c) Most libraries simply do not have an adequate supply of leading newspapers from here and abroad. I would like to suggest a method by which this lack could be remedied. Beginning in 1922, Arnold Toynbee started a newspaper clipping file at Chatham House. It is by all odds the most extensive available and, despite disclaimers, is far superior to the one at the Council on Foreign Relations. This could be put on microfilm and then made available to a list of central libraries. Again, this would do more than any number of fancy schemes to advance knowledge of the subject. I have used the Chatham House file and I am confident it could be made available for this purpose. d) Leading graduate schools could be encouraged to provide occasional meetings at regional centers, during which scholarly papers could be given on matters of urgent concern and importance. These could be attended by local faculty and interested students. 4. I am extremely dubious about the Subsection 4(c) providing for an equitable distribution on a state basis for the simple reason that some of the wealthier studies already suffer from an embarrassment of riches and others are destitute. Surely, some kind of regional approach here would be more productive with institutions selected which could serve as focal points for research materials going beyond a basic list of books and periodicals. An example of this would be our situation in which the Lehigh library of some half million volumes issued by four colleges in the immediate vicinity. This kind of situation is repeated many times across our country and if such libraries were strengthened, a great deal of waste of costly resources could be avoided. These comments could be extended indefinitely but perhaps I have said enough to indicate my own skepticism about some of the features of the present bill. In general, these amount to saying that certain basic assistance should be the guiding principle of the measure and that aid should be concentrated in order to provide solid food for the mass of undergraduates who will someday become resonsible citizens in this great democracy. Sincerely yours, CAREY B. JOYNT, Professor and Head, Department of International Relations. Senator WAYNE MORSE, CONGRESS OF THE UNITED STATES, Attn.: Mr. Charles Lee, Professional Staff Member, Labor and Public Welfare Committee, New Senate Office Building, Washington, D.C. DEAR SENATOR MORSE: I would appreciate it if you would make the enclosed correspondence which I received from Professor Daniel H. Thomas of the University of Rhode Island a part of your file on S. 2874, the International Education Act, in order that his views may be brought to the attention of the Committee members when they consider this bill. With best wishes, I am, Sincerely yours, JOHN O. PASTORE, U.S. Senator. UNIVERSITY OF RHODE ISLAND, DEPARTMENT OF HISTORY, Senator JOHN О. PASTORE, New Senate Office Building, Washington, D.C. DEAR SENATOR PASTORE: It is with special interest and enthusiasm that I have learned of the introduction of S. 2874 which might become an International Act to encourage advanced studies in International Affairs. On our campus, we have long felt the need of such support. I have served on two committees to consider the possibility of establishing a program of this nature and we have not been able to proceed because of inadequate facilities-staff and library, primarily. From your record, I have no doubt that you will give this legislation your personal endorsement. Consequently, this is intended as merely an indication of my support for it. Sincerely yours, DANIEL H. THOMAS, Professor. Hon. WAYNE MORSE, CONGRESS OF THE UNITED STATES, Subcommittee on Education, Committee on Labor and Public Welfare, Old Senate Office Building, Washington, D.C. DEAR SENATOR MORSE: It is my understanding that your Subcommittee will soon hold hearings on the International Education Act of 1966. Acting in behalf of some constituents in my state, I respectfully request that your Subcommittee consider amending the bill that will be passed by the House of Representatives so that the words "or other public or private non-profit educational organizations" be inserted immediately after the words "institutions of higher education." wherever these words are used in the Act. I make this request not because of any opposition to institutions of higher education, but because the restrictive language of the proposed act would disqualify some institutions who are in a position to make a significant contribution. The broader language suggested here would not require the Secretary of Health, Education, and Welfare to deal with organizations other than institutions of higher education. It would, however, give him flexibility to take advantage of the capabilities of private organizations where he deems they can make significant contributions. One such institution, the Foreign Language League Schools, Inc., of Salt Lake City, seems to me to be such a group. In fact, this organization might be in a position to render much better and much more efficient service than a typical college or university. According to the terms of the act, any small state college or private institution of higher education is eligible to organize and offer a foreign study experience for teachers. A typical small state college might have a faculty of only 30 people, none of whom had ever traveled abroad, and with an administration of limited experience in making arrangements for travel. Their adminstrative costs of traveling back and forth and bumbling around to make adequate arrangements could be astronomical. The quality of courses they might offer could be very good, but having the course taught in Madrid instead of on the local campus might not guarantee its superiority. A similar restriction exists in the National Defense Education Act. The Foreign Language League made a proposal to the Office of Education to operate a summer institute in 1966, but their application was rejected. I think there is no duobt that the quality of the institute proposed by this group would have been as good or better than other institutes which have been conducted in the past. It was estimated that the cost of the Foreign Language League institue proposal would have been approximately $250 per participant. Yet, the overseas institute which the Office of Education is now sponsoring will cost approximately $2,000 per participant. I am attaching a copy of the letter from the Office of Education rejecting the application of the Foreign Language League. As you can see, their proposal was not eligible because their corporation does not fit the designation set by Public Law 88-665, Title XI and Title I. I respectfully request that your Subcommittee also consider amending Title XI of the National Defense Education Act of 1958 in a similar way to the proposed amendment for the National Education Act of 1966. I am acquainted with the personnel and program of the Foreign Language League and I believe they are in a position to offer valuable service in the field of international education. I sincerely hope that your Subcommittee will look with favor on these proposals. Very sincerely yours, Dr. ROBERT DEBRY, DAVID S. KING. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, Executive Director, Foreign Language League Schools, Inc., DEAR DR. DEBRY: This is a reply to your letter of November 23. Your proposal for an NDEA institute for advanced study to be conducted at Caen and Paris during the summer of 1966 was not eligible for consideration because your corporation does not fit the definition set by Public Law 88-665, Title XI and Title I. Letters from Dr. Donald N. Bigelow and me, with enclosures giving the definitions and method of determining accreditation and eligibility of institutions of higher education, have previously given you all the pertinent information. We appreciate your interest in improving the qualifications of teachers of French. Sincerely yours, EUGENE E. SLAUGHTER, Chief, Modern Language Institute Branch, THE AFRICAN-AMERICAN INSTITUTE, New York, N.Y., August 15, 1966. Hon. WAYNE MORSE, Senate Office Building, DEAR SENATOR MORSE: It has come to our attention that the Senate Labor and Public Welfare Committee will hold hearings August 17, 18, and 19 on the international education bills. The African-American Institute, although in the field of African education, is also very much concerned about the education of Americans in the field of African historical and contemporary development. Therefore, we have followed with a great deal of interest the evolution of the education bills from the time of the President's message on international education. It is important that the international education of Americans take place with a greater degree of intensity and variety than ever before. The internationalization of school curricula; the providing of information and documentation on international matters in regional centers of information; as well as the development of the international bibliography and teaching material are all matters of primary importance. We, of course, feel particularly strongly about information dealing with Africa. Africa, which is in the midst of change and which focuses the attention of many of our citizens because of the problem of Southern Africa, has been lost sight of in many of our schools and teaching materials around the country. We therefore consider your hearings a real attempt to deal with the problem. We wish you well with your deliberations, and look forward to receiving copies of the hearings. Sincerely yours, E. JEFFERSON MURPHY, AMERICAN ASSOCIATION FOR HEALTH, Hon. WAYNE MORSE, Old Senate Office Building, DEAR SENATOR MORSE: On behalf of the American Association for Health, Physical Education, and Recreation (AAHPER) I would like to urge passage of S 2874. The Association which I represent is a department of the National Education Association. It now has more than 48,000 members who are the health and physical education teachers and the sports and recreation leaders in the schools and colleges of the United States. We would also like to urge your consideration of the changes which were incorporated into the House version of the International Education Act of 1966 (HR 14643) and passed under the leadership of Mr. Brademas. Especially desirable, it seems to us, are the provisions that groups of universities may work together and that emphasis would be placed upon the preparation of professional people. The experience our Association has had with international programs makes us acutely aware of the great need for more such support as the International Education Act would provide. It seems tremendously important at this time for the Federal Government to aid in strengthening colleges, universities, and professional associations in the area of international studies and research. It would be a most realistic approach toward matching effort with our expanding world responsibilities. Our Association has been involved in activities in the international realm for many years and for many reasons. Sports, games, dance, and other physical activities are easy bridges of language and cultural barriers. Concerns for educating about health and fitness are not limited by national boundaries. The needs for avenues of communication by teachers in the fields represented by AAHPER are being expressed with increasing fervor in recent years. As one answer, we helped to form in 1958 the International Council on Health, Physical Education, and Recreation (ICHPER) as an International member of the World Confederation of Organizations of the Teaching Profes sion (WCOTP). Since that time, AAHPER has almost entirely underwritten the ICHPER program which now includes an annual Congress; a publications schedule of research reports, the Congress proceedings, and a quarterly Gumnasion; and the concomitant correspondence and membership relations. I serve as Secretary-General. The funds and other efforts, however, that our professional association has been able to allocate to this venture have never been on a scale commensurate with the burgeoning obligations. Indeed, such a program of communication among teachers in many countries only begins to uncover the needs. These needs are the very ones that the International Education Act would help to relieve. Since the fall of 1962, AAHPER has cooperated with the Peace Corps in the administration of physical education and sports projects in several countries. Assistance is given in the selection of well-qualified volunteers in health, physical education, recreation and athletics for these overseas projects. An AAHPER staff member in each country having an AAHPER Peace Corps Project directs the Project and provides professional supervision and consultation to volunteers. Such projects now exist in Colombia, Costa Rica, Ecuador, and Venezuela. AAHPER has also served for several years as consultant to the EducationalCultural Affairs Special Exchange Branch of the U.S. State Department in developing and maintaining special exchange programs. Under the American Specialists program, teachers and sports instructors are sent abroad to assist in the physical education and sports programs of countries where assistance is needed and requested. Under the Foreign Specialists program, professionally trained people are brought to this country for travel and to observe programs here. In addition, AAHPER assists the State Department with multinational leadership development projects in physical education, sports and recreation. Under this program, participants come from throughout the world to the United States for several months of study and observation of programs and facilities in order to gain new ideas and fresh approaches for the work in their own countries. Such experiences have given the members of this Association great respect for the proposed program set forth in S. 2874. We strongly support the concept that more highly trained people are needed for work in international education in all the specialty areas. We need the in-depth study of language, and of the various cultures, including sports and dance, and we need career incentives such as this Act would provide. This effort is essential to a world looking toward survival. May we take this opportunity to commend your Committee for the superb work done on behalf of American education. Incredibly great strides have been taken in meeting the total needs of children, particularly those most neglected. We also thank you for the opportunity to express these views on the proposed International Education Act, which we believe would help to create a better world for the deprived children of other lands. Sincerely, CARI. A. TROESTER, Jr. Hon. WAYNE L. MORSE, AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION, U.S. Senate, Washington, D.C. DEAR SENATOR MORSE: I am writing at this time in response to your invitation to our Association, through our International Relations Committee, to submit a position statement concerning the proposed International Education Act of 1966-contained in S. 2874 and H.R. 14643. We welcome the opportunity to comment on this important legislation for inclusion in the record of the hearings and I wish to thank you for contacting us with this invitation. The American Personnel and Guidance Association (APGA) supports the provisions of the proposed International Education Act and recommends its passage. The Act will authorize grants to institutions of higher education (andin H.R. 14643-also to public and private non-profit agencies and organizations) in order to establish or strengthen programs which serve the important objective of emphasizing the international dimension of education. This would be accomplished through funding research and studies both in international affairs and in the international aspects of other academic disciplines. This legislation has long been needed in order to better prepare man for life in an interdependent and developing international society. Our Association of 23,000 members in the guidance and counseling profession, many of whom are directly involved in the instructional process, recognizes the importance of the international dimension of our field and holds membership in the International Association for Educational and Vocational Guidance. Six of our divisions also maintain International Relations Committees to handle matters within their own specialties of an international nature. In addition, we have recently taken steps to further develop our total international scope. Of them, I would like to call the following two developments to your attention: First, in May 1966 our Executive Council passed a policy statement on the international responsibility of the Association and assigned to our International Relations Committee the responsibility for leadership in carrying out this policy. I am attaching a copy of the policy for your information because it highlights the international concerns of our membership and defines the areas of our current educational exploration. Second, the APGA International Relations Committee has established a task force to study the implications of the proposed International Education Act for our Association and for the members we represent. If this legislation is enacted, our school and college counselors will have to play a vital role in the educational and vocational guidance of students regarding the programs established through the Act. In addition, programs need to be developed which include a thorough international background and a cross-cultural perspective within the training curricula of our own elementary, secondary and university guidance specialists. This is necessary not only to enable these counselors to advise students for their future roles but also in order to prepare our counselors to work closely with persons from other countries and cultures. These persons from abroad may have different outlooks, perspectives, and aspirations, and they currently are establishing guidance and counseling programs in and for their own societies. In conclusion, we support the proposed legislation and the broad outlines of the President's message. We believe that legislation is badly needed as an impetus to the establishment and development of meaningful international programs within the American educational system. Our members are dedicated to promoting the full development of each individual, and we welcome the opportunity of helping students prepare for their participation in an international society. Our Association stands ready to assist our members and the broader educational community in the development of the international dimension of education. Sincerely yours, WILLIS E. DUGAN, THE INTERNATIONAL RESPONSIBILITY OF THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION-A POLICY STATEMENT Since basic human needs are common throughout the world, the American Personnel and Guidance Association (APGA) believes that counseling and guidance have an important function to perform in development of human resources. The appreciation and understanding of other countries, their peoples and cultures, are essential for educated persons throughout the world. While each country must develop its own philosophy and programs of personnel and guidance consonant with its own traditions and needs, these programs everywhere will benefit from exchange of professional knowledge and insights. The American Personnel and Guidance Association therefore accepts the following as its international responsibilities: 1. To help its members develop a broader understanding of the international dimensions of their profession. To this end each of the constituent Associations of APGA is encouraged to develop the international aspects of its own specialized field, and to make appropriate recommendations to the APGA International Relations Committee. 2. To urge those responsible in colleges and universities to emphasize appropriate international perspectives in professional preparation programs in counseling, guidance, and related fields. 3. To encourage world-wide professional communication, including exchange of professional information and literature. |