of synthesizing a new order from the best of two heritages-their ancient tribal ways and their more recent colonial experience in an atmosphere of world ideological conflict and confusion. Nowhere is the need for educational and cultural progress greater, and nowhere has the United States a better opportunity for helping new nations toward constructive goals. The programs proposed below would provide the new African nations with badly needed educational assistance and orderly experience in international relations. They would offer them the opportunity to acquire an appreciation for American democratic institutions and values.

1. Foreign visitors to the United States

A. Students.-Until this year, American response in providing scholarships and other aid to African students has come largely from private organizations and colleges and universities. These private responses have been prompt and generous. But in the face of rising requirements for U.S. action, they are inadequate.

This year, the Department has taken greater initiative and assumed greater responsibility with respect to young Africans deserving to study in the United States. Before the end of fiscal year 1962, CU will have awarded new grants to 248 African students, renewed 79 others, supported summer program renewals for 34, granted partial facilitative assistance to 147 East African students under the special Council for Educational Cooperation with Africa (CECA) program, and placed 25 Portuguese African students in a special orientation and English language program at Lincoln University-a total of 533 aided fully or partially. Funds requested for fiscal year 1963 will not permit more than a modest increase in these totals to 666 full and partial grants. But under the new authorities in the Fulbright-Hays Act, we proposed to assist in developing: (a) More adequate scholarship funds for use in meeting requirements considered vital.

(b) Competent on the spot student advisory services to provide better guidance to prospective African students and to help American colleges and universities in their own selection processes.

(c) Better reception and orientation and, where necessary, English language refresher courses in the United States.

(d) More precisely tailored academic programs in our own institutions that fit gaps and fill special needs of African students.

(e) More useful summer activities including special study programs, gainful work experience, and the like.

(f) Special programs before departure to round out students' professional competence.

(g) More effective follow-up programs after African students return home.

B. African teachers.-By the end of fiscal year 1962, CU will have brought 27 African schoolteachers to the United States to acquaint them with our American educational system and to permit them to study the role of education in American society. In fiscal year 1963, it is planned to increase this total to 59. Politically, this activity is regarded not simply as a conventional training program in educational methods or in-service improvement, but rather as a special aspect of our leader program. Teachers generally, particularly at primary and secondary levels, exert a powerful influence on students and other teachers and are important factors in establishing the values and aspirations of their countries.

We intend to select influential teachers and bring them to the United States not only for a close view of our educational system but also to observe the role of education in a free and democratic society for possible lessons of utility in developing their own system and systems.

C. Professors-scholars.-In fiscal year 1963 CU intends inviting 26 African professor-scholars to the United States as compared with 22 in fiscal year 1962, for the primary purpose of strengthening the faculties of our own institutions in the specialized fields of African languages and African area studies. These visiting professor-scholars can also derive benefits for themselves and their own institutions through research and observation of U.S. higher education and through experience and contact with American scholars.

Every attention is being given to the need for coordinating these programs with AID university contract activities so that invitations are not extended to African professors who cannot be spared by their own institutions. It is also intended that to avoid denuding African institutions of highly trained staff, visiting Amer

ican exchange professors and lecturers will be sent in as substitutes during the period the African grantee is teaching or doing research in the United States. The resulting contacts should contribute much toward the establishment and maintenance of continuing and effective relations between United States and African institutions.

D. Leaders and specialists.-In fiscal year 1963, CU would bring 486 African leaders and specialists, as compared with 327 in fiscal year 1962 for relatively short observation tours and consultations. The objectives here is not to provide them with specialized training, but rather to acquaint them with their American counterparts, with our institutions, and, in general, with the American way of life. These exchanges are not related to any specific development project in the host country, but are concerned with building and developing long-term, personal ties and channels of communication between important people in African nations and their American professional colleagues. The types of Africans involved include important and promising governmental and educational administrators, journalists, lawyers, cultural and intellectual leaders, and others in the professions capable of influencing the attitudes, policies, and programs of their own countries. The increase requested would provide leader grants for many new countries and strengthen programs in others to assist the development of political stability and free-world orientation.

2. U.S. visitors to Africa

A. Professors-scholars.-Until they have built up their educational institutions, the new African countries will be in need of professors from outside both for actual teaching and as technical advisers for the development of educational techniques and institutions. American professors who have served in Ethiopia, the Sudan, Uganda, and South Africa have proved that the presence of U.S. professors can be of great benefit both to African countries and to the United States. These professors have influenced the shaping of university curriculums and have had a positive effect upon the opinions and attitudes of students and faculty members. In addition, by increasing their own understanding of Africa, they are helping to increase American knowledge of this vitally important area. Again, they have established contacts between personnel and institutions in Africa and the United States which give promise of being continuous and permanent.

In fiscal year 1962, 35 American professors are teaching or carrying out research in Africa under the CU program. It is proposed that this number be increased to 69 in fiscal year 1963. Such an increase would help meet the numerous demands of the new African universities for American lecturers, particularly in the social science, American studies, African studies, international relations, and in such fields also as journalism and physics.

B. Teachers.-The need for teachers in Africa is virtually insatiable. While European teachers will continue to serve or be recruited for service in many African countries and AID and the Peace Corps may be counted on to make a vigorous contribution, it is unlikely that the void can be filled in the foreseeable future. In these circumstances, we must respond to urgent requests to supply special teachers in situations which our embassies regard as special, strategic, or critical.

Moreover, field service in Africa by carefully selected American teachers, particularly those having responsibility at home for curriculum development and preparation of educational material, will help correct the present widespread inaccuracies or lack of knowledge of Africa in our own schools. In fiscal year 1962, there are 45 U.S. teachers in African schools under the CU program. It is proposed that this number be increased to 77 in fiscal year 1963.

C. U.S. specialists.-The effectiveness of American specialists in many fields has been amply demonstrated in a variety of ways in new countries in Africa and elsewhere. American journalists sent out under the program have helped develop the concept of a free and responsible press and the understanding of its necessity in a democratic society. U.S. lecturers, performing artists. writers, and intellectuals have helped dispel widely held but false notions about American culture. The have inspired interest in their specialities which has sometimes led to the organization of theater, music, and artistic groups or establishments. American athletes and coaches have helped establish an interest in sports and athletics in countries where youth found few healthful outlets for its energies and frequently has fallen prey to Communist agitators or mob delinquency.