not only by the knowledge of languages but also by the ability to read and feel the literatures of those languages in their originals. The predominant languages of instruction at the Inter-National University in America will be English and French. Any other language of the first category, i.e., any multinational language can serve as a language of instruction if enough demand exists for it. Indeed giving a course or two in any of these langauages may help students studying them to become more versed in them and able to handle them more easily. VII. MEANS AND METHODS OF INSTRUCTION The Inter-National University will use many of the conventional methods of university instruction: lectures and classroom work, the seminar, individual student research under supervision. If an undergraduate course is attempted, the tutorial method should be used quite extensively. As stated earlier, extension courses and evening classes might be held for the interested public and for persons in service in and around New York. Workshops and conferences on various topics might be held involving professors, students, and outsiders. A program of publications should be developed. There are, however, other means which the Inter-National University can and should use in order to further its aims-means which bring out better its unique character. Among these, the following may be cited: (a) Preliminary and continuous research into the curriculum. This point has already been mentioned, but bears repeating here. The type of curriculum organization outlined above may have many features in common with the present universities and may look deceptively like them. If there is any merit, however, in the international approach, there would be many points of difference, both in the general organization and in the content of the curriculum. A course in world history that would not deal predominantly with Western civilization starting from the ancient Near East, but would include other contemporary civilizations and the interaction between them, that would be more than a collection of national or regional histories, that would emphasize the cultural interchange between nations and regions, would require a different kind of organization than is now current. In order to work out this approach, and the materials for it, a preliminary period of research, debate, and planning that would extend for months, and perhaps a year or two, will be required. Subsequently the curricular situation will have to be kept constantly under review. (b) The International University, with its international staff and student body, should lay particular stress on travel and residence abroad and on study abroad. Such travel and study should be carefully planned to bring the maximum benefit in knowledge, understanding and change of attitudes. The participation of students in international voluntary work camps should be encouraged. (c) Similarly, the mechanism for a program of exchange of professors and students with other universities and institutions in the United States and abroad should be developed. Study at such universities would be recognized under certain conditions by the International University. This arrangement will not only result in a better knowledge of the country or region where the exchange takes place, but will increase the linguistic abilities of professors and students. (d) The university might undertake, at the request of governments, international organizations, and other agencies, surveys and inquiries in various parts of the world. This will involve many of its professors and graduate students and will provide excellent training for the students. (e) The professors and graduate students might undertake individual projects of study, research, and experimentation in many parts of the world. Under the sponsorship of the university, and through its intercession with governments, agencies, and business firms, such individual projects might be assisted and brought to fruition. (f) The International University should use, to its advantage and to the utmost possible, the very rich intellectual, artistic, and material resources of the New York area. The presence of the United Nations, of a number of universities and higher institutions, of public, private, and university libraries, or museums, theaters, schools of art and musical institutions, provides a wonderful opportunity for enriching the curriculum and broadening the experience of the students. More particularly, there are, at the New York universities, extensive course offerings in the international or allied fields which students of the International University should be encouraged to take. As far as possible, there should be an effort not to duplicate what already exists in the present universities. (g) Finally, the International University should enter into negotiations and, if possible, into agreements with many international, regional, governmental, and private agencies for cooperation with them. Particularly, these agreements should aim at placing the graduate students or the junior staff of the university as interns in them. Senior staff might also be detached or seconded to these agencies for limited periods of service. Such agreements might be made with the United Nations and the specialized agencies for service at their headquarters or in the field, with bilateral agencies like ICA, with regional agencies like the Colombo plan, the Council of Europe, etc., and with some of the foundations that have international programs. (h) The International University should so shape its campus life as to make of it a positive influence on the character and thinking of its students. Through its building designs, inspired by many architectural backgrounds, through its student clubs, through dramatic performances drawn from the theatrical literatures of many lands, through music and dance emanating from various parts of the world, it should create a unique intercultural atmosphere in which students would share spontaneously or by the requirements of the university, and thus imbibe an international outlook, a spirit of tolerance of other cultures and customs, and a disposition to cooperate with students and people of many national origins. EXHIBIT 14 PART 4. LIST OF LEADERS WHO HAVE RESPONDED TO OUR REQUEST FOR COMMENTS. ON THE PAPER BY DR. MATTA AKRAWI Adams, Arthur S. DeCarlo, C. R.: Everett, John R. Finkelstein, Lawrence S. Gulick, Luther H. Hallenbeck, Wilbur C Hamilton, Donald R. Heindel, Richard H. Hochwalt, Monsignor Hoffman, Paul G. Huckabee, Weyman C. Jomes, Lewis Webster Partridge, E. DeAlton Pike, James A. Read, David H. C. Reed, Wayne O. Rhind, Flora M. Rivlin, Harry N. Ronan, William J. Rosenberg, Gustave G. Rowe, David N Rubendall, Howard L. Sarnoff, David Scherman, Harry Selden, William K. Tayler, William Lonsdale Van Dusen, Henry P. Voight, John H. Wagner, Robert F. Warren, Earl Wells, Guy H. Westbrook, Charles H.. Wilbur, C. Martin Zurayk, C. K. EXHIBIT 15 [D] [From Times, Aug. 28, 1962] FOR INTERNATIONAL SCHOOL CREATION OF WORLD UNIVERSITY ADVOCATED AS PEACE CENTER To the EDITOR OF THE NEW YORK TIMES: The proposal made by General Eisenhower in Sweden for an international school for global understanding comes at a time when many of us in this country believe that such an institution should be established at the earliest possible moment. What we envisage is a world university where, as General Eisenhower suggests, not only would the curriculum be free from national bias, but the problems of world peace would be the central core around which the educational program would develop. The precedents for such a university have already been set by educational and research projects like the International Geophysical Year, the meetings of the Council on Science and World Affairs, where Soviet and American scientists join together to consider problems of disarmament, the CERN project in Geneva where the scientists of 13 countries share physics laboratories for joint research, the recent establishment of a world journal for scientific publications and, of course, the United Nations itself, with UNESCO as an already existing center for world education. POOLING CULTURAL RESOURCES The possibilities of benefit to humanity from such an institution are inexhaustible. They range from the education of international civil servants for the various agencies of the U.N. to the organization of a world culture center where the artists and scholars of the world could pool their cultural resources both in the performance of their theater, dance, and music and in the translation of all the major works of world literature into the world's languages. But more than anything else, a world university would provide the center for the research and the teaching through which we can find peaceful solutions to the conflicts which keep nations apart and endanger the future of world society. This would be learning by doing on a world scale. There are several groups of scholars in this country who have already given this idea serious study, among them the committee of which the present writer is chairman. Our plans have now developed to the point at which we have joined forces with Dr. Harold Taylor, who, as an active participant in international educational projects and peace research, will carry out a study of the character of a university organized on a world scale, and the ways and means by which it could be established. One percent of the world's military budget would guarantee a first-rate world university devoted to peace and international order. We hope to see it accomplished. WILLIAM HEARD KILPATRICK, Chairman, Committee for the Promotion of an International University in America. NEW YORK, August 6, 1962. EXHIBIT 16 Mrs. BESS HOROWITZ, COMMITTEE FOR THE PROMOTION OF DEAR MRS. HOROWITZ: I am sure that both Mr. Cousins and Dr. Taylor have expressed to you the great satisfaction of the members of our committee that you have made it possible for Dr. Taylor to undertake a feasibility study of the proposed international university. 93990-63-16 Taking as its point of departure the studies made by this committee over the last 2 years, Dr. Taylor will explore four aspects of implementation: (1) The basic content of the program; (2) the potential leadership available; (3) the practical possibilities of financial support; (4) useful cooperation with other groups interested in the same objective. Now that Dr. Taylor has returned to New York from an extended trip, our committee is having a dinner meeting with him next Tuesday, November 27, at the Men's Faculty Club, Columbia University, 400 West 117th Street, New York, at 5:30 p.m. We would be delighted if you could join us that evening to meet the members of our committee and to hear Dr. Taylor outline his program of study. It would also be helpful to us to formalize our arrangements for Dr. Taylor's compensation if you wished to make your contribution at this time. Your check made payable to the committee as listed on this letterhead, should be sent to Dr. B. A. Garside, our treasurer, at 1790 Broadway, New York 19. I am looking forward to the pleasure of making your acquaintance next Tuesday. ULTIMATE USE AS INTERNATIONAL SCHOOL SEEN AS SPUR TO WIDE APPROVAL To the EDITOR OF THE NEW YORK TIMES: Recently, while serving as host to a group of civic leaders visiting the World's Fair site, Robert Moses was asked about the central concept of the fair and his reaction to the proposal of President Heindel, of Wagner College, that it be planned now for ultimate use as an international university. To the first query Mr. Moses replied that while a precise theme had not yet been decided upon, World's Fairs in general were considered an expression of international cooperation and the brotherhood of man. To the second query he replied, with characteristic color and vigor, "Hogwash." A few days ago the New York Times carried the story that the World's Fair of 1964-65 was being opposed by the International Bureau of Expositions located in Paris and that 30 signatory nations to an international convention were being asked not to cooperate. The sponsors of the fair have replied explaining the economic and other reasons why they are refusing to accept the bureau's "control and direction," a position also taken in 1939 and 1940. It seems somewhat ironic that an enterprise whose general purpose is stated to be an expression of international brotherhood and cooperation starts off with the flouting of a convention signed by 30 nations. True, the United States is not a signatory of this convention. But does U.S. nonobservance serve well the image of international cooperation in these troubled times? A further interesting question arises. Might not the International Bureau of Expositions be willing to remove some of its objections to the fair of 1964 if they were approached imaginatively, with the very suggestion cited above-that the end result might be a new international university? NEW YORK, November 28, 1960. RAYMOND S. RUBINOW. Senator MUSKIE. Our next witness was to be Mayor Wagner, who is not here yet. I would like to proceed to the next witness, with a warning that if the mayor appears, your testimony may have to be suspended so that we can hear the mayor. With that, may I invite Mr. Edward Corsi, chairman of the board, American Council for Nationality Services, to come forward. Mr. Corsi, I understand, is a former Commissioner of Immigration and also at one time directed the immigration receiving center on Ellis Island. Senator JAVITS. Mr. Chairman, if I may, I would like to join with the Chair in welcoming Ed Corsi, one of the most distinguished citizens of New York, a Commissioner of Immigration and Naturalization at one time, and with a long history of the fight for modernizing and humanizing our immigration laws. If anybody ought to testify on Ellis Island, it certainly ought to be Ed Corsi. Thank you. Senator KEATING. I join in that, Mr. Chairman. Probably Ed Corsi knows more about immigration than anyone that I know of and has had a deep interest not only in the problems of immigration but in all of those affecting the people of our great State. I welcome him here as a longtime friend and colleague in what we both like to think of as good works. Senator MUSKIE. Mr. Corsi, the warmth of your welcome is assured. Mr. CORSI. Thank you very much. STATEMENT OF EDWARD CORSI, CHAIRMAN OF BOARD OF DIRECTORS, AMERICAN COUNCIL FOR NATIONALITY SERVICES Mr. CORSI. I appreciate the invitation, Senator Muskie, and the reception tendered me by the committee. I have submitted a statement on behalf of the American Council for Nationality Services, the organization I have the honor to represent here, and I think, if the committee agrees, I should like to dispense with reading it. It can be made part of the record. Senator MUSKIE. It will be included in the record at the conclusion of your remarks. Mr. CORSI. We have been discussing this problem of what to do with Ellis Island for a long time and among many people but we are far from agreement on any specific answer. Personally, I remember, when the Immigration Service abandoned Ellis Island, I expressed the opinion to my friend, Attorney General Brownell, that the abandonment of the island by the Federal Government was a mistake; that the island might well have continued to serve as a combined immigration and naturalization center with adequate facilities and dignified procedures for the handling of incoming and outgoing aliens and especially for the naturalization of new Americans with all the Senator MUSKIE. Would you suspend until after the photographer has completed his chore? Mr. CORSI. I was just saying that when the Department of Justice decided to abandon Ellis Island, I felt along with many others that the Department was making a mistake because, for purposes of naturalization and for a humane and dignified administration of the immigration laws, Ellis Island could have continued as an improved and permanent center such as many of us in the Service wanted it to be but which it never became because of lack of money, personnel, top-level interest, and other reasons. |