation with Yugoslav re-

gional and urban specialists in thefirst phase of a 2-year research program.

The intercountry lecture programbrought eight Americans to Yugoslavia to

participate in four seminars of YugoslavEnglish teachers in Skopje,

Sarajavo, Rijeka, and Belgrade. - 27 -

EASTERN EUROPE AND YUGOSLAVIA NUMBER AND TYPE OF EXCHANGES During fiscal year 1966:404 new grantees were exchanged between the United States, Yugoslavia, andcountries of Eastern Europe; 13 earlier grantees received extensions orrenewals for an added year of study or teaching. The following table shows the numbers andactivities of grantees who were exchanged duringthe period (July 1, 1965-June 30,1966): FOREIGN GRANTEES U.S. GRANTEES IN U.S. ABROAD

ACADEMIC: UNIVERSITY STUDY Arrivals 46 8 Extensions and renewals 7 ADVANCED RESEARCH(postdoctoral) Arrivals 30 6 Extensions and renewals 3 UNIVERSITY LECTURING Arrivals 2 Extensions and renewals 1 TEACHING OR TEACHER DEVELOPMENT Arrivals only 18

INTERNATIONAL VISITORS: SPECIALIZED PROGRAMS Arrivals only 38 47 31 2/ OBSERVATION AND CONSULTATION Arrivals only 39 EDUCATIONAL TRAVEL Arrivals only 4 4/ IUCTG EXCHANGES Arrivals 83 77 Extensions and renewals 2 TOTAL 144 Arrivals 250 Extensions and renewals 10 3 270 147

1/Identified as specialists onTable 1, Appendix A. 2/Identified as leaders in Table.1,Appendix A. VAcludes 5 specialists whotraveled to acombinaticin of Eastern European and Western European orNear Eastern countries. 4/Exchanges arranged through theInter-University CoMmittee on Travel Grants with the U.S.S.R.,Bulgaria, Czechoslovakia, and Hungary. -28-

NEAR EAST AND SOUTH ASIA Asia, like otherdeveloping The area embracingthe Near East and South In much of the Near areas, isundergoing rapid andfar-reaching change. and innovation, East and South Asia theproducts of technological progress them, and the ideas that the interest of thepeople generally in acquiring for de- inevitably go with them, aretogether creating strong pressures New ideas parture from oldersocial and culturalattitudes and traditions. whelming revolu- are replacingtraditional ones. Faced with sudden and over requested U.S. educational tionary developments, someof the countries have

and technical assistance. States has becomeinvolved in In responding tothis appeal the United political, and social the whole process ofmodernization, with its economic, placed on the United States ashare repercussions. This involvement has influencing attitudes andfor of the responsibilityfor directing and In this updating introducing methods toaccomplish the transformation.

process, the exchange programis an importantelement in U.S. efforts to

assist in the transitionand to ensurestability. the area are to expand The aims of the exchangeswith the countries of of trained personnelin skills the scholarship programsto meet the shortage provide opportunities needed in modernizing systemsand institutions and to assist the governmentsin their for training specialistsin all fields; to officials and scholars to long-range educational reformsby exposing their

what has been happening inthe United States inthe fields of government,

economics, and law; to supportinterchanges in communications,labor,

management, library andsocial work, youthdevelopment and the humanities; 29

to encourage the development of new teaching methods in college and second- ary schools, and to adopt a variety of other measures to advanceeconomic and social progress.

There were 1,096 new grantees exchanged between the United States and

Near Eastern and South Asian countries during fiscal year1966. In addi- tion, extensions or renewals for a further year of study or teaching were given to 698 grantees.

The activities of many grantees demonstrated the importance and value of the exchange program. American specialist Dr. Jan Karski, associate professor of government at Georgetown University in Washington, D.C., gave some instructive and memorable lectures on "Main Western PoliticalSystems" and "Western Comparative Constitutions" before interested audiences in

Karachi, Pakistan.

An American interpreter of the law who lectured University of Athens law school students was Supreme Court Justice Potter Stewart, who visited

Athens during the reporting year under an American specialist grant. His addresses were published in Greece and had notdble impact. 30 -

"Social Justice and the CommonMan" is a subject on which informed people in India have strong opinions. It is gratifying, therefore, that after American specialist Jack Barbash,University of Wisconsin economics professor and labor expert, gave a lectureunder this title at Lucknow, the

State Minister of Social Welfare was soenthusiastic that he called the

Minister of State about the possibilityof an appearance by grantee Barbash

before the Legislative Assembly.

The director of Bharati KalaBhawan in Ujjain, India, Vishmu S.

Wakankar, an archeologist particularlyinterested in prehistoric rock and

cave paintings, covered18,000 miles and met 180 archeologists and museum

directors during his U.S. visit. Mr. Wakankar's field and lecture tour

included one of the first and most extensivearcheological surveys

of engravings and rock paintings everconducted in the United States.

Jon Higgins, a U.S. student granteein Indian music, generatedenthusiasm

and good will throughout South Indiaby his "remarkable tour de forceof especially musicianship."Oneexpert/praised Mr. Higgins' achievement in the develop-

ment of American musicology.

6% .31

NEAR EAST AND SOUTH ASIA NUMBER AND TYPE OF EXCHANGES During fiscal year 1966: 1,096 new grantees were exchanged between the United States and the countries of the NearEast and South Asia; 698 earlier grantees received extensions orrenewals for an added year ofstudy or teaching. The following table shows the numbersand activities of grantees who were exchanged during the period(July 1, 1965-June 30, 1966): FOREIGN GRANTEES U.S GRANTEES IN U.S. ABROAD

ACADEMIC: UNIVERSITY STUDY Arrivals 389 49 Extensions and renewals 642 11 ADVANCED RESEARCH (postdoctoral) Arrivals 60 30 Extensions and renewals 24 1

UNIVERSITY LECTURING Arrivals 25 132 Extensions and renewals 5 8 TEACHING OR TEACHER DEVELOPMENT Arrivals 108 50 Extensions and renewals 2 5

INTERNATIONAL VISITORS:., 4 SPECIALIZED PROGRAMS 3/ Arrivals only 101 59'

OBSERVATION AND CONSULTATION2/ Arrivals only 86 EDUCATIONAL TRAVEL Arrivals only 7 TOTAL 776 320 e Arrivals Extensions and renewals 673 25 1,449 345

V Identified as specialists in Table 14 Appenc"x A. 2/ Identified as leaders in Table 1, Appendix A. 3/ Includes 16 specialists who traveled to a combinationof Near Eastern and Far Eastern, European or Africancountries. EAST ASIA AND PACIFIC

Our exchange program with Far Eastern countriesis designed to assist in their establishing modern democraticsocieties. We support the aspira- tions of Asians for responsible government andprovide assistance in the formation and strengthening of an educationaland intellectual base for

orderly progress. Grants are given to Americans to enlarge theirknowledge

of Asian affairs, thus enabling them to contribute tothe formulation and

execution of a U.S. foreign policy based on a betterunderstanding of

Asian realities.

During fiscal year 1966, a total of1,126 new grantees were exchanged between the United States and the countries of East Asia and thePacific

area. Extensions or renewals for a further year of study or teaching were

given to 566 others.

The main element of our interchange with Japancontinued to be academic

exchanges. Complemented by leader and specialist grants in thefields of

labor, mass media, the arts, and youth affairs, these programs wereaimed at

developing and vitalizing free world ideals amongpolitically influential

segments of Japanese society. Under the Labor Exchange Program, Japanese

labor - management teams visited the United Statesobserving techniques which

could be applied to industrial processes in Japan. What these teams saw and

learned in the United States refuted many of theentrenched and stereotyped 14,

notions they had about our country.

The Kyoto Summer Seminar in Japan continuedto expand its regional

participation. In the summer of 1966, five Koreans joinedthe seminar and

expressed enthusiasm about the program. Plans were developed to have -33-

Twenty-four U.S. participants from Taiwanand the Philippinesin 1967. in the seminar duringthe panelists were givengrants to participate period 1962-66. the only Japaneseuniversity Until recently, theUniversity of Tokyo was leading to a bachelor'sdegree.. Japan which had an Americanstudies program in Tokyo now havesimilar pro- Women's University andTsuda Women's College Foundation. grams financedin part by theAmerican Studies the Korean Government to Grants were given to anumber of officials in

democratic leadership. To help promote the progressof responsible and the growth of free government, nurture an intellectualatmosphere essential to law were academic programs incomparative government,American studies and

developed. principal emphasis in the In the Republic ofChina (Taiwan), the American studies, academic exchange program wasplaced on natural science,

Chinese language and areastudies, the socialsciences, and humanities. specialist programs, English teaching was alsostressed. In the leader and and municipal levels were present and potentialleaders at the provincial

singled out for specialconcentration. expanded, con- Contacts with Vietnameseintellectuals and youth were American professors sistent with our national concernwith their country. short-term in the liberal artsand science wereassigned to universities and workshops. Important U.S. visiting lecturersparticipated in seminars and fruitful exchanges with Vietnamese groups wereinvolved in stimulating and

their U.S. counterparts. In Laos, new initiatives were takento cultivate in leaders and edu- cators a better understanding of U.S. educationand of American techniques in mass communication. Young Laotians received training in U.S. high schools for teaching and administrative positions intheir home communi- ties.

Thai specialists, including districtofficers and village teachers, came to the United Statesfor specialized instruction and training. U.S. professors lectured at major universities in Bangkok and at newprovincial centers of education.

The exchange program in Malaysia featuredthe training of much-needed personnel for jobs in the fields of public administration andeconomic development. Academic grants and the leader program for Australianand

Filipino representatives of labor, education, and the press weremaintained at approximately the 1965 level.

Projects of a multinational character remainedimportant. They included the training of Asian leaders in community recreation andsocial welfare activities, and the exchange of Asian university studentleaders.

The exchange program is a story of people aswell as programs. The activities and accomplishments of a number of U.S. granteesin East Asia

and the Pacific area fulfilled the objectivesof the Fuibright -Hays Act by

fostering friendship and understanding. For example, American specialist

Charles R. Anderson, Caroline Donovan Professor ofAmerican Literature at

Johns Hopkins University, stimulated a stronginterest in American studies

at educational institutions in Singaporeduring his visit there in Nov. -

Dec. 1965. Six months later, Americanspecialist Mrs. Marietta Tree, -35-

personal representative ofthe United Nations SecretaryGeneral to the U.N.

International School, helpedcreate a deeper and wider awarenessand under-

standing of the U.N. inSingapore. As in the case of numerousother American than one specialist grantees, ProfessorAnderson and Mrs. Tree included more

country in their tour.

Positive results followedthe visit of East Asiangrantees. For instance,

a Japaneseemployee of the MitsubishiBank in Tokyo who studied at the

University of Illinois felthe had learned so muchfrom his experience that

he persuaded his bank to sponsorannually, beginning in1966, four of its

employees for a year of studyin the United States --all expenses paid

by the bank. - 37 -

EAST ASIA AND PACIFIC NUMBER AND TYPE OF EXCHANGES During fiscal year1966: 1,126 new grantees were exchanged between the United States and the countriesof East Asia and Pacific;566 earlier grantees received extensions orrenewals for an added year of study or teaching. The following table shows thenumbers and activities of grantees who were exchanged duringthe period (July 1,1956-June 30, 1966): FOREIGN GRANTEES U.S. GRANTEES IN U.S. ABROAD

ACADEMIC: UNIVERSITY STUDY Arrivals 334 33 Extensions and renewals 436 9 ADVANCED RESEARCH 127 53 . Arrivals Extensions and renewals 103 2 UNIVERSITY LECTURING Arrivals 24 96 Extensions and renewals 9 2 TEACHING OR TEACHER DEVELOPMENT Arrivals 85 23 Extensions and renewals 5

INTERNATIONAL VISITORS: SPECIALIZED PROGRAMS Arrivals only 120 673/ OBSERVATION ANDCONSULTATION21 Arrivals only 156 EDUCATIONAL TRAVEL Arrivals only 2 6 TOTAL Arrivals 846 278 Extensions and renewals 548 18 1,396 296

1/ Identified as specialists in Table1, Appendix A. 2/ Identified as leaders in Table 1, Appendix A. 31 Includes 5 specialists who traveled to acombination of Far Eastern and Near Eastern or African countries. -39-

USIA EDUCATIONAL ANDCULTURAL ACTIVITIES

(USIA) is responsible for the over- The United StatesInformation Agency State's educational andcultural ex- seas administrationof the Department of (USIS), change programs. The Agency, known abroad asU.S. Information Service planning of the Cultural also collaborates with theDepartment of State in the

Presentation Program.

During the year USIAenlarged and made more effectiveits book program. September 1965 and again in In his address at theSmithsonian Institution in his message to Congress onFebruary 2, 1966, PresidentJohnson emphasized the

importance of the free flow ofbooks and other educationalmaterials in en-

larging the boundaries ofinternational understanding.

The USIA makes a majorcontribution to the wider distributionof U.S.

books abroad through itsinformation centers; its assistanceto binational

centers; its support ofspecial low-priced editions ofAmerican books pub-

lished in the United States inEnglish and in translated editionspublished books to abroad; its English teaching programs;books exhibits; presentation of

institutional libraries; and theInformational Media Guaranty. program.

INFORMATION AND BINATIONAL CENTERS centers and As of June 30,1966, USIA was operating 166 information

57 reading rooms in 84 countries,through which substantive support was

given to the educational andcultural affairs program, by meansof library

services, concerts, lectures, filmshowings, exhibits, and otheractivities.

In addition, USIA was cooperatingwith and giving financial supportto 132

binational centers in 29 countries, whichalso provide a variety of academic and cultural programs, andwhich handle important phasesof the selection, processing and orientation ofexchange students brought tothe United States. supervision During fiscal year1966, a system of regional professional reviewed and revamped to of libraries was expanded,book colle ctions were continued to house focus more sharply on programobjectives and efforts were

several of the libraries andbinational centers in moreadequate quarters.

Binational centers and USISInformation Centers wereincreasingly

studies courses active during the reportingperiod in supporting American

offered by foreign educationalinstitutions chiefly byproviding special

library services for professorsand students. In selected countries, major

emphasis was given to expanding programsthat encourage universitystudents

and other youth groups to usebooks and printed materialsto the maximum. educational and cultural Books are essential toolsin achieving U.S.

Objectives in the world. To assist overseas staffsin the selection and

effective use of books, USIA preparesand distributesbibliographies related compiled and distributed to educational and culturalsubjects which have been

during the 5-year period1961-66. Among them are thefollowing: -

Education Educa- International Education(May 1966) Elementary and Secondary Adult Education(July 1964) tion (Dec. 1963) Higher Education(Mar. 1964) Books in Simple English (June 1963) Secondary School Materials (May 1962)

American Studies Fiction of 1965(Jan. 1966) Readings for Syllabus of Fiction of 1964 (Jan.1965) American Studies(June 1963) Classics of American Literature U.S. Performing Arts(Apr. 1963) (Feb. 1965) U.S. History (Jan.1962) U.S. Cultural Development(Jan.1965)

Other UniversitSubjects EconomicsAug. 1965) Political Science(Sept. 1962)

International Affairs International Cooperation(Dec. 1965) Modernization (May 1963)

Reference Bibliography of Bibliographies Library Service (Apr.1963) (Mar. 1966) Reference Books (May1965)

BOOKS ABROAD

USIA assists foreignpublishers to publish and distributetransla-

tions and reprints of U.S. booksat prices within the meansof

students, teachers and the generalpublic. It also assists U.S. publishers

in producing and distributingspecial low-priced paperboundbooks (in

standard text and simplifiedEnglish). These books make a majorcontribu-

tion to the educational developmentof the emerging nations.

The product of these USIA -supported book publishing effortshas

more than doubled duringthe past 5 years. Altogether 1,613 editions were

published in fiscal year1966 in 12.3 million copies in book andserial abroad as compared form in English and 34 foreignlanguages for distribution -42-

with 777 editionsin 6 million copiesin 1962. in the book publishing In a number ofgeographic areas the progress particularly notable. and distribution programduring the 5-year period was for more American booksin Spanish and To meet thedemand in Latin America publications there,4.4 Portuguese and tocounter the Communist-inspired published in 1966, million copies of434 titles in these languages were For the newly indepen- compared with346,125 copies of 40 titles in1962.

dent countries ofAfrica, where 50,000copies of five low-priced formats, were printed in1962, American books inFrench, with attractive editions. the total by1966 had climbed to650,000 copies of 60 different Africa have also been Many of theseFrench-language editions for 1966, some 658,100 copies distributed in Viet-Namand Laos. In India, in in courses taught in of 153 college-levelAmerican textbooks for use The English were publishedunder the Public Law480 textbook program. 19 different corresponding number 5 yearsbefore was 49,000 copies of

appreciable increaseduring volumes. In SoutheastAsia there was an collateral 1962-65 in the use of Americanbooks both as texts and as and distributors to reading. Increased support wasgiven U.S. publishers of English in Africa enable them to introducesimplified texts to students reprints available to young and Latin Americaand to make paperback

African scholars. (ING) made possible the The InformationalMedia Guaranty Program periodicals, films,recordings commercial distributionof American books, materials in dollar-short and other educationaland informational -43

countries. By contractual arrangeent with qualified U.S. exporters the

Agency guarantees the convertibility of soft currency proceeds from sales of materials in all of the major educational, scientific andcultural disciplines. In fiscal year966 more than 55 percent of the funds con- verted were derived from thesale of books or rights to translate or reprint books. Because ofthe gradual decline in IMG funds available to underwrite export tr sections. the level of the program has gone slowly but steadily downward. In fiscal year 1962 the Agency converted

$5,309,938 worth of foreign currencies earned in 10 countries. In 1966 the conversions were down to$2,562,853, in eight countries.

USIA also stimulates interest in U.S. books by participationin

(and encouraging U.S. publishers to participate in) international book fairs, by preparing and distributing book exhibits. and by other promo- tional devices which bring American works tothe attention of potential readers.

ENGLISHTEACHING PROGRAM

AU.S. Government policy statement, dated January 11,1965, recognized the worldwide demand for help in English teaching,and stated that each Government agency concerned should assign a highpriority to activities in this area. In support of this policy directive, English teaching has continued to command a very high priority as apart of USIA's program. within the limitations of its resources.

In response to worldwide interest. the Agency'sEnglish teaching activities have continued to expand during the past 5 years. The activities principally comprise: direct classroom teaching overseas atbinational cultural centers, USIS information centers,and USIS-supported language centers; support of overseas seminars fornational teachers of English; the broadcasting of English lessons by radioand television; and the development of English teaching materials,including television series,

radio programs, and study units for classroomand seminar use.

Over the last 5 years, there has been asteady increase in direct

teaching programs for specific audience groups,culminating in a total

enrollment of more than 300,000 students in fiscal year1966. Addi-

tionally, an increasing number of USIS postswithout institutionalized

programs have conductedinformal English classes for persons inpositions

of actual or potential leadership.

Renewed efforts have been made in cooperationwith local ministries

to improve the professional competence ofEnglish teachers in national

school systems in other countries. USIS took part in 84 seminars for

English teachers in 29 countries reaching atotal of 3,500 teachers in

fiscal year 1966. It is estimated that these teacherstaught over half

a million students. -45-

USIA's Voice of America has,during the past 5 years, completed

and advanced students seven radio seriesdesigned for use with intermediate

and by teachers of English. An eighth series, ReviewYour English, is II nearing completion.

Response to theAgency-produced TV series Let's LearnEnglish, Let's

Speak English, and Adventuresin English has been overwhelmingin Mexico,

Japan, Austria, and anumber of other countries.

The English Teaching Forum, abi-monthly periodical especially for

English teachers, which in1962 had a circulation of 9,500, now isdis-

tributed to 33,500 teachers ofEnglish in other countries.

EXHIBITS

During fiscal year1966, USIA exhibits enabled an estimated20,000,000

people in 123 countries to gain a clearerview of important aspects of

American life. 0utstandin6 among these exhibits wereArchitecture-USA,

Graphic Arts-USA, Three AmericanPhotographers (on the theme of theNegro

in American life), Eyewitness toSpace, Solar Science, and Washin5ton-

Magnificent Capital.

In Finland, an abridged versionof Graphic Arts-USA stimulatedthe

accolade: "America is definitely the dominatingcountry in graphic arts."

The Times of India commented thatthe exhibit "provides an opportunity

to see the media at its best." Architecture-USA, following successful

showings in the Soviet Union and EasternEurope, attracted an audienceof

a million at theFirst Asian Trade Fair in Bangkok. A prominent Thai

architect wanted to buy the exhibit forpermanent display in that city.

Three American Photographers aroused somuch favorable comment at the Dakar Festival of the Negro Artsthat four additional copies were reproduced for further circulation amongAfrican nations and two for showings in Europe.

Enthusiastic audiences, estimated at 2,000,000,viewed the exhibit

Eyewitness to Space--consisting of reproductions infull color of paintings produced by prominent American artists at the CapeKennedy Space Center.

In major cities of the Soviet Union, throughcultural exchange agreements with the USSR, eight exhibits on important aspectsof American culture were shown to large audiences during the past6years.

OTHER CULTURAL ACTIVITIES

Support of Cultural Presentations

Through all of its media, USIA continued to provide promotional support for the Department of State's Cultural PresentationsProgram.

In addition to USIA-prepared promotion kits ofAxtures and story material, special radio programs were transmitted with commentaries, interviews, and taped music. The Agency's wireless files carried news and features in English and translations about the toursof performing artists. Overseas printing plants produced posters, heralds, and brochures for distribution in the field. When feasible, short films were also provided for television ordirect projection. Books about or by the artists, as well as records, were supplied in advanceof touring groups. Using Agency visual materials, USIS Information Centers mounted window displays calling attention to visiting artists. Lecture Packets packets to be The Agency regularlyprovides USIS posts with lecture used by U.S. officialspeech writers, leadersof discussion groups and

seminars, and informationand binational centerlecturers. Packets contain

lecture texts, usuallywritten by leading Americanauthorities, on a

variety of subjects --American domestic programs,foreign relations,

democratic institutions, andinterpretations of trends and events in

American life and culture,education, politics, race relations, space

programs. Each packet contains, inaddition to the lecture text, such

material as bibliographies,statistical reports, lists of films,publica-

tions and exhibits.

American Music

During 1966 the USIA continuedits efforts to make American music to better known throughoutthe world. Some 9,600 recordings were sent

information and binationalcenters, many of which were usedin support of

artists going abroad underthe Cultural Presentations Program. In addition,

6,300 musical scores were purchasedand 107 major scores were rentedand

sent abroad. By making these scoresavailable to local artistic groups

overseas, the Agencyfacilitated 30 operatic performancesin eight cities,

16 performances of musical comedies insix cities, and an undetermined

number of symphony and popularconcerts. 2.1 MULTILATERAL AND SPECIALACTIVITIES

U.S. NATIONAL COMMISSIONFOR UNESCO

The Year 1966 marked the20th anniversary of thefounding of the United

(UNESCO). A Nations Educational,Scientific and Cultural Organization continued Presidential proclamationcommemorating the occasion stressed

U.S. support of UNESCO inits efforts to create aworld climate in issued procla- which a just peace may prevail. Many State Governors also mations honoring UNESCO andurging support for its aims. The U.S.

National Commission encourageduniversities and private organizations to undertake appropriateanniversary activities. A number of institutions and groups honored the occasionand several commemorativeinternational scholarships were offered.

The Commission undertook duringthe year an intensivere-evaluation of UNESCO programs and objectives. At its annual conference, the

Commission drafted specificrecommendations to be made to U.S.institutions science in and to the U.S. Governmentregarding problems of education and

the developing countries,cooperation for popaation control,and the

1/ The Multilateral and Special Activities functionin the Bureau of Educational and Cultural Affairs wasestablished to give adequate attention in the Department tomultilateral educational, scientific, and cultural programs and toinsure their coordination withbilateral activities. To promote U.S. interests, theBureau is making increased efforts to insure American participationin UN agencies and other intergovernmental organizations ineducational and cultural fields. The Director of theOffice of Multilateral and SpecialActivities (MSD) supervises and coordinates theMultilateral Policy Planning StaffNPP), as well as thesecretariats for the U.S. National Commissionfor UNESCO (UCS) and the U.S. Advisory Commission on InternaticoalEducational and Cultural Affairs(ACS). - 50

strengthening of international organizationsand institutions.

The Commission urged greater attentionto UNESCO objectives in interna- tional educational, scientific, andcultural affairs particularly by Congress and the Executive Branch, Americancolleges and universities, elementary and

secondary schools -- public and private,and national nongovernmental organi-

zations.

During the year, the Commissionalso began a reevaluation of its own

structure and operations to strengthen itseffectiveness in making UNESCO

known to the American people, bringingthe resources of American educational,

scientific, and cultural institutions to thesupport of UNESCO objectives,

and fulfilling its role in advising the U.S.Government on UNESCO policy. A

concerted effort was initiated to involveindividual American voluntary or-

ganizations and educational institutions inspecific activities set forth in

the UNESCO constitution.

Asian outgrowth of this effort, a UNESCOStudy Project was jointly spon-

sored by the National Congress of Parents andTeachers and the Department of

Classroom Teachers of the National EducationAssociation. State and local

units of these organizations participated instudy sessions. The National

Commission provided guidance and materialsfor this program. The Commission

sponsored during the year the production of"The Minds of Men," a 30-minute

film on UNESCO and some of its activities. The prints of this film, on de-

posit in the Department of State and in filmlibraries in many States, are in

great demand, and have been shown ontelevision and to local school, civic, -51-

and religious groups.

Under the sponsorship of aconsortium of five Washington area universities, a series of lectures on"Education, Science and Culture in an Evolving World" were given duringthe year by leading authorities.

Preparation was begun for a Commission-sponsoredseminar to be held during the coming year on UNESCO's role in theteaching and promotion of international law.

MULTILATERAL POLICY PLANNING STAFF

The Multilateral and Policy Planning Staff(MPP), previously con- cerned primarily,with UNESCO, has become increasingly activein the

formulation of policy pertaining to the educational andcultural programs of all of the multilateral organizations of which theUnited States is a member, particularly theOrganization for Economic Development(OECD), the Organization of American States (CAS), and the SoutheastAsian

Ministers of Education Secretariat(SEAMES). The staff has also been

charged with seeing that appropriate American support(staffing,

professional guidance, and the like) is forthcoming in the executionof

the programs of these organizations. This expanded activity of MPP was

reinforced by the President's Smithsonian Institution speechand his

message to Congress on the InternationalEducation Act of 1966.

In its work with international and regional organizations,MPP

acted to secure maximum impact of the U.S. point of view inthe interests

of achieving major policy objectives. The staff consulted with the

secretariats of international organizations and U.S. permanentdelegations, prepared position papers for U.S.delegations to conferences of these organizations and frequently served ondelegations, and participated in a variety of professionalmeetings. As in previous years, the staff assisted in the recruitment of Americans for servicein the sezretariats of the organizations.

MPP staff members participated during the year inthe following meetings concerned with educational development:

(l) The Conference of Ministers of Education and Ministers Responsible for Economic Planning of the Arab States in Tripoli,Libya, which affirmed as the first priority theinterlacing of education plans with the overall economic plans of the Arab States.

(2) The Conference of Ministers of Education and Ministers Respon-

eible For Economic Planning in Latin America and theCaribbean at Buenos

Aires, which focused on thequality of education and the need for increased participation by Latin Americanuniversities.

(3) The UNESCO Meeting of Experts on Higher Education andDevelopmerit

in Latin America at San Jose, Costa Rica,which established guidelines

for Latin American universities engaged ineducational development.

(4) The UNESCO/ECAFE (Economic Commission for Asia and the FarEast)

Ministers of Education Conference at Bangkok whichconsidered long-

range educational plans ofAsian countries.

(5) The World Congress of Ministers of Education on the Eradication

of Illiteracy at Tehran, which was devoted to advancingliteracy and

integrating adult and out-of-school education with the economicdevelopment plans of developing countries. and Techno- (6) The Regional Conference onthe Application of Science Chile, which dealt with logy to Development inLatin America at Santiago, needed to utilize the resources of scientistsand engineers available and the natural resources ofthe continent for economicand social development. held during the past MPP gave technicalsupport to several meetings year which weredesigned to provide theframework for long-range programs for UNESCO in the field ofcommunication. For example, a meeting in Tokyo for the Asian made recommendations forfostering a book development program concerted action through national, member states. This meeting called for bilateral, and regional effortsto achieve by1980 a five-fold increase in

the use of educational books.

CULTURAL AFFAIRS U.S. ADVISORY COMMISSION ONINTERNATIONAL EDUCATIONAL AND Educational and The United States AdvisoryCommission on International recommendations to the Pre- Cultural Affairs, in additionto making policy carried on under sident and appraising theeffectiveness of the activities public reports to the FUlbright-Hays Act, makesspecial Congressional and The nine- develop a better understandingof and support for the programs.

member Commission is appointedby the President for 3-yearterms to represent is located in the the public interest. The secretariat of the Commission

Bureau of Educational andCultural Affairs.

During 1966 two surveysconducted at the Commission'srequest were

described in published reports. One of the publications,entitled Open

Hearts Open Minds.) is a report onvoluntary services of community -54-

organizations and individual citizens extended to foreign studentsand visitors. The second published study, Foreign Students in the UnitedStates:

A National Survey, was based on a nationwide poll of foreignstudents to

determine their reactions totheir study experience in the United States

and to assess the nature and extent of conditions and problemsthat create

unhappiness and frustrations among the grantees.

In view of the concern expressed by many countries overthe non-

return of students and talented professional people who come to theUnited

States under exchange programs, the Advisory Commission commencedin 1966 a

study of the problem of the international migration of talent andskills.

GOVERNMENT ADVISORY COMMITTEE ON INTERNATIONAL BOOK PROGRAMS

The Government Advisory Committee on International BookPrograms,

established in 1962 under authority of the Fulbright-Hays Act,advises on

policies and operations of U.S. overseas book and library programs. To

achieve closer coordination of these programs with privateendeavors, the

Committee acts as a liaison between the Governmentand the book industry

and library profession.

The Committee is composed of 12 people fromthe publishing, educational,

and library fields appointed by the Secretary of State to servefor terms of

3 years. In addition there are four ex officio membersfrom the professional

book industry associations. The official Government representatives to

the Committee are from the Department of State, USIA, and AID.The

secretariat of the Committee is located in the StateDepartment's Bureau of

Educational and Cultural Affairs and serves as acentral point for information about Government bookand library activitiesabroad. all the major overseas Since its inceptionthe Committee has reviewed recommendations for their book programs of Governmentagencies and has made such pro- improvement. Ad hoc panels formed bythe Committee have studied for increasing blems as Government book programsin Latin America, means and technical books, and overseas distributionof American scientific promotion of effectivepublishing industries indeveloping countries. -57 -

CULTURAL PRESENTATIONS

the State Department's There are two basicand essential reasonsfor 1/ portray the diversity and Cultural PresentationsProgram. First, the arts appeal to certain vitality of the American scene. Secondly, since the arts experience helps to reducecultural human aspirations,the unifying artistic barriers among thepeoples of the world. Government to manipulatethe While it would beundesirable for the U.S. be indifferent to the arts for political orideological purposes, it cannot tastes of the Americanpeople. Between arts as they reflectthe creativity and the arts, the Governmentfollows the extremes ofcontrolling and neglecting stimulating creativity in, the middle course ofassisting, encouraging and and an appreciationof, the arts.

"Cultural Presentations" are amajor part of the U,S,cultural exchange

great importance to thesending abroad of program. The Government attaches including performing our best andmost representativecultural attractions, on the con- artists in music, thedance and drama. To advise the Department Advisory Committee of theArts was duct of the CulturalPresentations Program, an

Diplomacy annual reportsoutline the J PrecedingEducational and Cultural historical background ofthis program. -58-

established with the inaugurationof the program in 1954. Its members are leaders in the fields of publishingand the arts. Panels of experts in pro- fessional and academic music, dramaand the dance, assist the Advisory Com- mittee and the Department by nominatingspecific artists and performing groups to make the tours.

More than 800 persons, consistingof 11 individual artists and the mem- bers of 26 groups, went abroad underthe Cultural Presentations Program dur- 2/ ing fiscal year 1966. These performing artists and groups,through radio,

television, press, and personal contact,reached many thousands more people

than those who attended their performances. Their presentations contributed

to the achievement of the purposesof the program, promoting better mutual

understanding and demonstrating thecultural attainments of the United States.

.1.)s!2112,12.1:222.1.1

The Beaux Arts Trio, one of thefinest chamber music ensembles in this

country, performed impressively beforeaudiences in Turkey and Iran, October

25-November 3, 1965. Their visit coincided with the Iran -America. Arts Fes-

tival and the opening week of the binationalcenter in Ankara. Leading

figures in the music world, governmentofficials, faculty members, stu-

dents, and others responded enthusiasticallyto the trio's technical

2/ For the list of performing arts, sports, and other groupsthat toured, see Cultural PresentationsUSA 1965-66, A Report to theCongress and the Palle by the Advisory Committee on theArts, Department of State Publica- tion No. 8254. - 59

brilliance and superb musicianship. The TehrankEm Internationalcommented of that the "opportunities we haveof hearing such finesse and musicians such calibre are rare."

Under the 1966-67 CulturalExchanges Agreement with the SovietUnion,

the American Ballet Theatreperformed in Moscow, Leningrad, Yalta,and

Kharkov between June 12 andJuly 25, 1966.The company repeated the success

of their previous visit in1960. On the whole, Soviet audiencesindicated "Etudes" a strong preferencefor the classical andneoclassical ballets, with

being the most popular In thecompany's repertoire. However, the ballets

based on American folkthemes, not performed before in theSoviet Union,

created more interest on thepart of the Soviet dancers, many presscritics,

and the younger viewers. The Deputy Mayor of Leningradvisited the company

backstage, welcoming it andoffering the "freedom of thecity."

14v.! American Embassy in Moscowmade this appraisal of theballet group:

"The contemporary ballets presented bythe company, most of whichhad never

been performed in the Soviet Unionbefore, were especially usefulboth in

demonstrating American artisticcompetence and in exposingSoviet audiences

to what is going on in theoutside world of ballet." A Yalta newspaper,

Kurortnaya Gazeta, noted: "What is so attractive about theAmerican Ballet?

Most likely, the newnessof its choreography. . . Becoming acquainted

with the American ballet group wasof great interest for thewide circle of

admirers of this artform."

The Paul Taylor Dance Companytoured Africa, Europe, and theNear East

from July 1 to August 27. This small company -6o

4. has made several tours forthe State Department's CulturalPresentations

Program. Their tour, with the Departmentand the company sharing costs, has contributed much toAmerica's cultural image in the countriesvisited, and in the surrounding areas. The film and television projectscompleted during this tour will be usedthroughout Europe and are expected to have long-range effects on moderndance.

Mr. Taylor's talent evokedthis tribute from The Times of London:"Of all American dance choreographers,Taylor is distinguished most by a quiet but constantly bubbling spring of veryoriginal humour, and by a capacity for sustained, large-scalelyrical dance invention. In addition, he shares with his peers a sense of drama and anintellectual toughness rare in Euro- pean dance."

The Philadelphia Orchestra gaveconcerts in a number of Latin American countries in the late spring of1966. No symphony orchestra had visited that area in7years. A most effective off-stage impact wasmade by its director, Eugene Ormandy, who charmedinterviewers at receptions and in press, radio, and TV appearances. Recitals by the Philadelphia String Quar- tet and the Depascuale Brothers StringQuartet, of the orchestra, were warmly

received by audiences in the cities theyvisited.

The orchestra's performance elicitedthis reaction from La Prensa of

Lima: "The Municipal Theater lived glorioushours last night. It is very

difficult to hear musical perfection comparableto the Philadelphia Orches-

tra."The American Embassy in Montevideoreported: "The hall . . . was Students filled to overflowing,with standees and seatsin the aisles. snapped up 450 low-pricedseats set aside forthem, taking advantage of a success." 50% discount...The Orchestra isevaluated as an unqualified choral group under The dePaur Chorus, a27-man, racially integrated the direction of Leonard dePaur, toured Africa atthe request of American

Foreign Service posts forthis type of culturalattraction. The repertoire combined with a fluent of the chorus whichincluded folk and spiritual songs, in Africa. style and an infectious tempo, wasideally suited for programming Senegal, where After very successful appearances1the tour ended in Dakar, the group participated inthe First World Festival ofNegro Arts.

The American EMbassy inCotonou, Dahomey, made thefollowing observa- tion about one of theperformances: "The audience came alive after the

Ashanti number and belonged tothe Chorus for the rest of theshow. This communication with the musical identification ofAmerica with Africa opened

audience and made it receptiveto the American musical messagesimported by

the rest of the program."

Among the academic performing groups,the Cornell University GleeClub

merits special attention. It toured the Near East andFar East, February 3

to April 28, 1966. The group, representing suchdiverse fields of study as

hotel management and architectureand comprising some foreignstudents, created

a favorableatmosphere by introducing its programwith the singing of the

host country's national anthem inthe native language. The Ceylon Daily News

From the opening baps of Namo said: "...the singing itself was delightful. diction Sinhalaiby these friends Namo (Ceylon's nationalanthem), sung in immaculate

from the other side of the sphere,which incidentally jerked a surprised -62

chords of theCornellian anthem, it was audience to theirfeet, to the closing quite a feast ofchoral fare."

SPORTS AND CULTURALDIPLOMACY international relationsis a phenomenon The emerging roleof sports in including those termeddeveloping, of our changingtimes. Most nations, symbol of progressand national regard excellence incompetitive sports as a desire to gain prestigeand recognition, achievement. Motivated by their athletes in the world arena. Even nations are exhibitingtheir outstanding supporting their Olympicteams with countries with verylimited resources are

public funds. contributing to mutual Aware of theimportance andpotential of sports in Educational and CulturalAf- understanding, the StateDepartment's Bureau of featuring U.S. and fairs has been sponsoring anumber of exchange programs Presentations and AmericanSpecialists foreign athletes. Under the Cultural teams have undertakentraining and Programs of the Bureau,U.S. coaches and and youth groups. Prime development programs forforeign athletes, coaches, and similar activities. Our emphasis is placed ondemonstrations, workshops, effective ambassadors ofgood sports representativeshave proven that they are closer culturalbonds, and will and our athleticachievements have forged and traditions. cooperation with countriesof diverse backbrounds wider range During the 1966 fiscalyear, U.S.performers represented a Olympic fame, such as Don of sports than heretofore. Swimmers and divers of spectators throughoutthe Near Schollander, displayedtheir skills before -63-

East and Eastern Europe. Amateur softball players and boxers wereenthusi- astically received in East Asiaand Africa. Prominent skiers represented the United States for the firsttime at the University Winter Games inthe

Alpine area of Italy. Members of our Davis Cup tennis team gaveexhibitions in Burma, Laos, Malaysia, thePhilippines, and Thailand. The Vesper Boat

Club rowing team of Philadelphiademonstrated its techniques in Bulgaria,

Romania, and the United Arab Republic. Basketball and track teams continued to attract large crowds in countrieswhere they appeared. U.S. women athletes showed that they were able competitorsand competent instructors on several swinning and track tours. 11111.1111111171.1.11141.

BOARD OF FOREIGN SCHOLARSHIPS

The Board of ForeignScholarships, a Presidentially appointed

body responsible for the conduct of theacademic exchange program, makesthe final selection of academicgrantees--students, teachers, pro-

fessors. Established by the original Fuibright Act of1946 (P.L. 79-584)

and given increased responsibilitiesunder the Fulbright-Hays Act

(P.L. 87-256), the Board comprises 12 members,representing academic and

cultural circles and public life.

The Board awarded new grants for theacademic year 1965-66 to 5,015

persons. These involved exchanges with 110 countries and territories.

During the year the Board examined andpassed upon future program plans

proposed by 48 binational Commissions abroad and approvedplans for

academic exchanges with63 additional countries and territories. The

Board also reviewed and approved 5projects for fiscal year 1967 to

strengthen further the U. S. Office ofEducation's foreign area and

language training programs which nowinclude approximately 645 grants

for students, teachers, and professors.

The following are among other actionstaken by the Board during

the academic year1965-66:

. . Initiated plans for observances in the United Statesand

abroad to commemorate in1966 the 20th anniversary of the

worldwide academic exchange program begunwith the FUIbright

Act of 1946 and continued under theFuibright -Hays Act of 1961. . . On a pilot basis, began a series of appraisalsof various

binational Commissions in Africa and the Far East todetermine

the steps necessary to strengthen them in fulfillingtheir

function and to determine their potential for futuredevelop-

ment.

with the . . Adopted plans to expand the American student program

countries of Latin America and selected 107 especiallyout-

standing students for overseas study in that area duringthe

1966-67 academic year.

. . Completed a special study on "American AcademiciansAbroad,"

to identify the cRnparability of grant and compensation

scales, allowances and other terms under which otherpublic

and private programs send American academic personnelabroad.

The study served as a basis for a number ofrecommendations

to the Department and the binational Commissionsdesigned to

improve grant benefits.

for . . Approved plans for the recruitment of American professors

the 1967-68 program designed to tap more fully the resources 1/ of the American academic community.

1/ For a more detailed account of the Board's activities, see International Educational Exchan:e: The enin Decades 1944-1966, Board of Foreign Scholarships20th Anniversary publication and Fourth Annual Report), August, 1966. -67-

SERVICES TO VISITORS ANDOTHER ACTIVITIES

RECEPTION CENTERS of Educa- The Reception Centersoperated by the Department's Bureau tional and Cultural Affairsat Honolulu, Miami, NewOrleans, New York, initial San Francisco, andSeattle met7,933foreign visitors on their The majority of these arrival in the United Statesduring fiscal year1966. training programs, were Department-sponsoredgrantees or participants in AID

but 438 were foreign officialsand dignitaries whose rankmerited special in courtesies. A Reception Center staffmember welcomed each visitor

person: and assistedhim with immigration, publichealth and customs pro-

cedures.

A growing function ofthe Centers has been thearranging of 2- to grantee when 7-day (or longer) local programsfor the Department-sponsored

he later returns to the portof entry city on his tour ofthe United States.

in past years, by In this programingwork the Centers were assisted, as

voluntary organizations andindividuals within the variouscommunities

that provide hospitality andsightseeing.

The reception staff in Washington,D. C. met 1,621 foreignvisitors

as they arrived tobegin their national programs. This was an 11 percent

increase over the previous year.

Although the Centers are maintainedprimarily to receive new arrivals

and to provide programing servicesto both State Department andAID

foreign grantees, they are increasinglyutilized as Department of State field offices in their particularcommunities.Within the limitations of time and staff, they respond to requestsby the Department and the overseas missions for various services to importantforeign visitors and they serve as a source of information and a contact pointwith local people.

Sharp fluctuations in workload makeoptimum service by the Centers dif- ficult, since arrivals tend to concentrateduring the spring and summer months.

Another concentration occurs duringacademic vacation periods when graduate students and instructors can travel. This seasonal imbalance creates work- load problems, and continuing efforts arebeing made to cope with this situa- tion.

SPECIAL SERVICES FOR NONGRANT FOREIGN STUDENTS

Of the more than 82,000 foreignstudents in this country in1966 about

90 percent have come under sponsorshipother than that of the U.S. Government.

Drawing upon its many years ofexperience in the exchange program, the

Department is helping to insure thatadequate selection, counseling, orienta- tion services, and educationalopportunities are provided these nongrant students.

Universities in this country and ourEmbassies overseas are recognizing more and more the importanceof predeparture screening and orientation. Des- pite limited resources, efforts arebeing made to extend these services to nongrant foreign students.

The Department, in 1966, supportedexpanded student counseling services

in Japan, Korea, and Hong Kong, from where largenumbers of students come an- nually. Similar support was given in Belgium, France and theUnited Kingdom, where many young people from Africa and the Near East were studyingand seek- ing guidance concerning opportunities for more advanced work inthe United

States. The Department gave partial support to the covnseling and evaluation services provided students and U. S. institutions by the offices ofthe

Institute of International Education (IIE) in Lima and Bangkok.The Lima office serves all of South America except Brazil, and the Bangkok office services most East Asian countries.

The U. S. Educational Foundation in Israel continued its special coun- seling program primarily for Israeli students but also for visiting students from Asia and Africa. The U. S. Information Service (USIS) in India, with the cooperation of the U. S. Educational Foundation there, held its annual orientation programs in different areas of the country for students planning to come to the United States. The activities in these two countries are examples of the initiative of our embassies in handling local situations.

A number of organizations providing various services to foreign stu- dents in the United States were, as in previous years, assisted by the

Department through grants-in-aid. One of these, the International Student

Service, meets the students upon arrival, facilitates their clearancethrough customs and immigration, and provides onward travel assistance. Another, the Foreigh Student Service Council in Washington, assists through planned programs, seminars, and home hospitality, students enrolled inlocal uni- versities and also the hundreds coming from other universities in the country to the nation's capital. Through IIE the Department indirectly gave support to such sponsoring groups as the Williamsburg Assembly, Colorado Crossroads, .70.

Aspen Music Festival, andthe American Personnel and GuidanceAssociation, which provide various opportunitiesand services to foreign students.

In cooperation with theAgency for International Developmentthe Depart- ment continued its support ofthe financial assistance program forselected

African students conducted bythe Phelps-Stokes Fund.

The field service program ofthe National Association for ForeignStudent

Affairs (NAFSA) originated 3 years ago as aresult of the Department's interest

in improving counseling for allforeign students. Through the medium of

publications, workshops, campus consultation,and in-service training grants,

the program provides technical assistancerelating to such matters as selec-

tion and admission, English languageproficiency, initial orientation, per-

sonal and academic advising, housing,finances and employment. Since the

inception of the program in1963 NAFSA consultants visited, on request,328

academic institutions with a combinedenrollment Of approximately28,511

foreign students. The Field Service scheduled106 workshops for 635 college

and university representatives. Most of this activity took place during

1966.

SERVICES TO VOLUNTARY VISITORS

The Department provides certainessential services to nongrant visitors

designated by U. S. posts abroad, torecipients of partial grants, and to

foreign nationals sponsored by an internationalbody such as the United

Nations.

These services include arrangingprofessional appointments: preparing

programs, arranging travelschedules, itineraries and hotel reservations, and,

I/ Partial grantees are includedin the figures in table 1 of Appendix A. -71-

for some visitors, providing escortand interpreter service. Like the grantees under the exchange program, thevoluntary visitors represent a wide variety of occupational fields.

At the request of other governmentsand intergovernmental organizations,

such as the United Nations and itsspecialized agencies, the Department makes

arrangements for technical and specializedtraining of 2 months to a year in

the United States for foreign nationa;s. It also gives facilitative assis-

tance to visitors programed by private groupsengaged in exchanges, such as

the New York Herald Tribune Youth Form,the Educational Council on Foreign

Medical Graduates, Operation Amigo, andthe Eisenhower Exchange Fellowships,

Inc.

During fiscal year 1966, the Departmentof State assisted approximately

1,100 voluntary visitors, some 175 recipients ofpartial grants, and about

300 trainees.

ORIENTATION OF AMERICAN GRANTEES

The orientation program for American granteeshas several goals: to

insure that grantees understand the basic aimsand purposes of the inter-

national educational and cultural exchange program;to inform grantees

about aspects of U.S. foreign policy and Americanlife that are sometimes

criticized or misunderstood abroad, and to preparethem for the personal and

professional adjustments required for their overseasexperience.

The Foreign Service Institute of the StateDepartment planned and con-

ducted orientation sessions in consultationwith regional program officers -72-

of the Bureau of Educational and Cultural Affairsand with the assistance of various guest speakers aad panelists.

As during the preceeding 2 years, the orientation programswere conducted in 1966 on a geographic basis. Three of the programs were for44 grantees going to 12 countries in the Latin American area, threeothers for 129 gran- tees to 14 Near East and South Asian countries, two programsfor 66 grantees bound for 8 countries in the East Asian and Pacific area,and one program for

24 grantees going to 13 countries in Aftica. This came to a total of nine weekly sessions, held between January and August1966, for 263 grantees as- signed to 47 different countries. The grantees (195 professors, 28 teachers, and 40 students) represented 82 fields of learning and camefrom 164 institu- tions of secondary and higher education located in45 states and the District of Columbia.

DESIGNATION OF SPONSORS FOR EXCHANGE-VISITOR PROGRAMS

In order that foreign nationals participating in anexchange program be

insured a meaningful educational and cultural experience,designation of

sponsors of exchange-visitor programs bythe Department of State is made

after careful consideration. Sponsors so designated include privateinsti-

tutions -- universities, research institutes, hospitals,businesses and

industrial concerns -- as well as Federal, State, and localgovernment agencies.

By designation is meant that theDepartment affirms that the sponsor's program will serve the purposes ofthe Fuibright-Hays Act; i.e., improving and strengthening the internationalrelations of the United States by pro- moting better mutual understanding among the peopleof the world through educational and cultural exchanges. The Department of State's authority to designate was established by Public Law402 in 1948 and continued under the Mutual Educational and Cultural Exchange Act of1961 (Palle Law 87- 256). -73-

The designated institutionis authorized to offer toforeign nationals an ap- propriate educational, cultural ortraining experience consistentwith the purposes of theeducational and cultural exchange program.

A total of 3,736exchange- visitor programs have beendesignated since 2,419 1949. Of the 2,528 programs active asof June 30, 1966, a total of were sponsoredby private organizations, the remaining109 being Government-

sponsored. During fiscal year1966, aliens who were issued exchange visitor visas for U. S. entry totaled49,550.

Unless the foreign nationalswho participate in the exchange program

return abroad promptly uponcompleting the objectives of theirvisit, the

goals of the foreign exchange programcannot be achieved. There are restric-

tions, therefore, on the lengthof time they may remain in theUnited States,

on the change oftheir nonimmigrant classification,and on their subsequent

eligibility for immigrant and temporaryworker visas.

During fiscal year1966, the Department submitted writtenrecommenda-

tions to the U. S. Immigrationand Naturalization Service on623 applications

of exchange visitors for extensionof their stay in the UnitedStates. The

Department also made recommendationsto the Attorney General on1,701 requests

for waiver of the 2-year foreignresidence requirement. This waiver required,

in the law is intended to insurethat foreign visitors returnto their homes

to share the benefits of theireducational experience.

If the exchange visitor choosesto spend the required 2 yearsabroad in

a country otherthan that of his nationality orlast residence, the Secretary

of State must determine that suchresidence has served the purpose and intent

of the Fulbright-Htlys Act beforethe alien will be eligible for animmigrant It or temporary worker visa orfor permanent residence.

COMMUNITY ASSISTANCE TO THE EXCHANGEPROGRAM citizens in The increasiat involvementof thousands of private American educational and cultural exchange programsis a phenomenon of the past20 years. The American people in increasing numbershave found great satisfac- tion in personal contact withindividuals from other countries andcultures.

Except for the activities of the sixDepartment of State Reception

Centers in Honolulu, Miami, NewOrleans, New York, San Francisco andSeattle,

all professional programing, sightseeingand home hospitality for grantees

under the Department's visitor program areentirely handled by privatevolun-

tary organizations and individual citizens. In fact it is characteristicof

the United States, in contrast to other countries,that the private citizen

plays an essential part in the exchange programby extending a variety of

services and courtesies to foreign visitors.

In large cities and small, in towns and onfarms, thousands of American

citizens voluntarily associate themselves withthe program. Not infrequently,

at one of the first cities of his tour, agrantee has turned to hishost

and asked, "Who told you to invite me todinner?" or "Who paid you to take

me sight-seCmg?"However, by the end of his trip, theforeign visitor has

become well acquainted with the important role thatthe volunteer plays not

only in the exchange-visitor program but throughoutthe whole fabric of

American society. -.75-

to International Visitors The National Councilfor Community Services for Foreign Stu- (COSERV), established in1961, and the National Association 1948, have continued to encourage the dent Affairs(NAFSA), established in During the year, development of communityservice groups andorganizations. in Dallas, Sioux City, and COSERV held regionalconferences or workshops of these meetings was Springfield, Illinois. One of the principal purposes guidance and experience of the to enable newer groupsto benefit from the meetings throughout the year older organizations. NAFSA also held regional

to encourage andstrengthen community servicesto foreign students.

Interest in assisting foreignvisitors and students is by no means

limited to the large cities,the older universities orthe East and West Com- coasts, which have traditionallybeen more internationallyoriented.

munities of the Middle West,South and Southwest havealso evolved organize...

tions and programs which are veryeffective.

Most grantees coming tothe United States expectmaterial wealth, vast powerful industrial complexes, skyscrapers. They know that we are a rich and of our educa- nation. What they seem to beill-prepared for is the breadth towns, and the tional and cultural resources, evenin the smaller cities and

permissiveness with which they canfreely move around and see, withintime

limits of their grant, whateverthey wish to see. Thus, upon his return home,

0 one East Europeangrantee wrote our Embassyexpressing his thanks for the

experience and commenting,"I have lost all mycliches about the United States."

Particularly gratifying to thegrantee is the opportunity tovisit

with American families in arelaxed and informal atmosphere. And for most

Americans, both adultsand children, it is a two-waystreet providing widened

horizons and experiences ofunexpected richness. -?7_

OTHER PROGRAMS AND DEVELOPMENTSIN 1966

AMERICAN-SPONSORED SCHOOLS ABROAD

In 1966 a total of25,082 American children and 21,045 otherchild- ren from96 countries were enrolled in American-sponsoredelementary and secondary schools abroadreceiving assistance from the Departmentof

State. The 121 schools were locatedin 75 countries. The following table shows the number of schoolsby world regions and the number of

American and foreign childrenenrolled in the schools in each region:

Waber of Enrollment Region Schools American Foreign Total

Africa 17 1,374 1,242 2,616

Near East- South Asia 26 5,370 1,756 7,126

Far East 11 6,189 1,671 7,860

Europe 23 4,261 1,751 6,012

Other American Republics 44 7,888 14,625 22,513

Total 121 25,082 21,045 460127

Of a total schools expenditureestimated at $30 million, approximately

$5 million was received under three programs administeredby the Office 1/ of Overseas Schools in the Departmentof State. Of the latter amount,

1/ For a more complete description of the nature andadministration of the programs, see Educational andCultural Di lomac -1965, Department of State Publication1 0, p.50. -78-

$3.2 million -- chiefly in foreign currencies -- went to92 of the schools in 56 countries to carry out one of the purposesof the Fabright-Hays Act.

The act authorizes financial assistancetO those independent elementary and secondary schools founded, operated or sponsoredby U.S. citizens or non- profit U.S. institutions that contribute tomutual understanding among peoples of the world and that function asdemonstration centers of American educational techniques and practices.

In the School-to-School Project,initiated during the previous year, ten additional pairings were effected in1966. To date, a total of 35 out-

standing public school districts in the United Stateshave been linked with an equal number ofAmerican-sponsored elementary and secondaryschools abroad.

Under the project, American schoolsuperintendents and other educational

specialists visit the overseas schools for the dual purposeof providing ad- vice and assistance and of broadening their ownexperience. A number of

local nationals employed as teachers in American overseasschools are pres-

ently in the United States in order to widentheir own direct contact with

American education. Likewise selected American teachers areserving in

overseas schools. Instructional materials in social studies andforeign

languages have begun to flow to American schoolsfrom overseas counterparts.

Experience in the School-to-School Project is provingin a variety of

ways that there are few limits onimagination when two schools are involved

in a program of mutual benefit. - 79 -

TEENAGE PROGRAMS

Programs of four privateorganizations enablel young people,between the

States during ages of16 and 18, from66countries to come to the United

fiscal year 1966 and livewith American families whileattending local high

they returned home to share with schools. At the end of the school year

their own families and friendstheir experiences.

The State Department, as inthe past, gave grant-in-aid assistanceto

help cover program development expensesof four private organizations active

in the exchange field the American Field Service, theInternational

Christian Youth Exchange, theNational Catholic Welfare Conference,and

Youth for Understanding --and for international travel costsof the foreign organiza- students. The Department and the overseasposts also assisted the

tions by publicizing theopportunities afforded foreignstudents in the teen-

age academic programs,by participating in theselection process, and by

giving other kinds of facilitativeassistance.

THE UNIVERSITY AFFILIATION PROGRAM

By sOnsoring exchanges ofinformational and educational materials,the

Departm6nt of State assists U.S.colleges and universities inestablishing

and developing affiliations withinstitutions of higher learning abroad.

Through small grants the Departmentsupports the exchange of suchitems as

campus publications --catalogs, bulletins, studeflt newspapers,and scholarly

publications; films and recordings; books;periodicals; visual aids and demon-

stration equipment; library materials --bibliographical aids, microfilms, and

microfilm readers; laboratory and otherresearch equipment; photographic and art displays. In addition the institutions are aided inlocating suitable affiliates and are given backgroundinformation and guidance in developing and maintaining mutually satisfactoryinter-university program.

Affiliation projects also indirectly stimulate theinterchange of fac- ulty members and students. Virtually all of the affiliated universities and colleges have carried on such interchange. Apart from professor and student exchanges, moreover, most of the participatingAmerican academic institutions have had substantial numbers of foreignstudents on their cam- puses and have released facultymembers to lecture and pursue research abroad. The paired institutions have proved to be a ready sourcefor the selection of students and professors for exchange of personsopportunities under established programs.

delve new affiliation projects to be conducted by paired U.S.and foreign colleges and universities were arranged during the year,and further 3/ grant assistance was provided 17 existing projects. Six paired university arrangements became inactive during the year. A total of 71 affiliation projects were active during 1966. The geographic distribution of the foreign affiliates of the American institutions was as follows: Africa -- 2, Other

American Republics -- 20, Europe -- 20, Far East -.171 and Near East and

South Asia -- 12.

The progress of the university affiliation program during thereporting year is an encouraging development in the fostering ofinternational education at the "grass-roots" level by American and foreign institutions ofhigher learning.

2/ See Appendix C for an annotated list showing the general nature, scope and location of the new and further supporteduniversity affiliations. -81-

MULTINATIONAL EXCHANGE PROJECTS

In response to a UnitedNations resolution urgingmember nations to support "technical assistanceto promote the teaching,study, dissemination and wider appreciation ofinternational liw," the Department ofState co- sponsored with the Carnegie Endowmentof International Peaceand the Harvard held at Law School a6-week seminar on international law and organizations

Harvard University. Twenty-one foreign legal officersfrom Africa, the

Middle East: Asia, and Latin Americaattended. The seminar was conducted by

It an internationalfaculty and included guest speakersof world renown. consisted of lectures and "problemsolving" sessions. The subjects of these sessions were: Cyprus and peacekeeping, sanctions,the Mekong Authority, international law concerning economic matters,law of treaties, and problems associated with international organizations- Guest lecturers spoke on dis- armament, South West Africa, and thefunction of the General Counsel'sOffice in the UN Secretariat.

Following the seminar at Harvard, thelegal officers spent a week in

Washington, with briefings at the World Bank,the International Monetary Fund, the White House, the Arms Control andDisarmament Agency, and the legalof-

fices of the State Department. During the final week in New Yorkthey attended

UN meetings, briefings by officers inthe UN Secretariat, sessions with

respective delegations, and visits to the ColumbiaLaw School and various

legal offices in the City.

In the area of sports, a five-nationproject for basketball coaches was

administered by the People-to-People SportsCommittee, Inc.; a track and field ,6

-82-

coaches project by the National Associationof Intercollegiate Athletics; and

a physical educatorsaid recreation officials projectby the American Associa-

tion of Health, Physical Educationand Recreation.

Other major projects were carriedout on a recurring basis in the areas

of journalism, radio-television,labor unions, marketing and production,lib-

rary science, museumscience, social welfare, and youthleadership. Included

among other special projects was onefor the foreign blind, for men and women

agricultural leaders -- both foreign andAmerican -- for university student

government officers, and for the two-wayInternational Farm Youth Exchange

of the National 4-H Club Foundation.

EAST-WEST CENTER

The East -West Center, establishedin 1960, to promote better relations

and understanding between the UnitedStates and the nations of Asia, is lo-

cated on the University of Hawaii campusin Honolulu. Since the establish-

ment of the Center, more than62000 students, technicians, and scholars from

31 countries have participated inand benefited from its programs. The EWC

offers grants to foster this educationalinterchange, thus making it possible

for Americans to live and work withAsians and Pacific Island people and for

Asians to meet Asians from othercountries, often for the first time.

The EWCis programs that involveformal academic study at the University

of Hawaii are administered by theInstitute for Student Interchange(ISI),

whose chief functions are the recruitment,screening, selection, orientation,

and counseling of individual grantees. During the academic year1965-66, ISI

awarded 193 new grants to Asian studentsand 132 to Americans. Most scholar-

grant in ships are awardedinitially for 9 months ifthe student begins his -83-

September, or for 12 monthsif he begins in June or February. Some grants may be extendedto the second year, whichincludes a study period on the U.S. mainland for Asian students andin an Asian country for Americsns.

The Institute for TechnicalInterchange (ITI) of the EWC concentrates on

adult training programs for theU.S. Trust Territory and otherPacific Is-

lands, as well as for Japan,Korea, Taipei, Thailand, Laos, andthe United These States. The programs are conductedboth in Hawaii and in the field.

projects, which are of shortduration, include group training inagricultural

production, water works andelectrical engineering, English teaching, voca-

tional education, medicaltraining, nursing and hospital administration, en-

vironmental sanitation, and villageimprovement. Suring 1966, IT: programed

387 participants for training in68 Hawaii-based projects and 723 in16 field

training programs in the PacificIslands.

The Institute of AdvancedProjects supports a residence programfor senior

specialists as well as the InternationalDevelopment Fellowships Program for

advanced study and research on thedoctoral and postdoctoral level. During

the year, 34 senior specialists werein residence at the Center, and26 new

Fellowship awards were granted, with analmost equal number continuing from

previous years. The Specialist awards are usuallyfor 1 year, while the

Fellowship grants are extended from 2 yearsto 3 and even to4 years.

The East-West Center Press wasestablished in 1962 to stimulate the

flow of ideas between East and Westthrough the interchange .of books. The

three major activities of the Press arethe import program of Asian books and

translations revised and reprinted formarketing in the West; the export -84

Asia; and thepublishing program ofAmerican scholarlypaperback reprints for at the Center. During the year the of original works,most of them written a 10 were originalsand4were imports. Press issued14 publications, of which Press has issued atotal of 34 pub- Since the establishmentof the Center the lications. Center, which wasestablished The National ReviewBoard for the East-West and operations ofthe Center from in February1965 to review the programs has made usefulcontributions to the standpoint ofthe national interest, areas of con- the work of the EWCby its continuedinterest in the critical

budget and finances; scopeand content of programs; cern. Some of these are: administers coordination of plans andoperations betweenthe Center, which which provides formaleducation the grants, and theUniversity of Hawaii,

to the students andgrants degrees. l,..11/.

-85-

COORDINATION OF EDUCATIONAL ANDCULTURAL PROGRAMS

One effect of the growing concernof the Federal Government andpri- vate American organizations withinternational education has been that hundreds of individuals have beengiven grants to improve theirskills and talents in this country andabroad. Increasing numbers of American academicians have been offered opportunitiesto go abroad on study, teaching, and research programs. Aware of this interest in exporting

American academic talent, the Board ofForeign Scholarships requested the State Department's Bureau of Educationaland Cultural Affairs to make a study of the degree of competition amongGovernment and private agencies conducting international grant programs. The Bureau's report attempted to measure the extent to which otherGovernment and private agencies compete with the Board for Americanpersonnel to go abroad for academic purposes. The report included an appraisal of any effect which the competition may be having onthe programs supervised by the Board. The findings of the study appearedduring the year in two volumes under the title American AcademiciansAbroad.

The interagency Council on InternationalEducational and Cultural

Affairs, under the chairmanship of theAssistant Secretary for Educational and Cultural Affairs, continued during itssecond full year of operation as a principal coordinatingforce. Staff support, as in the past, was provided by the Bureau's Policy Review andCoordination Staff. A major

coordinating responsibility of the Council wasthe development of plans

to carry out the directives concerning the newinternational education -86-

program as set forth byPresident Johnson in his Smithsonian Institution address of September 16, 1965, and in hisspecial message to the Congress on

February 2, 1966.

VOLUNTEERS FOR AMERICA

The Council also began the implementationof a number of other Presiden- tial directives. In accordance with one of these, plans weremade to initiate an exchange Peace Corpscalled Volunteers to America. In line with another, suggestions and guidance were extended tothe Department of Health, Education and Welfare (HEW) regarding a proposal forthe establishment of a Center for

Educational Cooperation within HEW. Policy guidelines were developed tolaunch programs of seminars "forrepresentatives from every discipline and every

culture to seek answers to the commonproblems of mankind."The Departments

of State and Justice agreed on improvedadministrative machinery to expedite

granting visas to guests of internationalconferences held in the United States.

BOOKS, ENGLISH LANGUAGE TEACHING

To increase the flow of books andother educational materials between

the United States and other countries ofthe world, in accordance with the

President's recommendation, the Council onInternational Educational and

Cultural Affairs established an InteragencyCommittee on Books. The Depart-

ment of State, the Agency forInternational Development(AID), the Library

of Congress, the Peace Corps, theSmithsonian Institution, and the U.S. In-

formation Agency (USIA), and HEW arerepresented on the Committee. The Com-

mittee catalogues and evaluates the bookskills and resources of the executive -87-

agencies now concerned withinternational affairs, and also the facilities

of other agencies that mightbe utilized. It is concerned with bringing pri- vate publishing enterpriseinto its proper partnership role with the Govern- ment programs. The Committee also studies ways and means of promoting

indigenous publishing resources inless developed countries and reviews

proposals for encouraging the use andcirculation overseas of U.S. profes-

sional, technical, and trade journals.

Requests from abroad for U.Sassistance in the teaching of English con-

tinue to exceed material resourcesand trained manpower available to meet

these needs, This situation has required both a highly selective approach

in deciding which projects toundertake and continued attention to the

coordination of government-sponsored Englishlanguage programs overseas.

The Council has worked closelywith USIA, AID, the Peace Corps, the Department

of Defense and the Department of Statein maintaining a coordinated govern-

mentwide approach to English teaching.

MIGRATION OF TALENT AND SKILLS

One of the Council's chief concerns wasthe question of the international

migration in recent years ofprofessional people - mainly scientists, engineers

and physicians - or the so-called"brain drain." The Council developed and

promulgated an interagency position on the"drain," as follows:

"Freedom of movement has always been a cornerstone of U.S.

policy. The new Immigration Act of1965 furthers this

policy within a framework of preferences. The act should

not be changed unless it can be determined, after also to independent July 1,1968 (when its provisions apply .2 countries of the WesternHemisphere, now excludedfrom the numbericalrestriction), that amendments are needed in

national interest. Such a determination should takeinto

account a study of the manpowerneeds of other countries

and related migration to theUnited States. However,

nonstatutory remedial steps for the'brain drain,' parti-

cularly in the developing countries,should be taken if

a serious problemis found to exist."

In an effort to produce a coordinatedapproach to the problem of the international migration of talent and skills,the U.S. Office of Education financed, and the Council sponsored, a conferenceattended by some 150

Government and private representatives on June14-15, 1966. This was a major step in dealing with the "brain drain" - - -a problem of intricate

complexities and world dimension.

Useful insights and specific directions forfuture action came out

of the conference. A need for information on the actual extent ofthe migration was recognized, along with the fact thatthe problem is most

critical for the developing countries. The conference noted that

diversity of views and policies of governments of developingcountries

with regard to the problem bore directly on whether ornot they would

elect to send abroad only those individuals who were morally orlegally

committed to return home. Emphasis on developing training and research

facilities in countries in the same region would furnish anincentive to the students to do advanced work within anenvironment similar to their 89

own. As one of the principal"host" countries, the United States might provide special programs to equip foreign students moreadequately for jobs in their home countries as recommendedby the President in his message of February 2,1966.

In the United States, the conference wasfollowed by steps to encourage solutions to the problemin both the Governmental and the pri- vate sectors. At the request of the Council on International Educational and Cultural Affairs, the Department of State and theImmigration and

Naturalization Service gave priority to the development ofstatistical procedures to provide the data needed for meaningful appraisal ofthe di- mensions of the talent migration. The Department of State alerted its missions abroad to the significance of the problem and the need for encouraging other governments to assume more responsibility for the return of their own people. Sharing the Government's concern about the consequences of unlimited "brain drain," the AmericanCouncil on Education has played a leading role in focusing attention on the problem in the university community.

Charles Frankel, Assistant Secretary of State for Educationaland

Cultural Affairs, said in his remarks to the conference,"The Government of the United States is committed as a matter of policy todoing every- thing it can toward reducing the dangerous gap between the rich minority of the world and the very, very poor majority of the world.We regard the reduction of this gap as a matter of immediate as well as long- range national security." APPENDIXES it

- 92 - APPENDIX A

STATISTICAL TABLES AND DEFINITIONS OF TERMS

Table 1. Number of Exchanges with Each Country,1949-66.

Table 2. Fields of Interest and Teaching by Geographic Areas,July 1, 1965- June30, 1966 (Including Extensions andRenewals).

Table 3. Distribution of Grantees in the United States,1952-66.

Table 4. Women Grantees Compared to Total Exchanges,1952-66.

Table 5. Statement of Expenditures by Country inFurtherance of Purpose of Public Law 87-256, during Fiscal Year1966.

Table 6. Legal Authority and Obligations for Total Program,Fiscal Year 1966.

An extension is an amendment to a grant toprovide continuation of benefits for a few additional weeks or months. Additional money may be involved, but usually the purpose is only an extensionof time for use of a travel benefit.

A renewal is the reissuance of a grant toprovide benefits charged to a subsequent Fiscal Year for aperiod substantially comparable to the original grant. Additional money is always involved.

Arrivals are persons who have received new grants and begun their travel during the fiscal year.

Total Exchanges are all those grantees participating inthe program, including arrivals, renewals, and extensions. NUMBER OF EXCHANGES WITH EACH COUNTRY (Arrivals Only) 1949 - 1966

U.S. GRANTEES Academic International Visitors Univ University Research UniversityEducational Cumu- Studa Students Scholars Teachers LecturersTravel Specialists AREA and 1959- 1949 Total lative 1949. GRAND1966 TOTAL, 1949- 1949- 1949- 1949- COUNTRY * 65 1966 651966 1966 Total 65 TOTAL .S.&FOREIGN 65 1966 65 1966 65 1966 65 1966 ATIN AMERICAN AREA 26 160 236 48 10 8 13 46 15 7 12 Argentina 1,151 145 1 1 4 1 Bahamas 2 12 6 2 Barbados 4 7 43 76 815 72 15 7 1 6 10 Bolivia 53 12 53 371 461 365 77 18 14 76 98 17 Brazil 2,360 3 43 12 British Honduras 18 17 192 277 991 88 66 10 8 16 67 6 Chile 8 14 24 358 235 1,290 203 46 8 2 170 102 Colombia 3 4 48 51 573 62 25 2 3 13 2 Costa Rica 6 32 50 181 8 5 13 Cuba 5 3 19 45 222 32 11 Dominican Rep. 17 5 19 109 118 839 121 18 10 1 9 45 Ecuador 1 1 17 31 516 50 2 1 13 El Salvador 9 1 14 90 64 1,119 76 47 10 1 19 Guatemala 1 1 1 8 3 Guianas: French, Dutch (Surinam) 1 1 7 20 83 16 5 Guyana 6 1 37 62 191 17 17 2 11 Haiti 4 3 28 44 356 70 8 5 8 2 Honduras 5 4 6 41 4 116 22 3 14 5 8 2 Jamaica 45 10 27 278 23 2,152 193 74 1 131 11 Mexaco 2 2 Netherlands Antilles 6 1 3 28 63 285 40 10 4 10 Nicaragua 2 31 85 7 10 2 12 Panama 319 35 3 4 4 33 80 325 55 4 1 3 6 12 Paraguay 3 30 214 154 129 59 12 19 12 91 14 Peru 1,023 4 13 14 85 19 1 1 1 6 4 Trinidad and Tobago 8 27 66 88 749 62 5 9 3 4 19 15 Uruguay 24 21 121 41 47 13 1 19 2 9 Venezuela 784 178 West Indies: 7 24 20 139 6 17 British 2 2 French 45 8 6 185 18 18 209 Multicountry 209 18 757 112 16 448 72 3162,577 2,555 TOTAL 16,991 2,103 598 116 75 367 WESTERN EUROPE 8 46 766 752 125 484 32 72 62 94 5 Austria 2,132 411 364 243 10 56 51 39 2 3 19 Belgium 1,202 60 75 12 Canada 101 6 4 26 444 47 1,437 89 203 10 82 28 Denmark 12 33 358 63 2,110 140 83 5 52 2 48 130 16 Finland 2 223 4,787 3,21 575 3,460 186 350 17 465 271 18 18 France 10,387 4,83 2,278 158 217 22 398 38 325 26 590 250 4,058 Germany 16,146 530 2 Gibraltar 3 25 5 60 416 44 11 1 4 4 8 1 Iceland 3 8 73 5 414 67 13 2 11 2 33 4 Ireland 18 165 2,616 1,17 353 1,384 84 332 26 449 44 268 11 Italy 5,463 8 3 2 1 4 Luxembourg 83 3 1 4 2 8 39 6 1 1 Malta 6 1 37 863 74 2,285 120 406 20 90 7 194 130 6 Netherlands 20 548 90 2,211 110 272 9 128 5 49 78 5 1 Norway 8 42 254 30 13 3 10 3 1 10 2 Portugal 96 555 28 171 137 30 47 12 174 40 92 14 9 Spain 1,223 10 2 7 1 34 7 13 17 111 Sweden 611 75 29 7 11 9 1 10 Switzerland 87 8 307 23 12 212 4,314 2,23 United Kingdom 10,553 552 1,914 89 325 12 1,544 88 81 1 158 22 22 263 MulticountryV 263 22 1 3,561 2361,933 5.6' 885 33 1,18720,295 15,9 TOTAL t-77-347S- 3,092 -IIT;)36-1,790 126 EASTERN EUROPE and YUGOSLAVIA 3 16 3 Bulgaria 2 3 18 8 1 2 Czechoslovakia 1 Hungary 4 2 1 21 2 4 69 22 28 161 Poland 431 92 37 1 1 3 1 4 2 21 Romania 58 11 9 3 54 5 5 59 U.S.S.R. 62 5 3 21 4 16 55 Yugoslavia 434 110 4 2 16 6 8 8 14 Multicountry 14 8 ""2/ 159 -zT4"---FI 318 TOTAL' 1,037 239 46 40

See last page of table.

1/Includes grants to both Western and Eastern Europe and Yugoslavia for the period1949-1964. whose exchange was arranged by the Inter-University Co 2IDoes not include grants to 286 UnitedSt:ates citizens and 291 citizens of Eastern Europe TABLE 1 NUMBER OF EXCHANGES WITH EACH COUNTRY (Arrivals Only) 1949 - 1966

FOREIGN GRANTEES S. GRANTEES Academic International Visitors International Visitors University Research UniversityEducational niversityEducational Lecturers Travel Specialists Leaders Cumu- Cumu- Students Scholars Teachers cturersTravel Specialists 1949- 1957- 1949- 1949- Total lative lative 1949- 1949- 1949- 949- 1959- 1949- Total 65 1966 65 1966 65.1966 65 1966_ 65 1966 65 1966 65 1966 651966 1966 Total 91 5 283 26 119 991 41 31 100 13 14 117 27 12 26 160 236 3 46 15 7 2 1 1 6 10 1 2 3 1 2 1 1 99 7 65 772 18 136 26 2 364 12 12 4 7 43 76 19 1,989 10 23 450 160 123 12 312 60 312 53 371 461 52 77 12 231 15 98 17 53 12 6 2 15 12 43 3 5 9 2 1 71 799 169 14 12 44 3 21 2 178 11 17 192 277 34 27 4 67 6 18 192 88 33 6 136 11 179 932 24 358 235 36 19 138 36 102 8 14 24 16 7 50 11 58 525 11 5 78 5 267 3 4 48 51 149 13 5 '7 40 32 50 2 44 1 13 6 13 32 3 29 203 5 2 27 5 55 16 5 3 19 45 16 102 730 126 22 3 256 43 23 8 91 19 109 118 12 11 45 17 5 302 20 16 6 35 10 49 499 31 3 2 64 10 1 1 17 8 62 1,029 13 204 16 3 507 30 81 8 107 14 90 64 1 7 19 9 1 4 1 2 1 1 1 1 1 12 5 15 76 1 1 18 7 20 8 10 1 1 19 12 16 154 5 33 11 1 11 6 1 37 62 14 67 328 11 82 16 94 26 10 2 29 3 28 44 2 1 75 8 2 4 12 4 21 5 11 5 16 41 4 3 2 7 1 2 5 4 6 64 2 114 19 166 1,874 8 21 7 400 53 15 862 52 45 10 27 278 232 33 4 131 11 2 2 2 2 27 11 37 257 48 2 1 62 16 18 3 28 63 8 1 10 1 10 12 7 38 2 33 288 7 3 83 7 2 32 12 2 31 85 51 292 10 2 8 31 6 18 2 39 29 33 80 6 8 65 4 4 3 89 7 99 809 12 3 2 121 22 5 260 45 14 30 214 154 20 67 72 91 14 3 9 2 17 2 12 1 15 4 13 14 9 1 5 6 4 2 37 4 74 8 35 683 17 5 106 4 2 324 8 27 66 88 11 30 157 663 19 15 3 192 121 31 113 21 121 41 6 7 119 19 2 9 24 29 18 6 115 20 5 20 2 1 16 7 24 8 43 17 6 1 1 12 1 2 5 185 18 18 209 297 1,787 14,414 6 297 89 104,485 713 755 89 1,982 2,577 2,555 342 329 392,432 757 112 16 448 72 316 37 5 226 12 79 1,366 8 79 6 52 12 3 46 766 752 36 138 791 94 8 3 9 1 144 7 41 20 114 7 94 6 22 3 19 41/ 364 62 9 12 75 39 3 1 27 4 143 5 63 993 25 165 18 72 5 44 6 4 26 444 479 6 376 37 107 1,752 101 6 217 13 21 1 48 182 358 633 35 168 15 352 5,600 130 16 12 2 33 30 39 143 5 515 31 3,211 199 539 40 591 47 210 271 18 18 2 223 4,787 214 19 5,364 67 280 12,088 472 38 776 21 116 10 30 590 2504,058 4,836 125 2 325 26 2 6 112 15 39 356 36 3 2 68 5 60 95 12 4 1 59 341 8 3 25 2 1 4 29 15 51 17 21 160 40 2,847 33 4 3 8 73 61 5 448 46 188 582 43 301 14 91 10 3 18 165 2,616 1,173 "'0 2 19 2 3 75 268 11 11 8 38 1 2 3 6 31 1 4 3 1 4 2 12 8 6 72 7 116 19 83 1,422 2 5 59 2 37 863 740 35 212 10 138 90 1,663 130 6 6 1 47 4 133 15 51 292 14 141 5 50 1 20 548 909 79 9 22 212 78 5 22 2 3 14 10 8 42 43 11 19 13 75 668 10 2 36 55 22 4 113 281 34 43 5 43 8 500 92 14 9 96 555 2 89 12 103 10 58 71 11 45 5 28 17 111 104 18 3 48 4 8 77 34 7 13 1 2 6 10 1 1 1 6,239 9 1 10 5 77 2 392 37 340 118 1,120 631,558 91 514 29 307 23 12 212 4,314 2,233 2 22 263 342 1,905 37,09 1 158 117 213 31,I9 9 ---1848,412 8123,963 2734,299274 1,249 1,933 146 885 33 1,18720,295 15,958 9 2 12 2 3 4 1 7 5 1 6 15 1 1 3 1 3 1 2 2 270 1 1 4 50 10 48 4 64 15 15 10 5 22 28 161 43 23 41 5 2 9 37 21 4 69 1 1 19 4 2 1 3 3 4 2 21 1 2 5 5 59 31 94 379 54 7 4 101 23 118 19 18 14 5 5 16 21 4 16 55 32 6 8 8 14 38 39 177 719 46rm7= 30 20 18 13 8 160 40 6 159 2L 62 318 95

4. of State. Grants with agrant-in-aid from the Department whose exchange was arranged by theInter-University Committee on Travel NUMBER OF EXCHANGES WITH EACH COUNTRY (Arrivals Only)

U.S. GRANTEES Academic InternationalVisitors University Research UniversityEducational University AREA and Students Scholars Teachers Lecturers Travel Specialists Cumu- Students * COUNTRY GRAND1966 TOTAL, 1949- 1949- 1949- 1949- 1959- 1949- Total lative 1949- TOTALU.S.aFOREIGN 65 1966 651966 651966 65 1966 65 1966 65 1966 1966 Total 65 1966 ICA 3 64 geria 103 12 1 1 1 1 12 gola 17 1 tswana 6 5 undi 20 3 1 12 meroon 58 11 1 1 11 3 nary Islands 1 ntral African Rep. 35 15 ad 28 4 2 ngo - Brazzaville 36 1 1 1 5 ngo - Kinshasa 104 26 3 2 2 5 5 homey 39 12 1 1 1 hiopia 138 17 18 3 7 28 38 ench Somaliland 1 [bon 14 9 mbia, The 13 5 1 1 4 1 ana 235 18 2 2 3 6 2 14 9 29 62 6 inea 34 12 2 1 1 2 6 ory Coast 38 6 1 1 2 1 nya 310 52 3 8 3 14 148 34 sotho 13 4 3 1 4 1 1 Iberia 48 2 7 6 1 2 1 16 9 bya 72 4 6 7 6 2 22 11 lagasy Rep. 65 17 1 1 2 4 Olawi 37 2 2 1 3 10 Ali 52 11 2 1 1 4 Ouritania 8 1 Ouritius 10 4 2 roc co 280 7 40 10 52 114 zambique 32 1 4 4 22 dger 31 10 1 dgeria 412 39 66 3 8 4 22 8 1 23 112 88 Ortuguese Guinea 1 1 Wanda 10 3 2 3 !t., Helena 1 1 1 Onegal 92 27 1 8 9 10 7 Oychelles Islands 3 1 2 2 ;terra Leone 107 16 1 3 1 1 1 7 16 4 Icaelia 118 17 2 1 3 65 11 south Africa 277 12 7 1 3 14 6 32 108 5 Iouthern Rhodesia 165 5 1 7 1 8 3 21 42 Iouthwest Africa 11 9 Iudan 116 11 15 6 22 41 iwaziland 7 1 4 anzania 202 21 2 7 4 3 17 80 !ogo 54 11 5 "unisia 180 22 21 1 1 1 24 33 4 rgAnda 244 42 7 22 5 14 51 94 21 river Volta 16 6 ;ambia 69 12 3 11 1 15 17 Fulticountry 77 25 1 13 51 12 25 77 TOTAL 4,040 542 86 50 133 111 18 35 132 28 87 599 1,153 126 ViR EAST and SOUTH ASIA Lden 22 3 1 1 14 Ifghanistan 153 17 2 5 13 11 3 34 48 14; :eylon 400 36 14 4 44 1 11 74 150 141 :yprus 180 24 1 8 1 10 49 17 ;mace 1,777 113 116 7 51 289 14 72 5 19 29 576 677 46' India 3,834 327 307 23 170 25 137 22 268 33 121 105 1,108 1,373 1121 :ran 857 58 15 2 6 58 1 66 9 10 12 167 164 1 Iraq 362 31 1 11 18 79 17 9 20 138 124 4 :srael 447 46 12 25 68 9 18 1 14 144 72 12 Iordan 215 26 4 3 6 3 4 4 21 91 6 :uwait 1 1 .ebanon 232 24 1 1 3 1 27 28 8 68 3 iepa l 116 29 1 3 3 3 3 4 14 38 10 'akistan 1,492 86 17 16 23 2 186 28 8 278 677 62 Iaudi Arabia 38 3 13 2 15 4 Iyria 164 12 11 33 3 6 3 53 20 !urkey 1,046 118 22 11 79 10 82 15 28 36 258 372 4-1 Inited Arab Rep. 1,210 101 50 37 6 133 22 19 28 273 495 femen 41 8 2 2 26 fulti country 91 17 74 17 1.7 91 TOTAL12,678 1,080 562 49 335 30 645 50 1,101 1321 378 43 304 '3,325 114,397 38

re See last page of table. NUMBER OF EXCHANGES WITH EACH COUNTRY TABLE 1, Coned. (Arrivals Only)

FOREIGN GRANTEES Intelmational Visitors Academic International Visitors Educational University Research UniversityEducational Travel Specialists Cumu- Students Scholars Teachers LecturersTravel Specialists Leaders Cumu- lative 1959- 1949- Total lative 1949- 1949- 1949- 1949- 1957- 1949- 1949- Total 65 1966 Total 65 1966 65 1966 1966 Total 65 1966 65 1966 65 1966 65 1966 65 1966 65 1966 1966

3 5 8 15 11 100 1 64 5 12 2 1 2 1 17 1 1 5 6 12 1 3 3 19 17 11 56 1 11 12 5 1 1 14 6 2 4 15 35 2 5 2 1 15 4 28

1 2 5 2 1 3 23 34 2 5 5 6 3 5 61 11 24 99 1 1 1 3 7 1 2 14 10 11 38 25 8 14 110 7 3 28 38 5 1 8 24 1 1 1 1 4 6 9 14 1 4 1 1 1 2 1 2 5 12 206 14 2 29 62 6 3 15 1 18 3 36 55 6 16 28 2 1 6 5 8 4 8 2 11 22 4 6 36 1 2 1 3 2 4 14 148 34 15 1 6 3 36 38 13 52 296 1 4 1 1 2 3 2 3 9 1 32 2 1 16 9 7 1 6 8 50 6 3 22 11 11 27 1 2 4 1 3 7 33 17 61 3 10 9 2 2 9 2 34 10 48 1 1 4 7 2 25 1 1 1 5 8 2 1 1 2 4 10 10 2 52 114 4 30 23 52 2 5 228 4 4 22 1 4 1 1 28 2 1 9 6 10 31 1 10 10 4 15 2 69 90 5 16 300 22 I 8 23 112 88 8 1 1 2 3 4 1 8 1 82 9 10 7 3 36 2 3 15 7 18 2 1 1 1 8 15 100 1 1 7 16 4 4 6 2 7 17 33 27 6 17 115 1 3 65 11 4 2 33 4 11 245 6 1 32 108 5 10 3 2 78 144 3 21 42 7 15 47 29 4 9 2 11 13 10 94 6 1 22 41 5 1 4 7 18 4 2 1 7 32 10 20 185 3 1 17 80 20 6 27 5 5 4 11 22 6 11 54 29 7 21 156 1 1 24 33 4 1 36 24 10 12 9 39 193 2 3 51 94 21 3 5 1 4 1 18 29 1 2 1 8 4 6 16 6 12 54 1 15 17 8 1 10 13 51 12 25 77 14 250 74 452 64 902 186 455 3,441 35 I 132 28 87 599 1,153 126 38 177

2 1 3 21 1 1 14 2 1 119 11 3 34 48 14 2 11 11 4 29 14 57 25 326 1 11 74 150 14 12 53 2 4 1 25 3 24 170 1 10 49 17 1 28 45 4 23 9 177 11 84 1,201 5 19 29 576 677 46 99 5 91 10 4 3 10 59 15 222 2,726 33 121 105 1,108 1,373 112 203 13 244 31 83 13 12 285 38 304 5 121 6 46 690 9 10 12 167 164 1 57 5 200 29 1 4 97 2 58 5 11 224 17 9 20 138 124 4 14 3 14 5 44 1 32 303 9 18 1 14 144 72 12 50 12 20 1 11 6 68 40 7 22 194 3 4 4 21 91 6 3 1 37 9 1 38 70 16 164 3 28 8 68 3 2 7 2 4 24 5 10 25 102 3 4 14 38 10 8 15 12 1 8 104 193 78 1,214 1 28 5 8 278 677 62 42 103 11 9 8 1 23 2 15 4 2 8 29 48 6 9 111 3 6 3 53 20 2 2 1 62 6 102 7 82 788 15 28 36 258 372 45 91 6 63 10 11 5 13 73 937 22 19 28 273 495 38 91 11 66 26 2 56 128 2 8 39 2 26 6 1 4 74 17 17 91 939 101 X1,417 86 776 9,353 132 378 43 304 3,325 4,397 389 672 60 909 108 1 159 25 84 NUMBER OF EXCHANGES WITH EACH COUNTRY (Arrivals Only)

U.S. GRANTEES Academic International Visitors Unive University Research University Educational Specialists Cumu- Stude Students Scholars Teachers Lecturers Travel AREA and 1949- 1959- 1949- Total lative 1949- GRAND 1966 TOTAL, 1949- 1949- 1949- COUNTRY * 65 1966 65 1966 65 1966 1966 Total 65 TOTALU.S.&FOREIGN 65 1966 65 1966 65 1966 EAST ASIA and PACIFIC 9 40 681 425 121 257 12 131 13 94 6 150 Australia 1,814 British Solomon Islands 1 Brunei 1 7 159 206 16 20 44 72 636 6 44 72 Burma 36 7 Cambodia 170 3 3 125 Caroline Islands 61 16 7 43 223 669 79 21 88 22 3 China 1 2 4 1 6 2 Fiji Islands 23 3 6 31 24 2 2 1 18 4 146 32 3 41 205 Hong Kong 21 3 7 10 686 4 68 737 2,174 Indonesia 99 200 17 131 30 5,245 383 109 130 11 266 Japan 33 8 30 1 10 80 856 84 2 1 4 Korea 5 5 18 23 20 8 Laos 146 22 9 62 83 4 2 3 22 9 Malaysia 565 64 Mariana Islands 4 1 6 1 Micronesia 1 1 1 New Caledonia 2 2 1 10 2 New Guinea 8 18 325 215 1 122 87 60 30 5 New Zealand 834 50 17 264 791 30 10 127 14 11 1,463 98 69 18 16 Philippines 6 1 8 1 147 27 2 1 Singapore 32 1 10 173 390 12 41 67 888 73 11 2 Thailand 2 Tonga Islands 3 10 4 10 50 79 1 4 25 Viet-Nam 243 36 5 Western Samoa 14 2 2 2 Yap 3 115 24 30 148 Multicountry 148 30 3,064 5,102 435 23 821 96 416 62 273 TOTAL14,724 1,121 615 33 504 53 4 418 21 21 443 MULTIAREA 443 21 30,621 29,260 5,142 321 4,767 510 23 46 X2,836 301 2,250 GRAND TOTAL107,306 8,198 12,843 8522,760 220

under the new name. For example, grantees living in Rwanda *When area and country names change, all pastexchanges with that country are shown time of the grant. TABLE 1, Cont'd. NUMBER OF EXCHANGES WITH EACH COUNTRY (Arrivals Only)

FOREIGN GRANTEES S International Visitors International Visitors Academic UniversityEducational ucational University Research LecturersTravel Specialists Leaders Cumu. 'ravel Specialists Cumu- Students Scholars Teachers 1949- 1957- 1949- 1949- Total lative '959- 1949- Total lative 1949- 1949- 1949- 65 1966 65 1966 65 1966 65 1966 1966 Total 65 1966 65 1966 1966 Total 65 1966 65 1966 65 1966 4 19 125 10 81 1,133 9 40 681 425 33 250 23 155 10 74 1 1 1 1 2 24 111 5 6 477 7 159 206 40 88 5 35 2 126 7 44 72 12 3 3 25 1 61 80 8 36 446 7 43 223 125 12 63 55 3 3 8 1 4 19 1 2 4 1 1 2 3 1 36 7 13 7 26 115 3 6 31 24 7 3 12 4 8 113 241 1 645 10 3 41 205 1 3 69 5 6 79 10 634 52 315 4,508 68 737 2,174 131 928 90 288 21 34 11 131 30 776 38 9 15 1 5 170 14 166 19 74 30 1 10 80 266 30 42 1 6 3 11 6 20 3 15 128 5 1 5 18 23 56 6 111 18 156 11 55 503 9 62 83 15 5 83 9 4 22 4 4 1 3 1 5

1 1 4 2 8 2 2 18 5 29 60 11 32 509 8 18 325 215 10 69 81 13 101 8 128 10 81 1,199 11 17 264 791 53 36 42 3 7 1 40 8 25 3 26 129 8 1 18 16 10 4 17 4 27 2 10 71 26 148 9 63 715 32 1 10 173 390 20 4 1 1 2 5 19 11 35 4 26 193 10 4 10 50 79 10 8 21 3 4 2 2 14 5 1 2 2

115 24 30 148 24 67 900 120 ' ,003 156 848 11,660 416 62 273 3,064 5,102 3341,456 127 1,047 85 237 418 21 21 443

529 8,884 785 1,761 1805,107 803 4,305 49614,001,1065,948 76,685 23 46 2,836 301 2,250 30,621 29,2602,0496,520

have been regrouped with Rwanda or Burundi, depending ontheir home address at the ew name. For example, grantees living in Rwanda-Urundi FIELD TOTAL AREALATIN AMERICAN Total Exchanges (Arrivals Plus Extensions and Renewals) AFRICA WESTERN EUROPE EASTERNand YUGOSLAVIA EUROPE NEARand EASTSOUTH ASIA EASTand ASIAPACIFIC MULTIAREA HUMANITIES: Fine Arts: Arr Total U.S. Arr Total Foreign Arr E&R U.S. Arr E&RForeign Arr E&R U.S. Arr E&RForeign Arr E&R U.S. Arr E&RForeign Arr E&R U.S. Arr E&RForeign Arr E&R U.S. Arr E&RForeign Arr E&R U.S. Arr E&RForeign Arr Only U.S. MusicArt,ArchitectureTheatre History Arts of Art 127 942637 148103 2941 54444655 68826378 10 23 11 15171113 2634 2124 41 31 20985314 19 361 162317 9 534 6214 12 123 3 lo 564 1 835 9135 22 28 21 1217 45 18 257 1 Language & Literature:AfricanOther Fine Arts Total 301 2217 336 2217 240 4144 1 334 4344 2 18 1 3 6711 15 22 9 821 17 192 88 7 29 804215 17 15 2 21 23 3 31 16 2 24 8 20 2 33 1 3 40 2 32 3 ClassicalU.S.NearEastEuropean EasternAsian& English 199 231191 7 215 231192 9 230 67 298 1114 11 2 37 6 6 3 1 13 116 23 17 134 421 29 3 8 1 15 2 1036 1 24 4 15 16 20 71 2 19 16 13 14 2 Lang. & Lit.Romance OtherTotal 631200 78 217673 84 426 4883 122564 62 5138 2 2 621411 14 26 28 3 u1 5 462197 38 2 2717 2 275 2072 5 3373 8 12 2 1 14 2 47 2 43 30 24 23 1 29 21 51 34 67 21 3 2 HUMANITIES, OTHER ReligionPhilosophyPhilology,Library Science Linguistics 222743 38 243146 38 223353 6 100 452350 7 11 23 1 13 486 27 1 1 2 21 161915 2 231 1512 9 11 76 18 21 6 245 1 178 14 61 124 14 149 1314 31 SOCIAL SCIENCES: TOTAL 1035 1123 802 1123 85 6 160 38 38 14 2014 16 6 708 62 396 114 42 36 1 49 5 91 3 17 1275 3464 72 5 8 108- 21 1184 5 History:EconomicsCommunicationsBus. Admin. European 10487836 52813812 281164333 8 264426349 9 33 62 21 111105 33 1 18 7 2 1134 20 3 442511 14 747978 6 36 4 23 12 5 285 1 4244 46 13 lo 4 3859 1 25 6 23 U.S.NearEast &Eastern CivilizationAsian 1256 47 6114 58 264 93 276 10 11 2 12 118 3 64 21 2 2 63 1 4 2 3 11 91 12 65 32 10 16 1 10 3 51 OtherLatin America History Total 2114 1 28 25s118 28 188332 48 188309 64 34 17 3 125 6 31 107 3 4 107 40 2 2 589525 73 73 1 24 7 1 1 85 11 5 212710 21 6025 8 15 4 1 PsychologyPoliticalMfg.LawLabor & industry Science 317749 823250 402327 6819 110482358 22 1314 2 122160 1352 1 37 3 5442 12 20 1 181341 107 311472 1011 73 1 11 5 893 1 114720 1 1628 6 10 7 2 126128 1 1318lo 3 PublicSocial Administration Work & WelfareYouthWomen's Org. Org. & Activ.& Activ. 14 65 15 65 231 931437 249 931443 61 305313 2 16 112434 5 2 63 1 u70 5 3 29 1 50 81 83 1425 17 53 1 GeographyFolkloreAnthropologySociology 111730 3 121731 3 231879 121 4632 2 369 31 3 244 1 1 16 6181 2641 1521 4 14 83 1 12 93 1 lo 24 10 61 417 169 615 SOCIAL SCIENCES, UrbanOTHERStatistics 2ianning, Housing 11 72 11 72 2661 162214 193533 144 1 6 14 41 2 1 2 2 2 914 74 24 14 52 1 2 10 280 2 193 15 5 109 1 4 374 123 123 212 15 AGRIC.,FOODSCIENCES:FoodAgriculture Technology TOTAL 656 16 2 690 18 2 104 10 3255 174 22 2 876 25 1 50 1 23 327 12 74 5 253 13 12 2 752 27 2 154 23 1 3 7 98 3 20 3 26 6 15 13 4 15 4 MEDICALAGRIC., SCIENCES FOOD SC.TOTAL--Hone Ev. , Dietetics 40 4 2743 7 239127 13 40321 18 5 1 56 2 831 1 1213 1 1 12 73 2 843 5 44 1 11 2 18 1 2 3 33 1 4 1953 2 21 2 NATURAL & PHYS. SC.:ChemistSpace Sciences 5o 168 2 309 6 7 21 8o 2 36 2 12 3123 5147 3 12 1 37 3956 1 Beat Asian U.S.NearOtherLatin &Eastern Civilization America ---7-----7-7-1r---T 114 1256 4 118 6114 264 5 48 9 276 101064 3411 2 12 118 6 13 64 3 4 107 2140 2 2 952563 1 734 273 31 24 97 11 1 65 11 35 lo27lo 21 2510 8 15 4 2 LaborLav History Total 2 1 2849 2 2850 327188332 19 3581883.9 22 14 17 3 125 160 52 1 3 33 10427 2 1 18 2 147256 11 3 1 5 3 1 20 81 6 21 7 2860 1 lo 13 Mfg.PublicPsychologyPolitical & Industry Administration Science 3177 5 3282 5 402 6837 110482 43 13 261 122 135313 73 1 2454 15 20 2 4113 63 1 107 701131 lo 37 11 11 9 918 1 501147 1 1628 83 10 7 2 251261 7 1318 35 13 SociologySocial Work & WelfareYouthWomen's Org. Org. & Activ.& Activ. 173014 6 173115 6 231 18799314 121249 329314 69 3130 23 44 61 3411 16 81 61 21 45 14 3 1 2 93 1 10 48 lo 1 74 14 91 6 FolkloreAnthropologyStatisticsGeography 11 32 12 372 221423 334635 2 13 14 13 22 1 21 61 412 15 47 428 1 2 2 15 156 14 126 215 AGRIC.,FOWSCIENCES:SOCIAL SCIENCES, UrbanOTHER Planning, Housing TOTAL 656 11 7 690 11 2661 16 3255 19 144 6 876 4 50 23 1 2 327 2 74 253 2 9 12 752 7 154 14 52 98 10 280 193 109 1 4 374 123 3 1 15 AGRIC. , FOOD SC.TOTALHomeFoodAgriculture Ee.,Technology Dietetics 16 24 2718 72 104127 1310 21174 1822 2 25 21 31 1312 1 51 3731 22 327 52 23 1 3 7 13 2 20 3 2633 61 15 1319-`2124 15 24 NATURALMEDICAL &SCIENCES PHYS. SC.: Space Sciences 40 43 239 2 403 6 5 1 56 8 12 7 12 84 2 44 1 11 2 18 2 23 47 3 4 53 56 1 LifeChemistryEarth Sciences: Sciences Biochemistry 1149 121150 168 8842 156309 77 43 13 63 7 3 21 146 21 27 421280 251336 1 15 12 12 2 311314 111251 12 2 1 251037 2739 6 ZoologyMicrobiologyBotanyBiology 30 978 111031 7 1922 6 25503933 61 1 715 2 12 11 13 127 13 132 11 327 6371 1 2631 2715 11lo 74 423 11 3162 473 MathematicsPhysicsLife Sciences TotalOther 59568419 61599019 213129 9856 128178269431 14 873 1 2419 84 12 654 123 2 51 1510 83 273734 6 12 40678621 24164858 13 -4142 1 1020 96 22153143 21497229 17 43 21 111851 1931 0 NAT.& PHYS. SC.,OTHERGeneral Science TOTAL 277 14 4 291 15 5 7 6820 13 8135 3 2 9220 5 32 12 71 3 5 133 43 5 310 11le 1 7 71 1 5 3 1 1.1 18 2 213 23 314 4-3.43 5.6-3-- 1414F______2 34 ENGINEERINGEDUCATION: GeneralAdmin. & Superv. 153532 321535 211383 49 248672 52 12 4 109 86 295 11 1533 1 30 18 81 8 136 50 8 70 3 2 2010 3 1 6427 3 22813320 96 24 9564 2 22143236 6317 24 1 HigherSecondaryElem.Eng. as & aPre-school For. Lang. 3534 2 3445 2 136217184 11 136219193 11 14 1 3 112105 75 0 12 21 13 1 28 47 11126820 1 41 6 2 lo23 6 3 14 18 5 EWCATION, OTHER VocationalPhysical TOTAL 145 1413 156 1513 949 452472 1042 792480 32 41 445 101528 11 12 17 19 3.3 3 55 8 11 1 1 32 6 16 2 3 126 75 2617 27 2 116 10 83 10 1 LIBERALTRANSPORTATIONOBSERVATIONAREA STUDIES ARM OF U.S. 35 912 1050 12 17 4 8 8 2 182 163 1 13 1 4 SPORTS GRAND TOTAL 2250 40 2405 5948 40 8158 316 lo 19:1787 172 87 6 9 455 202 1187 1 83 1905 604 62 2 1 177 11 304 14 25 776 673 273 7 18 848 548 21 DISTRIBUTION OF GRANTEES IN THE UNITED STATES TABLE 3 Arrivals Arrivals. only (excpst. for 1964,1965, and 1966 1952 - 1963 12261. Total Exchanges State or Territory U.S.From1951 - ToU.S.1963 U.S.From ToU.S. FromU.S. X965 ToU.S. Arriv.From U. Renew. Arriv. Renew. Ext. S.1966' To U. S. Ext. & From U.S. Total. Arrivals 195a-66 To U.S. AlabamaAlaska 150104 14 161110 6 1014 1 37 7- 1611 - 43 8- 20 29 -3 17 6 36 -1 180154 17 258131 6 ArkansasArizonaColoradoCalifornia 2,469 278 93 3,290 662101 304 37 5 467 8711 310 33 8 471 7910 279 38 8 27 4-2 439 95 7 315 45 - 3,367 797386114 4,6671,240 918129 FloridaDelawareConnecticut 297622 79 341996 71 4651 5 791814 221177 4395 7 4732 9 311 4970 8 62 92 254397104 451365100 HawaiiGeorgiaIllinoisIdaho 1,175 195 7593 2,772 278 3418 115 24. 86 228 30 61 125 1019 7 230 3013 4 103 16 98 13 21 184 27 45 170 374 1,518 120 96 3,414 4243 KansasIowaIndiana 305332515 1,181 816531 40653916 105 518710 43335119 143119 68 5 52353113 2125 155 4072 5 825033 5 683422436238 1,5841,094 690164 Kentucky 190 144 . 1 16 240 327 MassachusettsMarylandMaineLouisiana 1,198 408138183 3,381 '260 511122 115 501319 244 402016 107 5819 7 277 421823 121 461019 11 1 265 432410 173 41 8 1,541 562168 4,167 636166 MississippiMinnesotaMichigan 591894382102 2,111 491972 30 111 6933 7 191 6837 1 138 613813 191 4991 5 305391 6 4-1 101164 32 7 315388 1 1,234 483128774 2,6571,232 609 43 MissouriNevadaNebraskaMontana 157 4097 125 72 7 2310 3 10 25 11 3 -82 19 72 -1 10 5 1 621 210125 48 153 8410 DISTRIBUTION OF GRANTEES IN THE UNITED STATES TABLE 3, Cont'd. State or Territory 1952From 1963To Arrivals From 1964 To From 1965- To From U.S. Ext. & Total Exchanges To U.S. Ext. Total Arrivals 1952-66 41111111OMPIMMO, 'AMP U.S. U.S. U.S. U.S. U.S. U.S. Arriv. Renew. Arriv. Renew. From U.S. To U.S. New MexicoHampshireJersey 862116114 991 9590 831511 9511 8 7612 7 781416 801817 451 8932 9 307 481411 1,101 155155 6,4051,253 129146 OhioNorthNew York CarolinaNortb Dakota 3,411 864383 73 4,8621,591 512 29 310 8224 5 530 9646 2 352 4387 4 496118 55 2 370 681235 16 4-3 517205 57 7 4068- 4,4431,101 485 94 2,010 670281 40 OregonOklahomaPennsylvania 1,158 337212157 1,969 232453200 118 391218 239 483836 110 3115 9 260 275724 132 271614 -92 200 672419 159 3122 6 1,518 434255198 2,668 319625 SouthRhode DakotaCarolinaIsland 240124 99 329 4787 1912 3 3812 4 2310 7 3915 1 2012 6 .-1 3022 4 11 43 302115158 436136 56 TexasTennesseeVermontUtah 495104135 1,055 201118 8611 4 128 1113 6313 8 154 11 7 8022 3 313 119 1223 2313 2 724119181 1,456 150246 WashingtonWestVirginia Virginia 434369103 856309 63 4936 3 9216 4 48553411 121 922010 383752 5 322- 111 6427 4 733716 6 576476683122 1,5151,104 372 81 WyomingWisconsinDistrict of Columbia 358 547 55 3 1,198 580 34- 4736- 6 8586- 4 -35 4 -81 2 49- 6 --1 -82 3 -56 2 489 71 3 829 43- VirginPuertoGuam RicoIslands 63 4 717 - - 8 150 . 51 123 - -- 9 - 152 - -12 1 85IS M,c 1,142 -- ResidingMultistate Outside - 18,140 - 2,230 . 2,409 1. 2,224 1 25,003 1 of the United StatesTOTAL 22,015 54,353 9 1 2,286 5,889 10 . 2,331 7 6,306 . 2,250 7 155 5,948 2,210 28,882 43 101,378 72,496 W0?N GRANTEES AS COMPARED TO Totilla EXCHANGES Tear & Area 'Students 1966 Separate; 1952 Res.Lecturers Scholars & - 1966 SummeryTeachers SpecialistsLeaders & TABLE 4 '11:t.CCitizens1966 IRA Women 149 All121 Women 9 All116 Women 1 All 7 iomen 2 All 72 Women 619 All316 WENEAAFRE 2591114 13 2 646 4935 8 1810 4- 162272 1219 104 16 1 236 50 5 143 43423328 373 4822 6 1,187 304 6287 Fore EAMatisrea Citizens Total 346 9 898 39 5312 730149 128 6 321 23 11& 4 301 2162 541 31 2,250 273 21 WEEEAF 194198 1227 1,055 815200 50 42 89 390 4932 2 147125 13 2 274297 18 3 14386570 426250386 77 453396 4867 1,9051,787 455177 EANEA Total 609107 71 2 852 336396 7712 6 151 85 332 1431 785108 85 245 2533 1L69._.! 276187 1, 263. 152147 848776 1952-19661 9 6 6 G r a Sugaryn d Total 11.6. Citizens 263, 700 89 709933 212 .* 1 384 o. 54 1,90.5 572 Ism" 618 2,589osiyo WENEAEEAF 3,657 170 4311 10,520 574111 57 2214236 10 3 1,6523,755 179 58 1,921 243 46 - 3,620 677150 1 108 391113 460200602170 5,922 676112 25 18,497 3,363 610316 EA 147 . 632 1 177 1 1,446 232 ... 476 . 4161 451498 597 62 3,052 456 Forell: Citizens IFMatiarea Total N:2911,592 192 -73g------170.------1752*727634-war30ram--7,8791,709 53 4 467 58 4 1,345 35 2,745 208 228444327 3,2782,9531,653 IITEMPRU 3,434 14,369 459 3,628 WEEANEAEE 1,4914,6611,030 29 15,547 5 4,721-500 151 587 791884 15,234 847 869107 2,287 270323 18 11,0224,226 139 38 1,081 347303 69 32,5537,779 335 421 21,7358,616 192 /34, 1132,786 821 9,165 71? 1952-66 Grand Total Total 13,28612.9. 48,102 1565 82 8 82jbn8 2221 §..2sk72 ...22Z229Q.9.- .,.._16s250 6,932 14,686 2,799 234972 214,582 10,369 ..72s484 -100- TABLE 5

STATEMENT OF EXPENDITURES BYCOUNTRY IN FURTHERANCE OF PURPOSE OFPUBLIC LAW 87-256

During Fiscal Year 1966

Country Expenditures

LATIN AMERICAN AREA Argentina $ 575,324 452,333 Bolivia ( 1,650,522 Brazil British Honduras 35,132 British West Indies 20,170 756,193 Chile 831,614 Colombia 174,989 Costa Rica Dominican Republic 289,116 504,524 Ecuador 177,077 El Salvador 211,985 Guatemala 107,151 Guyana 90,290 Haiti 213,400 Honduras 84,577 Jamaica 19,244 Martinique 801,535 Mexico 171,229 Nicaragua 121,285 Panama 199,550 Paraguay 628,589 Peru 11,797 Surinam Trinidad and Tobago 127,983 264,398 Uruguay 418,519 Venezuela 468,773 Regional 295,310 Cultural Presentations 9,702,609 Sub-Total

4- 101. TABLE 5 - Contiliued

STATEMENT OF EXPENDITURES BYCOUNTRY IN FURTHERANCE OF PURPOSEOF PUBLIC LAW 87-256

During Fiscal Year 1966

K

Country Expenditures

AFRICA Algeria $ 268,069 282,126 Angola British Protectorates 207,504 Burundi 35,716 94,445 Cameroon Central African Republic 44,386 29,327 Chad Congo- Kinshasa 153,189 Dahomey 54,051 179,971 Ethiopia 25,789 Gabon Gambia 30,602 135,953 Ghana 63,675 Guinea 61,409 Ivory Coast 327,260 Kenya 111,918 Liberia 49,630 Libya 83,773 Madagascar 58,558 Malawi 27,565 Mali 9,263 Mauritania 172,697 Morocco 313,863 Mozambique 21,673 Niger 229,251 Nigeria 627,484 Rhodesia 34,128 Rwanda 171,942 Senegal 119,334 Sierra Leone 204,683 Somalia 555,421 South Africa 121,377 Sudan 188,086 Tanzania 16,396 Togo 121,854 Tunisa 310,727 Uganda 12,098 Upper Volta 64,666 Zambia 360,602 Regional 395,888 Cultural Presentations Sub-Total 6,376,349 '102 TABLE 5 - Continued

STATEMENT OF EXPENDITURES BY COUNTRY IN FURTHERANCE OF PURPOSE OF PUBLICLAW 87-256

During Fiscal Year 1966

Country Expenditures

WESTERN EUROPE Austria $ 276,909 Belgium 233,044 Canada 24,440 De'nmark 249,147 Finland 636,973 France 1 340,801 Germany 711,47 Iceland 134,014 Ireland 56,624 Italy 1,224,I8o Malta 26,219 Netherlands 339,082 Norway 289,095 Portugal 160,736 Spain 622,933 Sweden 184,277 Switzerland 22,167 United Kingdom 14E8,827 461,312 Regional. Cultural Presentations 385,908 Sub-Total 8,498,641

EASTERN EUROPE & YUGOSLAVIA Bulgaria o5,357 :;zechoslovakia 88,193 Hungary 46,322 Poland 41.5,I80 Romania L07,247 1* U.S.S.R. 350,398 Yugoslavia 633,3L0 57,b22 Regional Cultural Presentations 462,063 Sub-Total 2,225,692 - 103 - TABLE 5 - Continued

STATEMENT OF EXPENDITURES BY COUNTRY IN FURTHERANCE OF PURPOSE OFPUBLIC LAW 87-256

During Fiscal. Year 1966

Country Expenditures

NEAR EAST AND SOUTH ASIA Aden $ 35,149 Afghanistan 286,033 Ceylon 355,874 Cyprus 140,i35 Greece 502,172 India 2,332,222 Iran 561,144 Iraq 336,042 Israel 371,642 Jordan 145,088 Kuwait 13,972 Lebanon 164,411 Nepal 277,419 Pakistan 658,027 Saudi. Arabia 19,275 Syria 205,005 Turkey 907,716 U.A.R. 1,317,999 Yemen 57,936 Regional 542,003 Cultural Presentations 601,663

Sub-Total 9,830,927

TOTAL $44,154,722 TABLE ')- Continued

STATEMENT OF EXPENDITURES BY COUNTRY IN FURTHERANCE OF PURPOSE OF PUBLIC LAW 87-256

During Fiscal Year 1966

Country Expenditures

EAST ASIA AND PACIFIC Australia $ 313,357 Burma 65,550 Cambodia 40,793 China (Taiwan) 545,243 Hong Kong 201,277 Indonesia 41,57o Japan 2,173,981 Korea 480,023 Laos 207,989 Malaysia 498,902 New Zealand 179,967 Philippines 509,117 Singapore 79,600

Suva, C.D. . 43,831. Thailand 700,946 UN Trust Territories 5,456 Viet-Nam 497,024 Regional 302,564 Cultural Presentations 633,308 Sub-Total 7,520,504 105 - TABLE 6

LEGAL AUTHORITY AND OBLIGATIONSFOR TOTAL PROGRAM

Fiscal Year 1966

Legal Authority Authorized Obligated

Mutual Educational and Cultural Exchange 1/ Act of 1961. (Public Law 87-256) $53,516,521 $53,436,474

Agricultural Trade Development and Assistance Act of 1954 (Public Law480, 1,010,872 83rd Congress) 1,010,872

54,527,393 54,447,346

1/Includes previously authorized programs. Finnish program originallyeotablished under PL 265, 81st Congress,repealed and reinacted by Section 105(e) of 429,193 PL 87-256 $ 495,352

Cultural presentations originally established under PL 860, 84th Congress repealed and reinactedby Section l02 (a) (2) of PL 87-256 21,169 21,169 APPENDIX B

1/ UNIVERSITY AFFILIATION PROJECTS

LATIN AMERICAN AREA

Bolivia

Rutgers, the State universit, New Brunswick,New Jersey - University of San Andres, La Paz. Books, periodicals, and scholarly writings in economics - in support of a cooperative program in theinterchange of students and faculty members, in the field of economics.

Colombia

University of Wisconsin-Milwaukee, Milwaukee, Wisconsin -Antioquia Univer- sity, Medellin. AACTE. Extensive collections of educational books, other publications, and library materials. Interchanges of faculty members - in support of a developing teacher education program.

Mexico

University of Arizona, Tucson, Arizona - Sonora State NormalSchool, Hermosillo, Sonora. AACTE. (Affiliation activities shifted from Univer- sity of Sonora for a more directly useful interinstitutionalarrangement.) Books, classroom equipment, teaching aids. Interchanges of student teachers and faculty members - in support of programs in language train- ing and the preparation of secondary school teachers.

George Peabody College for Teachers, Nashville, Tennessee -Urban Normal School, Merida, Yucatan. AACTE. Extensive collections of books on education and teacher training, audio-visual equipment, and other similar items - for the advancement of teacher education programs.

Nicaraaua

Wilmington College, Wilmington, Ohio - University of Nicaragua, Leon. New. Collection of textbooks in the physical sciences, tape recorder and a group of tape recordings. Visits by a Wilmington student and a Wilming- ton faculty member to the University of Nicaragua for program purposes. Both institutions actively interested in interchanging students and faculty members - for furthering language training and area studies.

1/ The list comprises new affiliation projects commenced during 1966 and previously established projects given further State Departmentsupport during the year. The projects sponsored by the American Association of Colleges for Teacher Education are identified by the letters "AACTE,°and the new projects are identified by the word "New" in the notations. For a list of affiliations formed prior to 1966 see Educational and Cultural Diplomacy-1965, Department of State Publication 8160, AppendixB, p. 96. -107--

APPENDIX B - Continued

Peru Higher University, Charleston,Illinois - La Cantuta Eastern Illinois publications, Chosica. AACTE. Educational books, campus Normal School, furtherance of teacher audio-visual aids, andtape-recordings - in education.

WESTERN EUROPE ..mmoFrance University of Strasbourg, Indiana University,Bloomington, Indiana - publications, exhibits,and New. Books, periodicals, campus Strasbourg. sponsored jointly byIndiana films - in supportof a study abroad program University and PurdueUniversity. University of Aix-Marseille, University of Wisconsin,Madison, Wisconsin - scholarly writings - in New. Books, journals, and Aix-en-Provence. jointly by the Universityof support of a studyabroad program sponsored Wisconsin and theUniversity of Michigan.

Germany Bloomington, Indiana -University of Hamburg,Hamburg. Indiana University, and films - in Books, journals, campuspublications, exhibits, New. jointly by IndianaUniversity support of a studyabroad program sponsored and Purdue University.

Manhattan, Kansas -University of Giessen, Kansas State University, in support of a Books, periodicals,and technical materials - Giessen. students and facultymembers. long-standing program indirect interchange of Paedagogische Hochschule,Gottingen. La Verne College, LaVerne, California - films, and recordings -in support of an AACTE.New. Books, periodicals, members. on-going program inthe exchange ofstudents and faculty University of Munich,Munich. Wayne State University,Detroit, Michigan - in support of along-standing junior year New. Books and periodicals - abroad program. of University, Kalamazoo,Michigan - Berlin College Western Michigan tape-recordings, films, and Education, Berlin. AACTE. Books, journals, the exchange of faculty photographic exhibits, in supportof a program in members and students -for furthering teachereducation, University of Freiburg, University of Wisconsin,Madison, Wisconsin - writings - in support of ajunior Freiburg. New. Books snd scholarly by the University of Wisconsin, year abroad programsponsored cooperatively University of Michigan,and Wayne StateUniversity. APPENDIX B - Continued

Italy

Indiana University, Bloomington,Indiana - University of Bologna, Bologna. New. Books, periodicals, campuspublications, exhibits, and films - in support of a study abroad program.

Norway,

Winona State College, Winona,Minnesota - Oslo Laerer Skole, Oslo. AACTE. Long-standing exchange of studentpublications, textbooks, and teaching films, and other similar items - in response tomutual interests in each other's educational programs, particularly inteacher education.

Spain

Indiana University, Bloomington, Indiana -University of Madrid, Madrid. New. Books, periodicals, campus publications,exhibits, and films - in support of a study abroad programsponsored jointly by Indiana University and Perdue University,

EAST ASIA AND PACIFIC

Japan,

Lewis and Clark College, Portland, Oregon -Hokusei Gakuen College, Sapporo. New. Books, educational films and tapes, sheet music, coursemanuals and syllabi, periodicals, and scholarly writings; interchangesof groups of students - for cultivation of mutual interest ineach other's educational programs and study of eachother's countries.

University 1 'of4 Pennsylvania, Philadelphia,Pennsylvania - Kanazawa University, Kanazawa. Long-standing exchange of student publications, photographic and are exhibits, scholarly writings,books and periodicals - in fostering mutual interests in oneanother's educational programs and problems, and the study of each other's countries and areas.

Korea

Edinboro State College, Edinboro, Pennsylvania -Choon-Cheon Junior College for Teachers, Choon-Cheon, Kangwan-do.AACTE. Collections of books on library science, library cataloging materials, educationaljournals, filmstrips, and teaching aids - in response to mutual institutional interests and needs, particularly in teacher education.

Fairleigh Dickinson University- Rutherford, New Jersey - Kyung Hee University, Seoul. New. Exchange of books, periodicals, tape-recordings, and teaching materials- in furtherance of the development of institutional resources in the internationalfield.

Long Island University, Brooklyn,New York- Chung-ang University, Seoul. Collections of books, scientificjournals, scholarly writings,campus .:109:

APPENDIX B - Continued

publications, photographic exhibits,audio-visual aids, and other similar items - in fostering mutualinterest in each other's institutionalprogramis and study of each other'scountries.

University of Hawaii, Honolulu,Hawaii - Sung Kyun Kwan University, Seoul. Collections of books and otherlibrary materials; "face-to-face" visits by faculty members and students - forcultivating interest in each other's educational programs and study of oneanother's countries.

Philippines

University of Tennessee, Knoxville,Tennessee - Philippine College of Arts and Trades, Manila. AACTE. Books, periodicals, teaching materials, and other similar items - in response tointerests in each other's educational programs, especiallyteacher education.

NEAR EAST AND SOUTH ASIA

Zreece

University of Cincinnati, Cincinnati,Ohio - University of Thessaloniki, Thessaloniki. Books and other scholarly publications; visitsby faculty members - for developing library resourcesin the classics and otherwise contributing to cultural interchange.

India

University of Akron, Akron, Ohio - St.Christopher's Training School, Madras. AACTE.New. Books, periodicals, campus publications,tape-recordings, and photographic and art exhibits - forcontributing to teacher education and study of one another's countries.

Jordan

State University College,Plattsburgh, New York - Men's Teacher Training College, Amman. AACTE. Books, professional journals, films,tape-record- ings, and duplicating equipment -for teacher education purposes and study of each other's countries.

Pakistan

Kansas State College, Emporia, Kansas - University of Peshawar, Peshawar. AACTE. (In cooperation with Clarion State College, Clarion, Pennsylvania). Collections of textbook°, exhibits, and teaching materials - In support of teacher education and area studies.

Springfield College, Springfield, Massachusetts - College of Physical Education of Walton, Lahore. Educational equipment, books, films and periodicals, and other similar items; exchanges of students- in culti- vating mutual interests in one another's educational programs and study of each other's countries. ,110-

APPENDIX C

COUNTRIES WITH WHICH THE UNITEDSTATESHAS EXECUTIVE AGREEMENTS FOR THE CONDUCT OF ELUCATIONAT1ANDCULTURAL EXCHANGE PROGRAMS AND DATES ON WHICH ORIGINALAGREmim SIGNED

1. Afghanistan (8/20/63) 25. Israel (7/26/56) 2. Argentina (11/5/56) 26. Italy (12/18/48) 3. Australia (11/26/49) 27. Japan (8/28/51) 4. Austria (6/6/50) 28. Korea (4/28/50) 1/ 5. Belgium/Luxembourg (10/8/48) 29. Liberia (5/8/64) 6. Brazil (11/5/57) 30. Malaysia (1/28/63) 7. Burma (12/22/47) 31. Nepal (6/9/61) 8. Ceylon (11/17/52) 32. Netherlands (5/17/49) 9. Chile (3/31/55) 33. New Zealand (9/14/48) 10. China (11/10/47) 34. Norway (5/25/49) 11. Colombia (1/9/57) 35. Pakistan (9/23/50) 12. Cyprus (1/18/62) 36. Paraguay (4/4/57) 13. Denmark (8/23/51) 37. Peru (5/3/56) 14. Ecuador (10/31/56) 38. Philippines (3/23/48) 15. Ethiopia (12/6/61) 39. Portugal (3/19/60) 16. Finland (7/2/52) 40. Spain (10/16/58) 17. France (10/22/48) 41. Sweden (11/20/52) 18. Germany (7/18/52) 42. Thailand (7/1/50) 19. Ghana (124/62) 43. Tunisia (11/18/63) 20. Greece ( /23/48) 44. Turkey (12/27/49) 21. Iceland (2/23/57) 45. United Arab Republic(11/3/49) 22. India (2/2/50) 46. United Kingdom (9/22/48) 23. Iran (9/1/49) 47. Uruguay (7/22/6C) 2/24. Ireland (3/16/57) 48. Yugoslavia (11/9/64)

1 / Belgium and Luxembourg signed a joint agreement.

2 / Special agreement.

4