not spell doom for interaction. The desire to interact will tend to parallel the extent to which all people are willing to keep themselves receptive to and available for communication on deeper levels. The task will not be an easy one, for it involves the reorganization of the individual so that he becomes an experiencing person sensitive to the feelings of others. As one East-West grantee put it: "Personnel here should relate to foreign students on the basis of deep human understanding. This is a cheap thing to buy.”

People who deal with East-West grantees and other foreign students do not have to be experts on the cultural and historical development of the countries from which these people come, but they must at times be able to subordinate their own feelings, step outside their own values without losing them, and come to an operational appreciation of and feel for the diverse ways in which people from other countries can contribute to our own growth. Let these people teach us about their countries. This is not always easy. It presupposes a tolerance for differences, a willingness at times to be inconvenienced, and above all, a belief in the cultural richness of other countries which send students to us. To reject the latter is to deny the existence of a country as a contemporary nation.

Just as we would not be expected, except as a matter of free choice, to abandon our own values, so neither should we expect foreign students to abandon theirs. We must respect their right to possess different goals, values and feelings so they can preserve their own separate and unique personalities. There is no single right way of doing things. There may be two or more ways, and they are right because they are different. To impose our own way is to relegate others to the level of standardization, to submerge the individual's separate existence within the group, and to create controls which are paternalistic in nature. Imposed happiness is something less than freedom.

Paternalism assumes various, and often subtle, forms. It is the decision in advance of the best academic program, living accommodation, or social activity for a particular individual or group of individuals. It is the reluctance to let go of the student to make his own errors. It is the ready assistance followed by assumption of control of the student's problem and its solution. It is the refusal to see each individual being as a person who has resources to solve his own problems.

When paternalism in its subtle forms permeates an entire operation, it is soon followed by a pervasive feeling in the student of, "they're taking care of me," and a shedding of responsibility for his own welfare. When problems arise, the immediate tendency will be to run to "father" and get his problems solved by external means. Less and less will the student rely on his own resources and examine his inner self for a solution to his problem.

Our own human feelings and weaknesses sometimes compel us to deal with foreign students and others in a protective sort of way, but it is neither proper nor desirable in a democratic society to deny to the student his inherent right to seek and investigate for himself and then solve his own problems on the basis of his own resources. When these become inadequate, professional assistance should be available. The protective covering which we place around students is often a projection of our own inadequacies to cope with new and strange situations.

We believe that foreign students should have the freedom to choose their own mode and speed of adjustment. To deny such freedom is to reject our belief in their capacities to achieve mature independence and self-direction. This belief is focal to the screening of applicants for East-West grants.

Freedom itself should not be confused with unlimited free choice-rather it means the freedom to take individual means to cope with reality situations. If realistic considerations make available only a few choices (in living, meals, etc.) this is the reality situation that must be faced by the East-West grantee. He must, however, still be given the choice no matter how limited. As the director of food services said: "There is a psychological factor operating which makes a student resist something that is forced upon him, although if given the choice, he may still select the one thing that he resisted before." When an unrelenting authority imposes certain conditions on students, the tendency is toward an immediate testing of limits. This is not unlike the child who is given an absolute: "No" by his parents and who immediately sets about to see how far he can go beyond the limits set.

The freedom to make choices, limited though they may be, is accompanied by an acceptance of responsibility. The student who is given the choice between

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two dormitories, both with negative features, will set in motion his reasoning powers and will choose on the basis of standards he has set for himself. The inner picture may be one of weighing the relative disadvantages to himself of unsatisfactory meals or noises at night, and one will win out after a decision is made. With decision comes a commitment to the chosen situation, and a releasing of energies to adapt to conditions of which he is aware. This commitment, which is an acceptance of responsibility for the choice one has made or a motivation to make good the decision one has made, is the very factor operating in those who appear to be satisfied even under very negative circumstances.

The responsibility of which we speak, is mature responsibility which involves belief of the student in his capacity to solve his own problems. If he is unable to resolve his inner conflicts, he may come to counselors and other people for help. As counselors we believe that we should step in, but only with minimum organization. Problems, no matter what they are, very often have an emotional fringe, and to advise blindly in the absence of an opportunity for the student to explore his own experiences, feelings, and, perceptions could lead to dangerous outcomes and a kind of subtle control-control which is vicious because it is subtle. A foreign student's own cultural values may lead to strain as he seeks to adjust-and he may even seize upon them as a defense mechanism-but he must have the chance to perceive them in a frame of reference which is different from his own country.

We believe that food, housing, and many other problems are often of a secondary nature and symptomatic of deeper disturbances associated with internal conflict or the paternalistic way in which people relate to the student. A foreign student who is unable, because of the limited offerings of a school, to achieve his educational goal, may find little reason to enjoy his food or the place in which he lives. A student who has been unable to resolve within himself the apparent conflict in certain cultural values, may find it difficult to sleep at night. A student who feels that he is being treated as a child to be seen and not heard, may find it difficult to come to any mature choices and decisions. ever the problems, we must guard against complacency and the temptation to regard such problems as existing in isolation apart from causes.

What

We are now facing the problem of the alienation of the East-West grantees by local and other foreign students because they are a "select" group. The local student is highly incensed when the grantee complains about not having enough money, or about any number of other things. Yet we should consider the possibility that the complaining grantee is the person who does so because he is uncomfortable in the situation. To be given so much when he may inwardly not feel that he merits such "special treatment" may lead him to express his feelings of incongruence by complaining. Others express this dissatisfaction by being silent and feeling unworthy of receiving any of the many services provided.

MEMORANDUM: EAST-WEST CENTER

This memorandum has been written with a deep concern for the future of one of America's most crucial international programs. The East-West Center (hereafter EWC) was conceived as a specialized institution for the academic and cultural enrichment of Asians and Americans. It is unique in that it assembles scholars from Asian nations and from the United States in one location for this technical and cultural interchange. Particularly, the purpose of the EWC is not only to contribute to the solution of specific technological problems of Asia and the United States, but to contribute as well to the solution of the major problem facing both the United States and Asia-lack of mutual understanding. Its special character is further evidenced by the fact that it is a creation of the U.S. Federal Government. Hence the Center should be treated as an unprecedented international venture and as such should marshal the best resources available to provide an outstanding educational institution.

Certain encouraging steps have been taken toward the fulfillment of this objective. The sincerity and enthusiasm of the Center administration is, of course, appreciated and the community's response to the EWC has indeed been gratifying.

However, while recognizing these favorable aspects, we feel that there are certain problems which demand serious reflection and immediate action at the highest level. Our considerations focus attention on three areas: the academics, the environment, and the administration of the EWC.

We realize that underlying many of these considerations is the question of the relationship between the EWC and the University of Hawaii. It must be remembered, however, that the success of the EWC is of international significance and accordingly, local self-interest must be subordinated to the greater interests here involved.

I. ACADEMIC PROBLEMS

A. Well-qualified students have been brought to the Center. It is important that superior academic programs be provided to further their education. However, no single institution can provide the number of high-quality academic programs required to meet the diverse and specialized needs of those students sought to fulfill the purposes of the EWC.

We submit: Clear priorities should be established and published as to which academic fields shall gain prime financial and professional support. While consideration should be given to the existing facilities available within the academic institution to which the EWC is affiliated, priority should be determined by the pressing educational, professional, and technical needs which exist in Asia and the United States.

B. As has been indicated above, the EWC will not be able to satisfy fully the academic needs of all students whose participation in the EWC program is demanded by the ever-changing needs of Asia and the United States. Yet it is imperative that outstanding students should not be refused admission in areas where priorities have not yet been established.

We submit: To fulfill the objectives of the EWC program a more flexible study tour policy should be followed commensurate with the requirements of the individual EWC grantees.

C. Some major universities-Yale, Princeton, and Stanford among themwill not accept special students, the category in which EWC grantees on study tour are included.

We submit: The EWC, in conjunction with the U.S. Department of State, should utilize all its resources to make satisfactory arrangements for the accommodation of EWC grantees at U.S. mainland and at Asian universities.

D. Since both EWC grantees and University of Hawaii students share the same educational resources, the benefit of these resources to EWC grantees is diluted in seminars, language classes, laboratories, and in general academic programing. This dilution defeats an essential EWC goal: the rapid attainment of a high degree of specializaiton through intensive study.

We submit: Access to the resources made available by the EWC should be limited in number and by academic qualifications compatible with the highest level of learning. Such limitation should be achieved by a priority system, first priority being given to EWC grantees.

E. The physical layout of, and the administrative policies governing, the library facilities are inadequate for graduate student needs.

We submit: Steps should be taken to provide an environment which permits serious graduate study on the library premises. Continued efforts should be made to increase library holdings in the fields determined by EWC grantee sepecialization.

II. ENVIRONMENTAL PROBLEMS

A. As a product and a reflection of a democratic society, the EWC must encourage both the exercise of freedom of choice and the expression of individual responsibility. The necessity for such encouragement is emphasized by the fact that EWC grantees have already demonstrated their maturity by their contributions in academic life and professional service, and in many instances, by their assumption of familial obligations. Yet, Center policy concerning compulsory dormitory living and dining denies EWC grantees the opportunity to exercise this freedom of choice and allows little room for the expression of individual responsibility.

We submit: The EWC grantees should be accorded the right of free choice as to how they should live within this community. They should have the option of living in EWC dormitories or of securing for themselves adequate housing. Also, consideration should be given to adapting the planned EWC dormitories to low-rent EWC apartments.

III. ADMINISTRATIVE PROBLEMS

A. The EWC is a national project. If it is to be maintained at a level consistent with its goals, there must be interaction between administrative personnel of local and national stature.

We submit: Individuals with wide national and international experience and reputation should be recruited to assist in the administration of the Center's day-to-day operations. The International Advisory Council proposed in previous Center reports should be appointed with all due haste.

B. The U.S. Department of State, concerned with the fact that its participation in the Center's development would compromise the Center's educational goals by the introduction of political overtones, has exercised inadequate guidance over the Center.

We submit: The U.S. Department of State should exercise guidance commensurate with the responsibilities delegated by legislative enactment.

C. Many of the present administrative functions are carried out by people having dual responsibilities, to Center students and to University of Hawaii students. Because of the particular demands and problems that Center students have, these responsibilities cannot be discharged with equal justice to the parties involved.

We submit: Individuals who are commissioned to provide services to the EWC should assume these tasks as their sole responsibility.

D. During the short period that the Center has been in existence, many individuals of international prominence have come to Hawaii. Yet the Center has had little success in securing interchange between these individuals and the EWC grantees. Thus, one of the main aims in establishing the EWC at the "Crossroads of the Pacific" has not been realized.

We submit: Permanent channels should be created through the U.S. Department of State and other appropriate agencies to draw international personalities to the Center.

CONCLUSION

We realize the ease with which one may criticize. To be sure, "Rome was not built in a day," but in this modern age, where international needs demand, specialized institutions such as the EWC can and must be established in a short period of time. The professional and technical skills for constructing and administering such institutions exist. It is with a sense of urgency that they must be mobilized. We feel that it is our responsibility to bring to light what we consider to be problems in the operation of the EWC. Inspired by the hope that the laudable efforts made in the creation and development of the Center will be the foundation of a successful educational program, we have sought to express our concern in a constructive manner. Respectfully submitted.

Lois Addison, Diosdado R. Asuncion, Lois Jeanne Dougan, David
Finkelstein, Ishwer C. Ojha, Reginald Rajapakse, Robert Ruenitz,
Juan A. Sison, Daniel Tretiak, Takashi Yoshikuni.

We, the undersigned, subscribe to the document entitled "Memorandum: EastWest Center":

Thein Aung, Burma

Khin Win Kyi, Burma

Tin Tun Myine, Burma

Soe Saing, Burma

Mg Mg Soe Tint, Burma

Chhom Reak Thong, Cambodia
Naranhkiri Tith, Cambodia
Kien Huy Ung, Cambodia
James Jagai, Fiji

See-chuen Cheong, Hong Kong
Yip-wang Law, Hong Kong
Irene T. Teoh, Hong Kong
Subramania Dandapani, India
Manoh Gnana Pragasam, India
Nandini Jain, India
Shah Wali Khan, India
Ganga Kumar, India
Sushil M. Pathak, India
Cheriakunhunny Raja, India

Hanasoge Ramanna, India
Pratap V. Rangnekar, India
Ganta G. Reddy, India
Balasahib Shinde, India
Diwakar P. Singh, India
Ram G. Srivastava, India
Sudesh Thapar, India
Imat Amidjaja, Indonesia
Robert Gouw, Indonesia
Sans S. Hutabarat, Indonesia
Gustaf Kairupan, Indonesia
Ismail Nasution, Indonesia
Matse Perbatasari, Indonesia
Otto S. Roesnade, Indonesia
Ning Sastródarmodjo, Indonesia
Ryuji Arai, Japan

Kiyoshige Fujita, Japan
Mitsuo Hashimoto, Japan
Takashi Ishii, Japan

Memorandum to: Authors, December 11, 1961, Memorandum: Lois Addison, Diosdado R. Asuncion, Lois Jeanne Dougan, David Finkelstein, Ishwer C. Ojha, Reginald Rajapakse, Robert Ruenitz, Juan A. Sison, Daniel Tretiak, Takashi Yoshikuni (for information of other East-West Center grantees). I appreciate receiving from all of you a copy of your memorandum of December 11. I assure you that I have examined it with interest and care. Like all similar suggestions and recommendations, those you have made will be of value to the Center in making plans for its growth and carrying out its programs.

As I stated orally to the local newspapers on December 11 when asked for my reaction to your document:

"I am well pleased with it. It seems to me to illustrate several things: first the fact that students in the program are tremendously interested in it and willing to speak up and make suggestions which we are more than interested in hearing.

"It seems to me a pretty clear illustration that the students have freedom of expression. We have encouraged this all along, and I am happy to see an