Fifteenth Semiannual Report Educational Exchange

84t;h84hCongress,Ce-2dl Session - - H - House Document No. 335 I --- Y-- _

FIFTEENTH SEMIANNUAL REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES

LETTER FROM CHAIRMAN, UNITED STATES ADVISORY COMMISSION ON EDUCATIONAL EXCHANGE, DEPARTMENT OF STATE TRANSMITTING THE FIFTEENTH SEMIANNUAL REPORT OF THE UNITED STATES ADVISORY COMMISSION ON EDU- CATIONAL EXCHANGE FOR THE PERIOD JULY 1 TO DECEMBER 31, 1955, PURSUANT TO SECTION 603 OF PUBLIC LAW 402, 80TH CONGRESS

FEBRUARY 10, 1956.-Referred to the Committee on Foreign Affairs and ordered to be printed

UNITED STATES GOVERNMENT PRINTING OFFICE 71011 WASHINGTON : 1956

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LETTER OF SUBMITTAL

DEPARTMENT OF STATE, THE UNITED STATES ADVISORY COMMISSION ON EDUCATIONAL EXCHANGE, February 10, 1956. The Honorable SAM RAYBURN, Speaker of the House of Representatives. SIR: The United States Advisory Commission on Educational Ex- change submits herewith its 15th semiannual report to the Congress in accordance with the provisions of section 603 of Public Law 402, which states that this statutory Commission shall transmit- * * * to the Congress a semiannual report of all programs and activities carried on under authority of this Act, including appraisals, where feasible, as to the effectiveness of the programs and such recommendations as shall have been made by the Commission on Educational Exchange to the Secretary of State * * * for effectuating the purposes and objectives of this Act and the action taken to carry out such recommendations. This report consists chiefly of the Advisory Commission's appraisal of the international educational and cultural exchange program as a whole, presented in the light of how it contributes to United States foreign relations objectives. As a result of this appraisal, the Com- mission has recommended that this program be intensified substantially. Information on recommendations developed by the Conlmis- sion is included in the report. The membership of this Commission is as follows: Rufus H. Fitzgerald, chancellor emeritus, University of Pitts- burgh, Chairman Arthur H. Edens, president, Duke University, Durham, N. C., Vice Chairman Laird Bell, lawyer, member of the firm of Bell, Boyd, Marshall & Lloyd, Chicago, Ill. Arthur A. Hauck, president, University of Maine, Orono, Maine Anna T,. Rose Hawkes, (lean emeritus, Mills College, and president of the American Association of University Women A. duplicate copy of this report is being furnished to the Senate. Very truly yours, R. HI-. FITZ(GERALD, Chairman?, United States Advisory Commission on Educational Eirchange. (Enclosure: A.dvisory Commission's 15th semiannual report to the Congress.) m

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FIFTEENTH SEMIANNUAL REPORT TO THE CONGRESS

BY THE UNITED STATES ADVISORY COMMISSION ON EDUCATIONAL EXCHANGE

(JULY 1-DECEMBER 31, 1955)

CONTENTS

Page I. Expansion of the international educational exchange program- $31,000,000 recommended for fiscal year 1957 ----....-.....-. --- I II. How the international educational exchange program contributes to United States foreign relations objectives------4 III. Committee on Exchanges in the Arts-- -- 6 IV. Eligibility requirements and criteria for the selection of grantees under the international educational exchange program------7 V. The Government's participation in the teen-age program ------8 Appendix I. Examples of effectiveness as referred to in part I of this report- 12 Appendix II. Framework of reference for the establishment and operation of the Committee on Exchanges in the Arts ------15 Appendix III. Eligibility requirements and criteria for the selection of grantees under the international educational exchange program ----- 17 VII

FIFTEENTH SEMIANNUAL REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES

I. EXPANSION OF THE INTERNATIONAL EDUCATIONAL EXCHANGE PROGRAM-$31,000,000 RECOMMENDED FOR FISCAL YEAR 1957 During the period covered by this report, this Commission has, in addition to its review and consideration of the basic objectives and operating principles of the international educational exchange program, reviewed detailed information concerning the negotiations on East-West contacts at the Geneva Conference. As a result of this review, the Commission submitted the following recommendation to the Secretary of State: It is recommended that approximately $31,000,000 be budgeted for the Depart- ment's international educational exchange program for fiscal year 1957. In submitting this recommendation to the Secretary of State, we informed him that the review mentioned above had led us to believe that- * * * it is evident that the Soviets have not changed their major strategy but are practicing deliberate fraud as shown through their refusal to negotiate on major issues at Geneva. This continued attitude on the part of the U.S. S. R. increases the challenge to the United States to cooperate in the free interchange of persons and ideas between all peoples. Therefore, the Commission believes it imperative to increase our own cultural exchange activities, and recommends that the Department of State's exchange program be intensified substantially. Such action will impress free peoples everywhere of our sincerity in the belief that person-to-person contacts on a cooperative basis are essential to a durable peace. Only such leadership by our Government will further inspire the countless organizations and institutions, both here and abroad, who are now engaged in international educational exchange to expand their own private projects ill this great endeavor of creating mutual understanding. Through the enactment of Public Law 402 (the Smnitlh-Mundt Act) on January 27, 1948, it was the intent of the Congress that a program of international educational exchange would ccomeo an essential part of thie conduct of this country's foreign afa'nis. We are of the firm conviction that this program conducted by tlhe Department of State is itmaiking an indisl)ensable contribution to United States foreign policy. lTle Commission is convinced that this program is building up a greater and more accurate store of knowledge and information about the United States in other countries and thus increasing respect for nnd confidence in our aims and policies. At the same time it is pronot- ing a better knowledge in tils country of the way of life, institutions and cultures of tlhe people of other countries. Furthermore, it is a two-way plan which is bringing greater stability to international relations by broadening and deepening the community of intcrcst between ourselves and other countries as a basis for joint action on matters of common concern. 1 2 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES Since the close of World War II, we have been faced as never before with the urgent need for uniting the free nations of the world. This calls for diplomacy and foreign relations of the most difficult kind. Therefore, this exchange of knowledge and ideas is supplementing the conduct of our diplomatic relations by planting the seeds of better understanding among important segments of the public overseas. Accordingly, in the light of the world situation today, we strongly recommend that this important program be expanded. The $31 million recommended for fiscal year 1957 represents an increase of $13 million. over the amount available this year.. We believe the Congress of the United States should eventually appropriate $35 million to $40 million for this program of creating understanding which fosters good will. However, in our deliberations we felt the amount of increase in the appropriation at this time should be carefully considered in relation to the ability of the Department to step up its program in an effective and orderly manner. In this connection it was the opinion of this Commission that an increase of $13 million over this year's appropriation is needed and could be spent advantageously to augment this program with the free world. The Commission feels that the expenditures for this program have been relatively small, in comparison with tie astronomical figures which are spent on guns, ammunition, planes, and other engines of destruction. For instance, the budget for educational exchange for the current fiscal year is only $18 million. Compare this with the more than $43 billion in the defense budget for last year. The exchange budget is broken down approximately as follows: About $7% million in foreign currencies spent on the Fulbrigllt program; about $10 million for grants made under the Smith-Mundt Act; and in addition, certain other taxpayers' dollars are used for special programs. For example, -Finland is the only country in the world which received aid from the United States that is still conscientiously paying back its debt of World War I. All of this money is put into exchanges with Finland. The interest on the India wheat loan is held in a special fund to provide exchanges with India. These are facts of which all United States citizens should be aware, and which should give them pride in their Government. This recommended expansion of the educational exchange program, to meet the challenge of the Soviet Union in its continued efforts to win the minds of men to its totalitarian concept of man as a mere instrument of the state, will no doubt place additional burdens on the officers' most directly concerned with administering this program. The progress of the program, however, convinces us that these officers have given it vigorous and forward-looking leadership. The Assistant Secretary of State for Public Affairs, the Director of the International Educational Exchange Service, and other program officers have served this program with conviction and enthusiasm. We are impressed with their management of the program and have every reason to believe that the recommended increase of $13 million would be most effectively administered. This recommendation concerning the expansion of the international educational 'exchange program was submitted to the Secretary of State on December 8, 1955. As of the date of this report, no reply has been received. REPORT ON EDU`ATIONAL' EXCHANGE ACTIVITIES 3 In redcmmending'anlexpansion of the'program;:the Commission has also been mindful of the need to determine its effectiveness ini reaching the goals.set for it. For this reason we. have reviewed.ac- counts of individual grantee eixerience, appraisals by responsible Foreign Service officers and private American' citizens, and highly objective evaluations by private research groups. These reports con- sistently reveal that the foreign grantees, their colleagues and associates,' and their families and friends gain a wider and more accurate knowledge and appreciation of the United States. They also show that the American grantees increase their knowledge of other cultures and of international problems, and make considerable professional gains as a result of study abroad. We found great value in the individual grantee assessments. They depicted enthusiasm for the exchange of ideas across cultural bound- aries, and hope of international well-being and peace. But we would have been remiss not to have looked at the broader scheme. The reports of responsible officials overseas and private citizens at home tell of the cumulative effect of the program in various localities and of the residual effect of the experience among participants of some years ago. The research studies made by private organizations gave us further insight by their comparisons of participants in "before and after" settings, and comparisons of the attitudes of individuals who had had the experienceby with others who had not had the experience. They show that individuals from all parts of the world who see the United States at firsthand correct their unrealistic, and often un- favorable, views of the United States. They acquire through observing individual Americans with whom they work and study and by visiting in American homes a much more favorable opinion of the "typical American." They gain more accurate knowledge of American culture, American achievements in numerous fields, and of general social, economic, and political conditions in the United States. These studies also show that the participants return to their respective home countries and become highly credible sources of information about the United States and that they. disseminate knowledge of America through the instruments of mass communication and to a wide variety of friends and associates. From these sources substantial affirmative evidence has been gathered on the program's effectiveness. Specific examples of individual cases, taken at random from some of the above sources, are cited in appendix I. During the course of the Commission's study of how the international educational exchange program contributes to United States foreign relations, the Commission approved a detailed statement setting forth the basic approach which the program attempts to take, the achievement of objectives through various types of projects, coordination with other programs, and, finally, the success to date. A review of this statement clearly indicates that the international exchange program is being projected along sound lines. The Com- mission believes that this statement will be of interest, not only to the Congress but to the American public, and has therefore included it as part II of this report. 4 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES II. How THE INTERNATIONAL EDUCATIONAL EXCHANGIO PROGRAM CONTRIBUTES TO UNITED STATES FOREIGN RELATIONS OBJECTIVES Today, as a leading power in world affairs, the United States must cultivate good relations with the people of other countries. The growing interest in foreign affairs at all levels and the importance attached to this interest in the development of foreign policy have created an urgent need for mutual understanding among the peoples of the world. Three factors have increased the need for such understanding: the rapid growth in methods of communication and transportation, the mounting interest in science and its application to human welfare, and the rising standards of citizenship resulting from general education. International educational exchange has a definite part to play in meeting this need. It helps to build and maintain friendly attitudes toward the United States m other countries, and to increase respect for and confidence in our aims and policies. It contributes extensively to better understanding in the United States of the way of life, the culture, and the aspirations of other people. It promotes greater stability in international relationships by broadening the community of interests between the people of the United States and other free people and by increasing awareness of the common principles under- lying a free and orderly society. 1. Basic approach.-The basic approach to this reciprocal undertaking is one of cooperation- with other nations in (a) the interchange of persons, knowledge, and skills; (b) the rendering of technical and other services; (c) the interchange of developments in the field of education, the arts; and sciences (the United States Infor- mation and Educational Exchange Act of 1948, Public Law 402, 80th Cong. sec. 2). The program today centers around the interchange, between the United States and other countries, of persons who by virtue of their positions at home and their activities and contacts while abroad, can explain our institutions and be of mutual benefit to us and the peoples of the other participating countries. 2. Types of activities.-Whether grantees engftge in study, teaching, research, or specialized observation and consultation, their activities, in addition to producing personal, professional benefits, serve the goals of the program in one or Several of thle following ways. Many of the activities which the program encourages are concerned with securing a clearer understanding of the life, institutions, and culture of Americans and their historical background. Such activities include those which increase the knowledge overseas of our literature, language, history, and political and social institutions; which spread information about characteristically American practices, such as free public libraries or agricultural extension work; which share specific skills of joint concern; for example, the peaceful uses of atomic energy; or which demonstrate American educational, artistic, and cultural achievement through, for example, performances abroad by outstanding musical, theater, and dance groups. Of equal importance are those activities which help us to develop and broaden our knowledge of foreign areas. These include grants to foreign professors to teach at American colleges and universities, and to the staffs of these institutions to do research abroad. It likewise REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 5 includes the work of many other Americans whose study and research abroad enlarges the corps of experts needed for many types of overseas service and enriches our educational curricula. Still other activities draw their primary significance from the special role which the participants play in their home countries, for example, the visits to the United States of members of national legislatures, trade union officials, top newsmen, or leaders of youth groups. Others concentrate primarily on the establishment and strengthening of contacts in significant institutions overseas or between institutions and organizations in the United States and those in other countries. Finally, some activities are designed to complement the work of other United States Government agencies, private organizations or international bodies of which the United States is a member. In this group, for example, would fall certain social science projects which undergird some of the technical assistance programs of the Inter- national Cooperation Administration. 3. Significant contacts.--In going about their educational work and in their everyday living, the participants reflect in their views, behavior and services the way of life and attitudes of their own countries. They may also informally present such matters in discussions, lectures, or published writings. All of the participants, when they return home, act as "witnesses" to what they have experienced and interpret that experience to their fellow countrymen in terms which they can best understand. The informal give and take of such discussions makes these contacts a highly effective form of communication. 4. Coordination with other programs.-In carrying out its responsibilities the Department of State, through its International Educational Exchange Service, has consolidated effectively the educational exchange programs authorized by various acts of Congress. It has also made much progress in the coordination of these activities with similar activities undertaken by other agencies of the United States Government. Even more important, however, is its basic policy of furthering, encouraging, and cooperating with independent nongovernmental exchange enterprises in the United States. The Department is well aware of the extensive private efforts in this field, and its program is planned in the light of such activities, and is coordinated with such efforts. An important phase of the program is the facilitation of private programs. This service is especially significant in view of the increased interest of independent groups in this field and the necessity, frequently encountered, of having to make arrangements with agencies of foreign governments in the implementation of their programs. This policy has contributed in large measure to the widespread popular support which the program enjoys in this country, both in terms of voluntary services and financial cooperation. 5. Special role of the International Educational Exchange Service.- In addition to its services to independent, nongovernmental programs, the Department's role in international educational exchange is three- fold. First, it conducts negotiations with other governments and with oiler agencies of our own Government on fundamental matters of policy and procedure which affect all types of exchange programs. In this capacity, the Department negotiates bilateral agreements for official exchange programs, takes part in international conferences on 90036°-57 II. Uoe., 84-12, vvl. 1-- 21 B REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES cultural affairs, and deals with appropriate agencies on such matters as income taxes and insurance. Secondly, it shares with private organizations and other governments the costs of certain exchange activities. Its grants for international travel are awarded jointly with the scholarships and other stipends which are offered by hundreds of universities, professional and civic groups in this country, and by similar groups abroad. Thirdly, it finances and conducts activities which are not, and in some cases cannot be, carried out by nongovernmental groups. Such activities include the interchange of persons whose visits will be measurably enhanced by an invitation from the United States Government, those whose visits must be arranged on short notice to have the desired effect on our relations with a particular country, or those whose program arrangements require extensive use of Government facilities. During the past few years the scale and scope of this program has been moderate but significant. From 1950 through 1955, 39,972 grants were made to Americans and nationals of some 70 other countries. Each year more than 400 organizations and agencies cooperate in this undertaking and are, in turn, served by it. 6. Success to date.--Programs like this are not fully appraised by statistical measurement, nor do they always yield quick returns. As in all enterprises of this scope, and in which the selection of participants and the arrangement of personally profitable experiences are so important, many problems are encountered. All who take part in the administration of the program are both aware of such problems and constantly working out ways to solve or minimize them. However, direct observation and systematic evaluation indicate clearly that those who have taken part in educational exchange activities have been successful in furthering the objectives of the program. They have developed a deeper understanding of the countries which they have visited, and have helped to revise unrealistic or stereotyped views of these countries. By their conduct and per- formance, they have demonstrated the traditions, achievements and way of life of their own countries, especially those aspects which have been misunderstood or misinterpreted. Through the study of those fields in which the country they visited has attained preeminence or made significant contributions, they have stimulated needed developments or advanced similar studies in their home countries. They have shared their overseas experience with the people at home, both through informal discussions and published writings. They have developed lasting and mutually beneficial relationships between the people and institutions of the United States and those of the other participating countries. All this has been accomplished on the basis of cooperation with the American people and reciprocity with other nations-our partners in an enterprise which has proved to be a popular, constructive, and effective phase of our foreign relations. III. COMMITTEE ON EXCHANGES IN THE ARTS Since 1952 the Advisory Commission on Educational Exchange has devoted considerable time and attention to the development of'a fine arts program which would further the objectives of Public Law 402. Certain recommendations have been made to the Secretary of State REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 7 concerning this subject. These recommendations have been reported to the Congress in the Commission's seventh, eighth, and ninth semiannual reports. Briefly, the Commission had recommended that a committee of private experts in the fine arts field be established (in accordance with the provisions of sec. 801 (6), Public Law 402) for the purpose of assisting the Commission to stimulate private projects, to insure continuous, close cooperation with private agencies undertaking them and the Department of State, and to establish criteria which the Department of State might use to determine the worth of private projects which it is being requested continuously to facilitate. At its meeting on December 7, 1955, the Commission reviewed these previous recommendations concerning the appointment by the Secre- tary of an Advisory Committee on the Arts. It was the opinion of the Commission that its previous recommendations needed revising at this time in the light of the current need in this field. Accordingly, the Commission reviewed these recommendations and, as a result, now recommends- 1. That the Secretary of State implement the appointment of this Committee in accord with the revised Terms of Reference for this Committee as presented to the Commission by the Department and approved by the Commission; 2. That the title of the Committee be the "Committee on Exchanges in the Arts"; 3. That the Chairman of the Committee be designated by the Commission on Educational Exchangefrom among its membership; 4. That the membership of the Committee shall not exceed 10 members including the Chairman; 5. That the members of the Committee he selected on the basis of experience which will enable them to assist the United States Advisory Commission on Educational Exchange and the Department of State in the field of cultural activities as set forth in the Committee's Terms of Reference. The Commission's recommendations on this subject, as set forth above, are being submitted to the Department of State and reported to the Congress on the same date, February 10, 1956. IV. ELIGIBILITY REQUIREMENTS AND CRITERIA FOR THE SELECTION OF GRANTEES UNDER THE INTERNATIONAL EDUCATIONAL EXCHANGE PROGRAM Recommendation (submitted to the Secretary of State November 28, 1955) The Commission recommended that the Department of State adopt specific policies in connection with the eligibility requirements and criteria for the selection of grantees under the international educational exchange program. In this connection, on September 12, 1955, the Department of State informed the Commission that (1) the Board of Foreign Scholarships makes final selection of all grantees under Public Law 584, 79th Con- gress, the Fulbright Act; (2) grants pursuant to Public Law 402, 80th Congress, the Smith-Mundt Act, and other legislation in which the Secretary of State is responsible for the selection of grantees, are sub- ee appendix II for detailed Information concerning the Terms of Referenoe. 8 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES ect to final review by the Department's International Educational Exchange Service; and (3) the International Educational Exchange Service had felt the need for a review and appraisal of its selection criteria in order to formalize an "across the board" policy applying to all categories in the international educational exchange program. Accordingly, the Department presented to the Commission a document, setting forth proposed eligibility requirements and selection criteria, for its review and advice. The Commission's review and dis- cussion of this topic resulted in a few minor revisions after which the Commission approved the document and recommended its adoption to the Secretary of State. These policies are included in appendix III.2 V. THE GOVERNMENT'S PARTICIPATION IN THE TEEN-AGE PROGRAM Recommendation (submitted to the Department of State, November 28, 1955) The reduced appropriation voted by the Congress for fiscal year 1956 for the international educational exchange program has made it necessary for the Department to clarify its policy on the use of Gov- ernment funds for exchange of person's activities in the teen-age pro- gam for the current fiscal year and in the future. In doing so, the Department requested the advice of the Commission on Educational Exchange. The Department pointed out that since 1949 the international educational exchange program has included groups of German teen-age youths brought to the Unlited States each summer to spend a calendar year living with American urban and rural families, attending high schools, and participating in community activities. This program was initiate(l near the termination of the United States military government in Germany and was taken over, along with other exchange programs for Germans, by the Department of State on the occasion of the transition from military government to the High Commission in Germany. Beginning in 1949, and including the group brought to the United States for the 1955-56 academic year, approximately 2,259 German teen-age youths have participated in this program. During roughly the same period about 139 Austrian youths have been brought to this country undel(l the same type of program. Until tile 1955-56 academic year, government sponsorship of the teen-age,,rprogram ha(d been limited to students from Austria and Germany; however, with the passage in fiscal year 1955 of a supple- mentary budget for exchange activities with the other American Rlepull)ics a number of eml)assies in these countries indicated an interest in sen(ling to the United States a small number of high-school students. Accordingly, under the 19,55-56 academic year program 3.4 students from 9 of the other American Republics have been brought to the tUnited States. Initially, the program with and-to a lesser extent-the program with Austria was oneGermanyof reorientation and democratization. In other words, the German and Austrian programs originally sought to instill a knowledge of and respect for the democratic way of life in the youth of those countries who had been indoctrinated under the I Those policlos have also bcon approved by the Board of Foreign Scholarships REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 9 National Socialist regime and were isolated in their formative years from democratic practices and thought. With the changing status of Germany-and, earlier, of Austria-the program objectives here gradually shifted from reorientation and democratization to "increasing mutual understanding" as is the case with other countries. As the need for treating the former occupiedparticipatingareas as "special cases" has decreased, programs such as the teen-ager program have been cut back gradually. For example, the 1955-56 German program provided for only 169 German high-school students as con- trasted with almost 500 youths in that category under the 1950-51 program. It was also pointed out that in order to select qualified host families with which the students would live during their year in the United States, to assure proper placement and supervision of the youths, and to provide for competent administration of the program, the Depart- ment has contracted each year with private organizations interested in this type of endeavor and qualified to administer such a program. The six current contract agencies are: American Field Service, Brethren Service Commission, Georgia District of Kiwanis Inter- national, Michigan Council of Churches, National Catholic Welfare Conference, and National Grange. The American Field Service and Michigan Council of Churches have placed only urban youths, while the National Grange accepted farm youths exclusively; the other three organizations have placed both urban aid rural teen-agers. Under the contracts the Department has provided these organizations with limited funds for the students' spending money and maintenance while in the United States and.for their travel within this country. In addition, the contracts have provided funds for the administrative expenses, including certain staff salaries, of these organizations. The Department has given direct grants to the students for their international transportation. Supplementing this Government assistance, the host families and community groups have made substantial contributions to the teen-agers' maintenance. In fact, the major share of the costs of this program, once the student has arrived in the United States, is borne by the host family or by interested community groups or organizations. One of the organizations-the American Field Service-has a well- established private program involving high-school students from many countries of the world, financed entirely by non-Government sources. That organization's private program includes more students than tlhe number of Government-sponsored students it has placed each year in the recent past. The Michigan Council of Churches has also developed a small but ambitious private program based, however, on the assistance which the Department has provided that organization for its Government-sponsored German teen-agers. The relducel appropriation for fiscal year 1956 necessitated a drastic reduction in funds earmarked for the German exchange of persons program. This resulted in the complete elimination of the German teen-ager program. Under the fiscal year 1956 budget, therefore, funds are available for only 20 teen-agers from Austria and 14 from the other American Republics. The Department further advised the Commission that it had given careful thought to the situation described above and has considered ways in which it might assist-without directly participating as a 10 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES sponsor-in effecting a transition from a program financed partially by the Government to one financed entirely by private sources. Several of the private organizations have indicated informally their interest either in developing further their private programs or, in the case of organizations that do not have private programs, in establishing such programs-provided some assistance to this end might be forth- coming from the Government. Accordingly, in order that both an exchange program involving persons in this age group may continue and that the Government's direct participation may be gradually reduced and ultimately eliminated, the Department developed the following proposed policy respecting teen-age exchanges which includes the following elements: 1. The Department should provide temporary grants-in-aid for the purpose of developing programs supported and sponsored entirely by private sources The Department would approach contract organizations with the suggestion that each agency interested in developing a private program could be given a small grant-in-aid to be utilized during the 1956 fiscal year to develop the support necessary to initiate an entirely private program the following year. Agencies receiving the 34 students from Austria and the other American Republics would administer. the program for those grantees out of the grant-in-aid if they received one. Although some hope might be held out for a diminishing grant- in-aid for the 1957 fiscal year, no commitments would be made for financial assistance beyond 1956. (While the grant-in-aid would not be restricted to developing a private program with Germany, the Department believes that the organizations would-at least initially-devote most of their efforts to that country since the program is already well known there. The private agencies have "returnee" alumni organizations in that country which would be helpful in establishing selection committees.) 2. The Department should offer maximum assistance in facilitating private teen-age programs The Department would indicate a willingness to facilitate such private programs, where developed by assisting in establishing screening committees abroad to help in the nomination of candidates, providing advice, and rendering such other assistance abroad and in Washington as might be found appropriate. 3. The Department should withdraw from direct participation in the teen-age programs No additional teen-age grants would be given in 1956 beyond those already contemplated in Austria and the other American Republics, and in subsequent years such grants would be entirely eliminated from the program. The Commission, because of the limited funds for fiscal year 1956, felt that the Department's approach to the solution of this problem was logical and reasonable and therefore endorsed the proposed policies as set forth above and recommended their adoption. The Commission is of the opinion that the entrance of the Govern- ment into this new category of exchange activity, especially with REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 11 respect to Germany and Austria, was motivated by objectives which we believe are now partially invalid. We also recognize that a program of this nature, under which the participants are placed in American families and supported to a large extent by private organizations and individuals, elicits from such sources private assistance not available to other categories of exchanges. Accordingly, while the cost of the teen-age program is comparatively low, it is felt that limited appropriated funds available would be most advantageously expended on programs which, by their nature, elicit'less private aid. However, the Commission has been convinced of the worthiness of the teen-age program and believes that its popularity leads to added support for the entire international educational exchange program. For instance, the teen-agers are usually placed on farms and in small to medium-sized -towns-communities which otherwise might have little or no experience with or-knowledge of other exchange programs. Their popularity is evidenced by the very great amount of publicity which they receive in the American press and in the press abroad. The Commission, therefore, further recommended, in view of the recognized importance of the teen-age program, that the Department of State continue to give maximum encouragement to the private organizations and others privately supporting the program. APPENDIXES

APPENDIX I EXAMPLES OF EFFECTIVENESS AS REFERRED TO IN PART I OF THIS REPORT 1. Student publishes report based on United States studies Upon returning to his home in San Jose, Costa Rica, Mr. Oscar Castro Vega, who studied journalism at the University of Illinois during the 1954-55 academic year as a Public Law 402 student grantee, published a pamphlet on journalism in the United States. The pamphlet, El Periodismo in los Estados Unidos, deals with such sub- jects as the history and development of the American press, freedom of the press, aims of the press in the United States, sources of information and advertising. The pamphlet was distributed to Costa Rican newspapermen, writers, and intellectuals and has been very well received. La Republica, La Nacion, and La Prensa Libre, three local newspapers, published very favorable comments on Mr. Castro's evaluation of the United States press. 2. Former grantee instrumental in adoption of texts for teaching English Mrs. Gladys H. Quezada, teacher education grantee, under Public Law 402, who studied at the University of Michigan, was appointed to a teachers' committee to examine all textbooks for the teaching of English after her return to El Salvador. On her motion, it was agreed to-adopt an American series. Mrs. Quezada has been able to employ knowledge gained in the United States to the extent that, not being satisfied with present teaching materials in her country, she has undertaken to write a new text more suited to local needs. She hopes to have it adopted as the official text for the teaching of English in her country. In it she will show similarities between the Unitde States and El Salvador as to democratic institutions and ideals and outstanding personages, for example, Lincoln who abolished slavery in the United States and Jose Simeon Canas who abolished it in El Salvador. 3. Lecture on American poetry Mr. Karl Shapiro, of California, editor of Poetry, spoke on American poetry in various Indian cities and was very well received. In addition to his formal lecture program, Mr. Shapiro held many informal meetings with groups and individuals; many requests for formal lectures and informal engagements had to be declined because of limited time. Dr. J. C. Daruvala, head of the department of English studies at Wilson College in Bombay, stated in a letter of appreciation to Mr. Shapiro that- This is the first time that a poet from the States has come to Bombay, and the exceptional numbers that flocked to your lecture on the 15th July when the hall 12 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 13 was overcrowded with over 500 students, with over 150 standing for want of seating accommodation, is unprecedented in the annals of our college, and exhibits the keen appreciation of the friendly gesture of America in sending you here. The fact that your lecture on American poetry was received with eager attention, indicates, part from your merits as a speaker and the lucid felicity of your exposi- tion, the desire of the younger generation of intellectual India to understand the culture and thought of contemporary America, which has been a closed book to them so far. 4. Journalist comments on difficult role United States plays in international affairs Mr. Antonios Theodorides, NATO journalist and editor of the Salonika newspaper Nea Alithea, produced a series of articles on the United States. After his return to Greece, he disseminated widely his reactions to the American scene. In his first article, devoted to American foreign policy and American public opinion regarding this foreign policy, he defends American "impatience," which, he says, "springs from the uneasiness of civilized men for the fate of the world," and asks that his readers be tolerant. Regarding the role of the United States in international affairs, he says: Never in the history of centuries has a people so seriously taken on the enormous problem of the iate of the world, as the American people have in the present time. 5. Visiting professor assists in project to develop-a department ofsociology and social welfare at the University of the Philippines Dr. Bartlett H. Stoodley, visiting professor in sociology at the University of the Philippines, assisted in a project to develop a department of sociology and social welfare at the university. While there, he helped to frame courses and taught graduate students as potential members of the permanent teaching staff. In addition to his work in the program of advanced graduate study, he conducted a research study on Filipino attitudes and opinions on social problems and a study of a rural community. Professor Stoodley also helped promote a professional journal in the field of sociology, the Philippine Sociology Review, by contributing articles to the first issue. 6. Former United States lecturer instrumental in establishing an American Literature Society in Japan Following a series of lectures in Hiroshima by Dr. Gay Wilson Allen, professor in the department of English at New York University, a number of Japanese professors in the audience indicated a desire to establish a new organization to be known as the American Literature Society. American literature had not been considered highly among literary men and in the universities in the Hiroshima area. A fundamental change in this respect has been signaled by the fact that the spokesman for the group wishing to organize the society is a very prominent professor who had previously failed to recognize American culture but had had warm praise for that of certain European countries. Dr. Allen had lectured to the group under the specialist exchange program. 7. Report offormer teacher grantee from Indonesia Mr. Washington Pandopotan Napitupulu, 1954-55 teacher grantee, under Public Law 402, who studied in Ball State Teachers College, Muncie, Ind., and observed schools in Pocatello, Idaho, while he was in the United States, returned to Indonesia with increased confidence in his ability as a teacher and much clearer ideas about American 14 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES elementary school methods as well as the United States in general. After his return to Djakarta he stated: My opinion regarding the United States has now changed. I have a better understanding of this country. Perhaps you were not aware of my opinion of your country before I left Djakarta. I thought of the United States as being a capitalistic state without any moral or ethical foundation, and that the American people felt that money was the answer to any problem. But now I understand the American people. It is true that the United States is a capitalistic state, but America is a very stable country and a country with a great moral and ethical foundation. People the world over have a need for money. This does not mean that they must be slaves to money. Americans are not. They know how to use money. The answer lies in the fact that America is a country with a real moral foundation. 8. Report on success of lecturer in Southeast Asia Mrs. Ella P. Stewart, American representative to the Pan Pacific Women's Association m Manila, and president of the National Association of Colored Women, lectured widely in Southeast Asia in early 1955. For the most part, the subject of her lectures was women's affairs--in the United States. A report from Manila com- mented on her great success in winning friends, and stated that when the question of racial discrimination in the United States arose, Mrs. Stewart would explain the steps now being taken to improve race relations, and would ask, "Do I appear as if I have been dis- criminated against?" 9. Norwegian teacher brings better understanding of United States to students Miss Marie Milberg, a secondary schoolteacher in Oslo. who studied at the University of Minnesota and the University of California, under a Public Laws 402 and 584 grant, conscientiously brings to Norwegian teachers and students a better understanding of American life, and continues to stimulate interest in the United States. She states: * * * My stay in the United States inspired me highly in my work. I brought home with me an enlarged knowledge of .the psychological needs of students. I particularly studied child-guidance work at the University of California, Berkeley. Methods of teaching were also on my program and I received many stimuli for my teaching at home. My enthusiasm about the United States certainly colors my teaching. I have made a great number of speeches about my experience in different Norwegian associations including the Folk-Academy, the Public Health Association, secondary school associations, and the Americana Club. 10. German art specialist praises American cultural life Dr. Will Grohmann, a 1954 leader grantee from Germany, continues to write about his experiences in the United States. A man of unusual authority in European art circles, he is professor at the Berlin School of Fine Arts and chief art critic for Die Neue Zeitung, a Berlin newspaper. He states in a series of articles on art in America: * * * Although the role played by art in the public life of the United States is not more prominent than in Germany, it is much less separated from the general intellectual and public life. Everyone is interested in art. People visit museums and exhibitions just as they would public concerts. In Chicago alone 50,000 people listen to the nightly free symphony concerts during the summer. Ameri- cans do not think in terms of yesterday's traditions but. rather in terms of tomorrow's dreams. There are no such things as cultural provinces and deserts; the differences are relative and the initiative of a private citizen or a Senator may completely change the topography of cultural and economic life. * * * The aver- age American is of a very high type and this shows in the makeup of the Nation. The people, the elite, and the state are not as widely separated as they are in REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 15 Europe.. The saying that-money corrupts is no more applicable to America than it is to Europe, for the reason that money has become quite a commonplace matter in America. * * * There is no question, that during the period of rapid indus- trialization the United States sinned a great deal in the field of city and housing construction. It was not until the thirties thatprojects were launched in this field, and they far surpass anything similar in Europe. With this it must be borne in mind that America has no wartime destruction and that consequently there was no compelling necessity for such construction activity. The renaissance of the cities is a product of nothing other than, a sense of moral and economic strength and the wish to pass on to coming generations a life that is even more worth living. As a result of art education in the schools and by the museums themselves, the individual American's attitude toward art is a positive one. Most museums have not only an art school but also classes for the general public and children to guide them to creative work. 11. Iraqi engineer benefits from study in United Statis Munir Nouri AUahwerdi, who studied civil engineering at the State University of Iowa, was a Public Law 402 student grantee from Baghdad. Returning home in late 1954, he obtained a position as a civil engineer with the Styphen Lynch Co., one of the leading con- tracting companies in Iraq which employs only the best qualified personnel. He is considered to be one of its best engineers by the entire community, and his colleagues credit his engineering accom- plishments to the fact that he studied in the United States. Allahwerdi speaks highly of the. United States, and attends American-sponsored lectures and participates in other such programs as a member of the association of former grantees in Iraq.

APPENDIX II FRAMEWORK OF REFERENCE FOR THE ESTABLISHMENT AND OPERA- TION OF THE COMMITTEE ON EXCHANGES IN THE ARTS (An Advisory Committee to the U. S. Advisory Commission on Edu- cational Exchange) I. ESTABLISHMENT OF THE COMMITTEE The Committee on Exchanges in the Arts, hereinafter referred to as the "Committee," shall be established by the Secretary of State, with the approval of the United States Advisory Commission on Educational Exchange, as an advisory committee to that Commis- sion, under the authority of section 801 (6) of Public Law 402, 80th Congress. II. TERMS OF REFERENCE The Committee shall, as prescribed by the Secretary of State under authority of section 801 (6) of Public Law 402, 80th Congress- A. Advise and assist the United States Advisory Commission on Educational Exchange to discharge its responsibilities in the field of international educational exchange as set forth in sections 601, 602, and 603 of Public Law 402, 80th Congress, as follows: 1. Advise the Commission and the Department of State as to the proper role of the Department relative to international cultural activities (to include presentations of music, drama, the dance, and the other similar international 16 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES educational exchange activities for which the Department of State has responsibility). 2. Formulate and recommend criteria for use in selecting individuals and groups to participate in such cultural activities under the Department's Government-financed Inter- national Educational Exchange Program. 3. Advise the Commission and the Department on how to stimulate and encourage private individuals and groups to finance and conduct cultural exchange projects in the arts, and advise on the formulation of necessary criteria to aid the Department in facilitating these projects. 4. Perform such other related functions as may be sub- sequently assigned by the Secretary of State. B. Advise and assist the Commission to discharge its responsibilities relative to the cultural presentations program financed by the President's Emergency Fund for International Affairs (insofar as this program contributes directly or indirectly to the objectives of Public Law 402) as follows: 1. Advise the Commission and the Department as to the proper scope,. emphasis, and direction of the program. 2. Advise the Commission and the Department as to the best operating policies and procedures for carrying out the program, with particular reference to reconciling the customs and practices of the entertainment world with the legal and fiscal requirements of the Government. 3. Advise the Commission and the Department as to what representative examples of American performing arts are most suitable for presentation in various parts of the world. 4. Advise the Commission and the Department on the criteria to be established for the selection of individuals and groups to participate in the program. 5. Advise the Commission and the Department as to the degree to which the Department should be concerned with the program content of overseas performances. C. Advise the Secretary of State concerning cultural activities in those instances in which the Secretary considers such assistance necessary to enable him to formulate policies for carrying out the purposes of Public Law 402, 80th Congress; coordinate the execu- tion of such advisory functions with the Committee's responsibilities as set forth in paragraph A above. III. MEMBERSHIP The membership of the Committee shall not exceed 10 members, including the Chairman of the Committee, who shall be designated by the United States Advisory Commission on Educational Exchange from among its membership. The members of the Committee will be appointed for 2 years. In the interests of continuity of membership, however, the members may be appointed on different dates. The Chairman will not be bound by these provisions since his term of office on the Committee will be governed by the term of his appointment under Public Law 402, 80th Congress, as well as the terms of his designation as Chairman of the Committee by the Commission. REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 17 The members shall be individuals whose experience will enable them to assist the United States Advisory Commission on Educational Exchange and the Department of State in the field of cultural activities set forth in the Committee's terms of reference. No committee member shall receive any salary or other compensa- tion for his services, but may be paid by the Department for his actual expenses incurred for attendance at meetings away from his home or for consultation with the Department (actual travel costs and $10 per diem for other expenses). IV. DEPARTMENTAL STAFF SERVICES Staff and secretariat services for the Committee will be provided by the departmental staff of the Commission on Educational Exchange, with the assistance of the International Educational Exchange Service. APPENDIX III ELIGIBILITY REQUIREMENTS AND CRITERIA FOR THE SELECTION OF GRANTEES UNDER THE INTERNATIONAL EDUCATIONAL EXCHANGE PROGRAM A. GENERAL ELIGIBILITY REQUIREMENTS 1. Citizenship Participants in the United States program must be citizens of the United States. Foreign candidates must be citizens or nationals of the country participating in the exchange program. A foreign candidate for a grant under the Fulbright Act must meet the citizenship criterion specified in the executive agreement initiating the program. 2. Health Persons must be of sound physical and mental health to be eligible for a grant. 3. Race, color, and religion Grants will be awarded without respect to race, color, or creed. 4. Ineligibility of certain persons Limitations are placed on the issuance of grants during their tenure and for 2 years thereafter to members'of the Board of Foreign Scholar- ships, members of the United States Advisory Commission on Educa- tional Exchange, American employees or spouses of American employees of the Department of State, the Foreign Service, and the United States Information Agency (not including part-time or short- term American employees), employees of private and public agencies under contract to the Department of State (excluding educational institutions) who perform services directly related to the international educational exchange program, and local employees of the USIS elements of United States diplomatic and consular posts who are performing services directly related to the international educational exchange program. Members and staff (American and local) of the United States educational foundations or commissions overseas established under Public 18 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES Law 584, 79th Congress (the Fulbright Act) will be ineligible for grants under the Fulbright Act. Local employees of United States diplomatic and consular posts and of the United States Information Service who are not performing services directly related to the international educational exchange program will be ineligible for grants under this program during the period of their employment except when they are placed in a leave- without-pay status for the duration of their grants. 5. Second grants (a) Foreign nationals.-A foreign national who, has previously received a grant under the program will not be eligible for a second grant'except where special circumstances exist and where his receiving a second grant would not deprive another well qualified candidate of an initial opportunity to visit the United States. (b) Americans.-Americans are ineligible for second study grants. Second grants, however, may be made to enable Americans to teach at the primary or secondary school level, lecture at the university level or engage in general lecturing and consultation abroad where the second grant would be for another country than the one in which the grantee first served or where the individual had received only a short term grant previously. B. GENERAL CRITERIA FOR THE SELECTION OF GRANTEES The following criteria are generally applicable in the selection of all grantees: 1. Loyalty-security The Board of Foreign Scholarships and the Department of State have adopted a policy that convincing evidence of disloyalty to the United States will be regarded as a sound basis for the rejection of American candidates. Foreign nationals must meet security, visa, and passport requirements. e. Geographical distribution in the United States Every effort is made to achieve to the maximum degree feasible the participation of smaller colleges, universities, and communities, and broad representation of all States and regions in the United States, both in the selection of American grantees to go abroad and in the placement of foreign grantees in the United States. 3. Veterans' preference American applicants who have served in the Armed Forces of the United States during World War I, World War II, or the Korean con- flict will be given preference in selection if their qualifications are approximately equal to those of other candidates. 4. Financial need Evidence of financial need is not a requirement for selection. However, evidence that a person has received a grant from another source may be a factor in determining whether to award the grant or whether to restrict the benefits of a grant. REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 19 5. Private support In accordance with the mandate of the Smith-Mundt Act and in order to make the maximum use of appropriated funds, financial assistance from non-United States Government sources is encouraged. 6. Previous experience abroad. American citizens are ineligible for study grants to a country which they have visited for longer than 3 months in the previous 5 years, or to a country in which they were born and remained until after the age of 12 years. American citizens not barred by this rule will nevertheless be given less favorable consideration if they have re- cently or extensively visited abroad (except as members of the Armed Forces of the United States). Foreign nationals who have visited the United States will be given less favorable consideration-in selection. Where the visit was recent or extensive, the individual will not be consideredifor a grant unless his visit is specially and individually justified as being particularly advantageous to program objectives. 7. Suitability and adaptability factors Each candidate's personal suitability, adaptability, and particularly emotional stability as these pertain to his selection as a representative of his country overseas and as they relate to his proposed activity shall be established prior to the granting of an award under the program. 8. Contribution of proposed activities to program objectives An important factor in the selection of each grantee is the degree to which his proposed activities will contribute to the objectives of the international educational exchange program and in this connection special conditions, opportunities, and needs in the host country are given consideration. Eachi grant is awarded for specific activities. These activities may be proposed by the candidate and approved by the Department of State or the Board of Foreign Scholarships, or may be part of a coordinated project preplanned and initiated by the Department or the Board of Foreign Scholarships to promote most effectively certain--objectives of the program. In either case, the grant is awarded to enable the recipient to engage in the activities set forth in the project description. He is required to devote his full time to these activities. 9. Acceptance by host country and institution A grantee must be acceptable to the host country, to the host institution and to the sponsoring agency, if any. C. SPECIAL CRITERIA FOR SELECTION OF GRANTEES The following are criteria which differ substantially for each project. No attempt is made in this statement to describe in detail the criteria for each project or even for each category. However, there are indicated below some of the principal common elements as well as some distinguishing elements applicable to the various categories and to a few principal projects. 20 REPORT ON EDUCATIONAL EXCHANGE ACTIVITIES 1. Language proficiency Grantees must demonstrate a proficiency in the language of the host country which is commensurate with the project which they propose to undertake, and which is adequate to meet the problem of general adjustment to life in that country. 2. Age Consideration may be given to the age of a potential grantee in relation to the proposed project and the purposes of the program. For study grants, preference will be given to American applicants under 36 years of age; and for teaching, to American applicants under 50 years of age. S. Professional experience and academic qualifications (a) In the selection of candidates for study, teaching, lecturing, or research, emphasis is placed on excellence of scholastic achievement, professional standing, and academic or other experiences which particularly qualify the individual to undertake his proposed project. Some of the minimum requirements are: (1) United States citizens for study abroad.-Applicants must have a bachelor of arts degree or its equivalent. (2) United States citizens for teaching abroad.-Applicants should have at least a bachelor's degree or equivalent and preferably additional graduate work for a master's degree. They should also have had at least 3 years' of successful teaching experience. (3) United States citizens for university lecturing and advanced research abroad.-Applicants for visiting lectureships are expected to have had at least a year of college or university teaching experience in the United States or abroad at a level equivalent to that for which application is made. Applicants for advanced research abroad must have, at the time of application, a doctoral degree from a recognized institution of higher learning in the United States or abroad, or recognized standing as mature, well established scholars or professional workers. (4) Foreign nationalsfor study in the United States.-Applicants should have a bachelor's degree or its equivalent except in certain areas where the Board of Foreign Scholarships or the Department has indicated that undergraduate applicants may be considered, or in general, where candidates have progressed as far in their formal education as the resources of their countries permit. (5) Foreign nationals for university lecturing and advanced research in the United States.-Applicants should have the final degree available in their respective fields or, lacking that, have recognized professional standing in their fields of specialization. (6) Foreign nationals for teaching or teacher-development projects in the United States.-Applicants must be qualified for teaching in accordance.with the requirements of the countries of which they are citizens and must have had at least three continuous years of successful full-time teaching experience, or they should be employees in professional positions in educational agencies which are concerned with, include, or make provision for special branches of education. REPORT ON EDbCATIONAL EXCHANGE ACTIVITIES 21 (b) Americans are selected for general lecturing and consultation abroad on the basis of their eminence in their particular specialties but are not required to have any specific academic or professional qualifications. (c) Prominent foreign nationals are invited to the United States for consultation and observation because of their leadership or potential leadership in some field of activity, but are normally not required to meet any specific professional or academic qualifications. (d) In selecting nationals for practical training and experience in the United States there is considerable variation from project to project in the professional and experience requirements, and in the weight given' to these qualifications in relation to other criteria. For the group projects there may be very specific professional and experience qualifications. Open competitive selection may be used in some instances. In special projects, such as the jointly sponsored journalist project, where foreign newspapermen are brought to the United States for practical experience with American newspapers, and the newspapers pay each foreign journalist a regular maintenance allowance, detailed professional and experience qualifications are required. 0

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