for humanities and social science students is concerned next year. Is there ar chance that the Woodrow Wilson Fellowship program might find some suppor from either one or several foundations in order to fund additional fellowships 2 1968? It seems to me that with the Viet Nam war taking such a large sliced budget (including the National Humanitites Foundation an urgent need exists for additional funding. Sincerely yours, RICHARD ARMITAGE, Do RICE UNIVERSITY, Houston, Ter., August 25, 1967 Dr. HANS ROSENHAUPT, Woodrow Wilson Fellowships, DEAR HANS: I have been hearing rumors about the drastic reduction in the number of NDEA Fellowships for the academic year 1968-69. This unfortma turn of events, joined to the practical curtailment of the Woodrow Wilson, pre gram, will present very grave difficulties for the oncoming generation of grads ate students in the Humanities. Additional problems will, of course, be gen erated in subsequent years for the recruitment of new Faculty members, In view of the serious nature of this state of affairs. I wonder if there is possibility of reconsideration by the Foundations of the Woodrow Was: Program? I feel confident that any assistance you can obtain for an enlarged Wood Wilson Program will be heartily appreciated by the vast majority of Colos in this country. With the kindest best wishes, I am G. H. RICHTER UNIVERSITY OF VIRGINIA, GRADUATE SCHOOL OF ARTS AND SCIENCES, Mr. HANS ROSENHAUPT, National Director, Woodrow Wilson Fellowships, DEAR MR. ROSEN HAUPT: During the past five years, especially, gradu studies at the University of Virginia have improved remarkably. The time quired to produce a doctorate has been reduced to four and a half to five yea the number of doctorates produced each year has shown a healthy increase, more significantly the quality of the degree has vastly improved. Several kn 10 ate departments have reached the stage of genuine excellence. It is now beginning to look as if this obvious improvement is to be arreste and perhaps actually thrown back. All up and down the line, fellowships are drying up: and federal and national fellowships have been fundite to our rapid development. The cut-back on the NDEA Title IV Fellowship gram and the virtual termination of the Woodrow Wilson Fellowship Proc have deprived us of the two major sources of support for the humanities social sciences. Will you help us? Is there the possibility that the Ford and other four lit could be persuaded to support another national fellowship program, espec in light of the cut-back of federal sources? The University of Virginia has demonstrated, I believe, that it can a leading center of excellence in the area of graduate studies. Lack of col" support at this stage will seriously weaken our blossoming departments humanities and social sciences and set us back several years. Help as if y can, and please let me know if there is any way I can help initiate an *** full-blown national fellowship program. Sincerely yours, EDWARD YOUNGER, Deta HANS ROSENHAUPT, GRADUATE SCHOOL, UNIVERSITY OF WASHINGTON, onal Director, Woodrow Wilson National Fellowship Foundation, ceton, N.J. CAR HANS: I am writing this note to you and to Sir Hugh to record my conwith respect to the falling off of financial support which may be available e future to outstanding graduate students, especially in the humanities and 1 sciences who are looking to careers in university or college teaching. e action by the Ford Foundation in making awards of approximately 0,000 to each of ten graduate schools was of course an excellent step forto help provide support to students in these particular graduate schools nevitably it has substantally increased the difficulty of recruiting top quality nts into other graduate schools of other universities. r a while we had hoped that the loss of the Woodrow Wilson Fellowships the general university community might be compensated for at least in -by an increase in the NDEA IV Fellowships from the currently funded er of 6,000 up to the authorized number of 7,500. Now we hear informally funding will probably be reduced to provide for only about 3,500 FellowThis possible loss of support is particularly serious to what may be called developing" universities, i.e. those ranking among the second ten or twenty ty doctoral institutions in the United States-since these universities have eted only small numbers of Woodrow Wilson Fellows and, in recent years, received directly the allocated NDEA IV Fellowships as a highly important e of support for their best doctoral students. the present situation, I think it would be particularly helpful if funds could and to continue the Woodrow Wilson Fellowship selection and award prowhereby highly promising students, looking toward careers in college or rsity teaching, could be helped to carry out these doctoral studies at those rsities other than those supported by the recent Ford Foundation awards. e, it would seem particularly appropriate that financial support for such ram would be provided by the Ford Foundation or some other private founwhile the NDEA IV program of direct awards of fellowships to the uniies seems to me to be an appropriate way to handle public funds. pe these comments are helpful. With best personal regards, I remain Yours very sincerely, ANS ROSENHAUPT, JOSEPH L. MCCARTHY, Dean. TRINITY COLLEGE, Washington, D.C., August 31, 1967. al Director, Woodrow Wilson National Fellowship Foundation, ton, N.J. & DR. ROSEN HAUPT: The report, recently brought to my attention, that ngress may reduce seriously the N.D.E.A. programs for the preparation of teachers, poses a serious threat to the future of higher education in the States. projected cuts in funds for the social sciences and humanities are espealarming to those who believe in liberal arts education. At a time when nents required by the remarkable progress of the physical sciences have d in so much human suffering at home and abroad, it would seem that our needs above all a competently prepared leadership in the humanities and ial sciences. Social scientists must meet the challenges posed by our seether cities. Humanistic education must develop the really human outlook alone can make a solution possible. uld like to protest this contemplated action of our Congress as strongly as and I urge you, who have been so active in advancing the goals of hue studies, to speak for all those dedicated to the liberal arts. Sincerely yours, Sister MARY ST. FRANCIS, Dean. U.S. SENATE, COMMITTEE ON APPROPRIATIONS, Hon. WAYNE MORSE, Chairman, Education Subcommittee, DEAR MR. CHAIRMAN: I have had the opportunity to review the recommended language proposed by our colleague, Senator Spong, when he appeared before your subcommittee on March 25, 1968, to require the awarding of graduate fellowships under Title IV of the National Defense Education Act on a more equitable state population basis. I am in complete agreement with our colleague's proposal in that it will pro vide a fairer distribution of fellowships and thereby strengthen the authorizing legislation. I support this proposal and strongly recommend its favorable con sideration by your subcommittee. With kindest regards, I remain Hon. WAYNE MORSE, Subcommittee on Education, Senate Labor and Public Welfare Committee, Washington, D.C. SPESSARD L. HOLLAND U.S. SENATE, COMMITTEE ON FINANCE, Washington, D.C., March 29, 1968. DEAR WAYNE: I have just read Senator Spong's excellent statement to your Education Subcommittee concerning the need to develop a more equitable for mula to distribute graduate fellowships under Title IV of the National Defense Education Act. Senator Spong proposed to the Subcommittee an amendment to S. 3098 to require the allocation of fellowships among states on a population basis. It would put graduate fellowship distribution in line with the teacher fellowship program in Title V of the Higher Education Act, with sufficient flexibility to accommodate unreasonable or infeasible situations. I feel that Senator Spong's approach would correct a present distressing inbalance in the graduate fellowship program, and I wish to advise your Subcom mittee that I am in full accord with his position. Inclusion of this communicatio in the Subcommittee hearing records would be appreciated. With personal regards, THEUSTON B. MORTON U.S. SENATE, Washington, D.C., April 4, 1968 Hon. WAYNE MORSE, Chairman, Education Subcommittee, Committee on Labor and Public Welfare U.S. Senate, Washington, D.O. DEAR MR. CHAIRMAN: Reference is made to my letter of July 7, 1966, and your reply of June 21, 1966, concerning the need for a redirection of the NDFA graduate fellowship program. Senator Spong has brought to my attention the testimony which he submitted to your Subcommittee on March 25, 1968, I kn that your Subcommittee will give careful consideration to Senator Spong's pr posals and to the recommendations contained in the material I forwarded to in 1966. I hope that your Subcommittee may recommend legislation which wa shift the impact of this program to promote a wider geographical distribution fellowship awards and to more fully recognize the needs of developing instit tions. With best wishes, I am Sincerely yours, J. W. FULBRIGHT NORTHERN ARIZONA UNIVERSITY, Flagstaff, Ariz., October 11, 1967. WAYNE MORSE, or, Chairman, Education Subcommittee, Committee on Labor and Public Velfare, Senate Office Building, Washington, D.C. AR SENATOR: I wish to urge your support of sufficient funds under Title IV pport 6000 or more first year graduate students. It is from the graduate nts in every field that the colleges and universities must draw future faculty. m close contact with students for 40 years I have seen many a promising I student have to give up plans for further preparation because of lack of es. We must find some way to enable the best of our young people to receive ng to equip them for teachers to handle our ever-increasing number of coludents. R SENATOR MORSE: The Woodrow Wilson National Fellowship Foundation alled my attention to two possible changes in the current program for fellowships: (1) a reduction in the number of such fellowships offered; 2) national competition for a limited number of Title IV fellowships. ing worked with both undergraduate Honors students and Ph. D. cans for a number of years-I cannot express too strongly the need to conthe NDEA fellowship program at its current level, and hopefully at an reater number. wever, I do not see anything to be gained by national competition for these ships. In one sense, they are already national: any student from any state pply for a fellowship in any state. Furthermore, if the fellowships were à a national basis, it would necessitate money being spent for adminisof such a program; and if any additional monies are available, they be spent on additional fellowships instead of on administration of the m. Finally, I feel that the individual university campus should be inin the NDEA fellowship to as great an extent as possible and one way ch this can be accomplished is by leaving the selection at the local level. Yours truly, NICHOLAS A. SALERNO, Associate Professor, English. UNIVERSITY OF ARIZONA, Tucson, Ariz., October 9, 1967. WAYNE MORSE, Office Building, gton, D.C. SENATOR MORSE: I wish to state vigorously my support of legislation ining NDEA Title IV graduate fellowships at 6,000 at least. I think a rong case could be made out for considerably increasing the number of llowships available. years since the institution of these fellowships have marked a true revoluhigher education, particularly here in the West-a revolution that has possible for merely good universities, such as the University of Arizona mark progress on the way to becoming first-rate universities, such as e is becoming. With the advent of the NDEA fellows it has become posr us to serve not only this state and region but also the nation as a whole Sutterly impossible before. It would be only just short of a calamity if EA program were seriously curtailed. Very respectfully yours, OLIVER F. SIGWORTH, more typically by identifying the college with the hostile world of the white something to be reckoned with, and in one way or another gotten around. Relig organizations, on or off campus, can meet a critical need by providing asyi and focus for groups of students who seek an acceptable way of expressing ther aspirations. The Canterbury Club at one important college, and its understand“, director, may be the main reasons why on that particular campus student content often finds constructive outlets. Many Negro colleges maintain a wall between faculty and students, Woodrow Wilson Intern was warned by the president not to take his coffee & place where students might talk with him, that it was unwise to "fraternize" w students. It is no accident that some years ago one of the prominent cases conflict between a Negro president and a white faculty member (not an Inter developed when the professor encouraged students to help him break dov. traditional social barriers between faculty and students. Why is there a barrier? Perhaps some faculty members have too little cor fidence in their professional preparation to risk casual encounters with student Others may keep their distance because they are rightfully proud of havi achieved academic professional standing. Others may simply assume a haug stance because they consider it the approved one throughout Acadème. Actual they may copy the posture of distance from students only because they hav observed it at great Northern graduate schools. Here the reason for the separat between faculty and students often is something as basic as lack of time (the late academic scuttlebutt refers to a professor at a great graduate school current supervising sixty active dissertations). Lack of time is also one further reas why many Negro teachers neglect their students. Other barriers must be overcome. On several leading Negro campuses, brightest Negro students have recently become sympathetic to black nationa in its various forms. While they may have reasons to like and even admire Intern, to many he still represents Whitey's world and is thus avoided. Finally matter how hard the Interns try to play down their natural advantages, ther wealth of cultural and intellectual achievements is noticeable and acts as a barre in the encounter with young people from disadvantaged backgrounds. The obstacles to a rewarding encounter between student and faculty a always steep, and they are steeper for Negro and white. Therefore, the friendsh which have developed between Negro students and white Interns are a true achieve ment. Here the relative youth and inexperience of the Interns-in contrast to established professional status of their faculty colleagues-is a distinct asset. T true reason for the many significant breakthroughs, however, is the Inter persistence to achieve a two-way relationship. The first step, breaking through the traditional wall of meaningless and c deceitful deference, is relatively easy. Establishing a live teacher-student relate ship is harder, but here the thrust of our society towards equal rights helps great |