Dieter Halcour

Bad Godesberg, 10.10.62
E. Brandström-Str. 16

Dear Professor Kissinger,

during my short visit
to New York in August you had the kindness to
procure an admission ticket for me to attend the
performance of "How to succeed in business without
really trying". Mr. Weichert/Bad Godesberg had
asked you to enable me to see an american per-
formance of a modern musical in New York.

When J wanted to pay this ticket, they told me
that it was already paid. J'm sorry that J didn't
know your address then to thank you for this very
kind gesture. But now J have returned to Bad
Godesberg, J got your address from Mr. Weichert
and J am keen on thanking you very much.

Please, take a picture-book about Germany, that
J shall send you today by regular post, as an
external sign of my gratitude.

THE FOREIGN SERVICE
OF THE
UNITED STATES OF AMERICA

American Embassy,
Karachi, Pakistan,
February 5, 1962.

Dr. Henry A. Kissinger,
Harvard International Affairs Center,
Harvard University,
Cambridge 38, Massachusetts.

Dear Dr. Kissinger:

I am sorry that because of two dinners which Dave Linebaugh and I were hosting it was impossible for either of us to get out to the airport when you passed through Karachi. I had asked another officer of the Embassy to go to the airport in order to provide any service you might require. Unfortunately, due to a misunderstanding he did not arrive before you had departed. I regret very much any inconvenience this may have caused you.

You spoke to Mr. Everts about your Rawalpindi interview. I do not believe there will be any difficulty on this question and resultant publicity since the bilateral agreement between Pakistan and the United States contains general language which might be interpreted to cover your statements to the press. Further there have been in the past several years many public statements along the lines of your comments.

Press interest in your visit continues and I am asking our political staff to pull together a collection of these clippings for your use. Dave Linebaugh will be sending them to you directly.

With all best wishes.

February 16, 1962

Mr. William O. Hall, Minister
Deputy Chief of Mission
American Embassy
Karachi, Pakistan

Dear Mr. Hall:

I appreciate very much your courteous
letter of February 5th. I fully understand
why there was no one from the Embassy at the
airport. No inconvenience whatever was caused
by it.

I was glad to have your comments about
my Rawalpindi interview.

Let me take this opportunity to tell
you how impressed I was by the tact and skill
with which the Embassy staff handled an extremely
complicated and difficult situation, and also
to thank you for all of the courtesies which
were extended to me.

I hope we will have the opportunity to
renew our acquaintance soon.

Every good wish.

May 13, 1962

Mr. William O. Hall
Minister, Deputy Chief of Mission
American Embassy
Karachi, Pakistan

Dear Mr. Hall:

Many thanks for your letter of April 29th.
I will be delighted to see Mr. Mazari and to put
him in touch with people on our faculty.

I remember with great warmth my visit to
Karachi and your kindnesses to me. Though I will
never convince the Pakistanis of this, I have a
great deal of sympathy for their point of view.

All the best.

American Embassy,
Karachi, Pakistan,
April 29, 1962.

Dear Dr. Kissinger:

A good friend of ours, Sirdar Sherbaz Mazari, is visiting the United States on a leader grant to study agricultural practices in the Southwest. At his own expense but with the approval of the government he hopes to enroll in one of the management short courses at the Harvard Business School. I am afraid my contacts at Harvard since the exodus to Washington are limited and I have suggested to him that he might call on your for assistance and guidance in exploring his other interest which is the development of greater democracy in local and provincial government practices in Pakistan. I have also written to Dean Ed Mason about him. I shall appreciate any assistance you may be able to give him and would appreciate your introducing him to others on the faculty who may be able to assist him.

For your information, I should say that Sirdar Mazari is the leader of the Mazari tribe in Baluchistan in addition to operating a large ranch. In this capacity he has considerable influence on the customs, agricultural practices, and views of a substantial group of Pakistanis. Prior to land reform his family held title to most of the land now held by the Mazari tribal peoples who live as tenants on this land. While land reform has changed this relationship Sirdar Mazari's position as the leader of the tribe is unaffected. I think you will find it interesting to talk to him about the changes which have occurred in Pakistan in recent years.

We still see occasional references to your speeches here in Pakistan. Unfortunately, we also still see references to the

Dr. Henry A. Kissinger,
Harvard University
Center for International Affairs,
6 Divinity Avenue,
Cambridge 38, Massachusetts.

April 30, 1963

Mr. Walter Hallstein
Communaute, Economique Europeanne
23-27 Avenue de la Joyeuse Entree
Bruxelles 4, Belgium

My dear Mr. Hallstein:

I have long looked forward to an opportunity to exchange views with you about the future of the European Economic Community. It now appears that I will be in Brussels from May 12-16 attending a conference at the Institut Belge de Science Politique, 43 Rue des Champs-Elysees, Brussels. Would it be possible to have a meeting with you? I am free every afternoon from 4 o'clock on except Wednesday, May 15 and can probably make myself free on other afternoons at other times. I am certainly free all of Thursday afternoon.

You can reach me here until May 12th and after that at the Hotel Atlanta, 7 Boulevard Adolphe Max, Brussels.

I know how busy you are and will fully understand if it works out that you cannot be helpful.

Kind regards.

[4]

5 July 1963

Dear Mr. Halpert:

I have your letter of June 29th, but
am sorry to say that I cannot help you
with regard to your application for graduate
studies here at Harvard.

This is a matter for the Admissions
Committee with which I am in no way
connected. I trust that you will hear
from them before too long.

Mr. E.F. Halpert
16 Temple Grove
Golders Green
London, N.W.11.

London, W.11.
Cولدra Creen
1d Temple Grove
Mr. E.F. Halbert

Henry V. Kraszinger.

Sincerely yours,

from them before too long.
connected. I trust that you will hear
Committee with which I am in no way
This is a matter for the Admissions
studies here at Harvard.
with regard to your application for graduate
am sorry to say that I cannot help you
I have your letter of June 26th, put
Dear Mr. Halbert:

2 July 1962

16, TEMPLE GROVE,
GOLDEN GREEN,
N.W.11.

TEL. SPEEDWELL 2285

June 29, 1963.

Prof. Henry A. Kissinger,
The Center for International Affairs,
Harvard University,
Cambridge, Mass. USA.

Dear Sir,

I was advised to write you and seek your help.

I submitted a month ago my application forms
to be accepted as a graduate student at the
University to study International Relations
and Political Science toward my P.h.D.

As I hope to study under your directions
I will be very grateful and obliged if you
could have somebody look after my papers.

Looking forward to your favorable reply and
remain,

May 12, 1958

Mr. Frederick Halzer
14148 Superior Avenue
Cleveland 18, Ohio

Dear Fred:

It was good to hear from you after such a long time. I was interested to learn that you were getting your Ph.D. in nuclear physics, and that - probably more important - you are married and have a child.

My own life has become more and more hectic during the past years. I got my PhD. in Government here at Harvard, became editor of Confluence and Executive Director of the International Seminar - two projects I am still carrying one, then took part in the study at the Council on Foreign Relations which resulted in the book, became Director of Special Studies for the Rockefeller Brothers Fund and am now back at Harvard as Associate Director of the Center for International Affairs. I am hoping to be able to live a more relaxed life this next year.

My family are all well. Ann and I have become so domesticated as to have bought a house with a brook.

It would be awfully nice to see you. If I ever get to Cleveland I will certainly get in touch.

PERSONAL
NOT FOR PUBLICATION

March 23, 1959

Mr. Johannes Richter
Hamburger Echo
Hamburg, Germany

Dear Mr. Richter:

As acquaintance has sent me your treatment of the interview with
Mr. Erler, suggesting that I might wish to write a reply in a German
newspaper. Since it does not seem to me wise to engage in a public
polemic, I am writing this personal letter to you.

Let me say to begin with that I think very highly of Mr. Erler
and of his views. I do not share all of them, though I believe we are
agreed on basic values. The problem of how to defend the free world and
the best means of maintaining the peace is one on which serious people
can differ. What does concern me, quite honestly, are the implications
of your headlines and of your explanatory texts. I am not sure what is
achieved by such phrases as "Vortragskünstler" and "hausieren." Moreover
it seems to me only fair to point out a number of factual errors.

1. You say that I visited Germany on a lecture trip. The truth of the matter is that I was invited three years ago in order to inform myself about German conditions after having been away from your country for nearly ten years. At that time I was prevented from accepting by an appendectomy. Given my very heavy schedule, it never proved possible to fix a date in the interim until January of this year. The date was set well before the Berlin crisis and I had no intention of giving any lectures at all. After my arrival in Germany I was asked by very many groups including the Deutsche Gesellschaft fur Auswartige Politik and by many newspapers to meet with them. None of these requests came from the German government, nor would I have accepted them had I had the impression that I was defending one particular partisan policy.

2. You say that my purpose was to support the policies of Mr. Strauss. I had never met Mr. Strauss before my visit to Germany and I have never had any connection with any German officials either in Defense or the Foreign Ministry before my visit.

3. While I do not want to take issue with any of Mr. Erler's points, I do not believe that you will find in any of the things I have said either a statement or an implication that the SPD is soft towards Communism. The party which defended democracy so valiantly against National Socialism can certainly not be accused of sympathies towards

Mr. Johannes Richter

2.

March 23, 1959

any dictatorship. I have always had the greatest respect for the values
that the SPD represents and for the personal qualities of those of their
leaders whom I have had the privilege of knowing.

4. I have never advocated atomic arms for Germany. I have advocated a European Defense Community for atomic weapons as a possible prelude to a non-nuclear zone in the Center of Europe. In this manner Germany could be protected by the voice it has in the common atomic armament without having to face the issue of national atomic armaments.

It seems to me that the whole free world faces the problem of
adjusting its preconceptions to the very rapidly changing situation. It
is also clear that everything possible must be done to avoid another war.
Finally, it is essential that we maintain the values which alone make
defense meaningful. On these fundamentals I am sure there are no differences
between my views and Mr. Erler's. How to achieve them is however a matter
of very serious debate. I have held the view that a war fought with hydrogen
bombs would be such a catastrophe that it is essential for the free world
to create as many alternatives as possible between surrender and suicide.
It has also seemed to me that it is essential for the free world to achieve
the greatest degree of community. I have been more pessimistic than Mr.
Erler about possibilities of German reunification on any terms that would
not destroy democracy. But perhaps after Mr. Erler's visit to Moscow our
views are approaching each other. I do understand that Germany bears the
brunt of both the political and the military dilemmas of our period and
that she confronts these issues in the most anguishing form. It would seem
to me however essential that the debate is carried on in the calmest fashion
possible and that those of us who are concerned with the problems of peace
and of the Western community do not expose each other to the kind of attack
and tone implied in your commentary.

I would like to repeat that this letter is not for publication.

HARVARD UNIVERSITY

CENTER FOR MIDDLE EASTERN STUDIES

HAMILTON A. R. GIBB, Director
DERWOOD W. LOCKARD, Associate Director
ALBERT J. MEYER, Associate Director

1737 CAMBRIDGE STREET
CAMBRIDGE
MASSACHUSETTS 02138

6 January 1966

JAN 7 1966

Professor Henry A. Kissinger
6 Divinity Avenue
Cambridge, Massachusetts 02138

Dear Professor Kissinger:

At the advice of my colleague, Professor Richard Frye, I am writing to you with regard to the following: My very good friend, Dr. Viqar Ahmad Hamdani (whom you may have met at the United Nations) is going to be retired from the Pakistani Foreign Service within this year having reached the age limit (55 years). He would like to return to the academic world on his retirement, for which I know him to be quite well equipped.

This is a résumé of his professional life, as far as I know it. He took a Ph.D. from D.S. Margoliouth in Oxford in 1937 and 1938, with a thesis on Seldjuk history. He later taught in various places in India, at colleges and also as a tutor to the princes in one of the princely states (I forgot which). After the Partition he entered the Foreign Service of Pakistan, served amongst others in Indonesia, had several tours of duty at the U.N. including the rank of deputy permanent delegate. He was Consul General in Damascus, First Secretary and Chargé d'Affaires in Cairo, and is at present Ambassador of Pakistan in the Sudan and Ethiopia.

I believe he would be an excellent man for a position in the political science, United Nations, or Middle Eastern fields. A visiting professorship, for example, would be excellent for him.

Personally, he is very pleasant and lively and would fit in very well with a group of colleagues. He obviously is highly intelligent and through his wide experience in the actual field of diplomacy has an obvious advantage over many other workers in the international field.

LAW SCHOOL
MEMORANDUM

Feb. 7th

FROM Barbara Gregorich
To Joan Blanchard

Attached is the information sheet
on Justice Abdul Hamid of Pakis-
tan, in the form of a memo to
the Law School Faculty, which I
promised to send you. I will
expect to hear from you Monday
morning whether or not Mr.
Kissinger can see him that day
(before the late afternoon).
My extension is 3117.
Thanks very much for your help.

Barbara

I can't see him.

Arne Sorensen,
925 25th Street,N.W.,
Washington 7, D.C.

December 7, 1961

Professor Henry A. Kissinger, Ph.D.,
Dept. of Government,
Harvard University,
Cambridge 38, Mass.

Dear Professor Kissinger:

As the lack of a proper letterhead shows, the enclosed preliminary plan
for an international college to be named after the late Dag Hammarskjold
reaches you at the earliest possible stage.

You will even find that the enclosed pages are limited to a certain missionary spirit, while they do not as yet contain any concrete budget or detailed descriptions of the college course.

This, however, is the point. You are one of the very few persons we are writing to now in order to enlist your assistance as to the development of this program at the early stage where you can be influential to the greatest possible extent.

Although realizing that you must be one of the busiest persons in the country, we hope that you will find this idea worth while. There is a minimum of interest on your part which would be of help to us: your frank evaluation of the idea as such.

And there is a maximum: that you might become so interested that you would join a National Committee in this country and would advise us as to how we best can enlist the assistance of a group of Harvard professors to do some work on the best possible curriculum for this college.

I should be very glad to come to Cambridge for a talk with you. That, probably, would be on an informal basis, just as the negotiations I am having here in Washington for the moment, and the talks I had in Denmark recently.

The reason why I am writing you only as the person who conceived this idea, and am not speaking in any formal capacity as yet, is that this project needs and deserves an approach on the highest level, here, and in other countries, and therefore, of necessity, must secure an informal and confidential support by key people before it can be made official and public.

Looking forward to your reply, I am

Arne Sorensen
925 25th Street, N.W.
Washington 7, D. C.

FEDERAL 7-1632

PRELIMINARY PLAN

for

HAMMARSKJÖLD COLLEGE

Students attending college today and during the coming decade will be at the height of their influence and responsibility about the year 2000. Among those unknown youngsters are to be found the people who, at the turn of the century, will be Presidents of the United States, senators, managers of General Motors and Ford, university presidents, bishops, editors-in-chief of The New York Times.

There will be six billion people in the kind of world where they will be making the major decisions for the United States. Most of those people will be living in countries which never had the opportunities of the United States - and probably never will, since their populations may be growing as fast as their production.

In that world of the year 2000 the greatest issue of our present times will probably be a thing of the past. At that time either our Western ideas and institutions have gained predominance in the world - or the Communists have won, so that America has become an isolated island on the distant fringes of a different world.

## How do we best prepare the students of our times

not only to maintain our own traditions at home, but to participate in the shaping of the entire world? And how can we participate in such preparations for students of other countries?

American universities and colleges have already been struggling with these questions for some time, and they will have to be preoccupied with them during decade after decade.

## Here, however, we are setting forth the plans for a college,

### specifically designed to concentrate on those problems:

First, the name we would like to choose already indicates a program. By naming the college after the late Dag Hammarskjöld we do not only pay respect to one of the greatest civil servants the West has ever produced, but this name attached to the college will by itself suggest a most vigorous and courageous work for Western freedom and human dignity.

It is proposed that this college have a one-year course only, corresponding to the junior year in American colleges. One third of the students to come from the United States, one third from Europe and old democracies outside Europe, and one third from the development countries in Asia, Africa and Latin America.

All courses to be given in English. The college to be located in Denmark.

2.

In an international faculty would be outstanding teachers from all over the world, although the majority of them would naturally be chosen from the advanced democracies whose ideas are to be discussed and challenged in this particular college program, i.e. the United States, Canada, Britain, Holland, Scandinavia, Australia, New Zealand.

### Students until the age of 30:

It is our belief that it will be good to expose *undergraduates* to this kind of highly activated college program. The majority should therefore be American junior year students and from the other countries students of the same age. However, it would probably be wise to accept also older students or young teachers, up to the age of thirty. From Europe where the percentage of academic students is much lower, it might even be recommended to accept exceptionally gifted young people from labor, industry, commerce and agriculture, even though they might be without academic background.

### Basing the college program

upon selected subjects from philosophy, history, economics, sociology, political science, cultural anthropology, history of science, geography, the students would concentrate upon the analysis of *Western ideas and institutions*, the question as to how these ideas and institutions can be vigorously taken over by new generations in the old democracies, and how they can be applied to the new countries in other continents.

Since liberal arts education in Europe is mainly confined to the high school age, the formal framework for this course would be modeled after the American college.

## Students from the old democracies at Hammarskjöld College

The development period of the old democracies passed into history long ago. No more wilderness to be tamed. Not even the wilderness of political and economic society. The songs of pioneers have become museum pieces, and the kind of passionate eloquence which originated with Patrick Henry and died out with William Jennings Bryan is unknown today. (Such words would make young people shudder, were they repeated in our times - they are, however, in Africa).

For quite some time, then, the natural thing for new generations has been to inherit a principally completed society, and deftly to manipulate it in a quiet managerial manner. This fate is shared by all the old democracies, whether it be the United States or Norway, Britain or Denmark. The political borderlines which once were very exciting have become so blurred that, for instance in Britain we have recently seen Conservatives stress social security, while leading Labourites have warned against damage to the national tradition.

### We can rightly claim

that the old democracies have carried through *the greatest revolution of all times*. That they have produced greater political freedom for the individual, better law, better education for the many, higher living standards for everybody than any nation or group of nations throughout the entire history of man.

We can further claim that all newer systems, created in this century, from fascism to communism to military dictatorships, have much less to offer the individual citizen, spiritually as well as materially.

[LC]

3.

### Our problem then,

is the difference in enthusiasm between the pioneering generations of communism today, and the young people of the old democracies, having inherited almost completed societies.

### Here we claim

that the young people of the old democracies **are not without faith**. But they are so unfamiliar with the explicit expression of this political faith that they often think they do not possess it. We believe that the American students - as well as students from the other old democracies - will become much more aware of their Western heritage, if pulled out of their traditional environment and placed at an **international college** in another country. (And the Danish students who are not leaving their own country, will be challenged to define their heritage in a foreign tongue).

First and foremost, the students from America and Europe will benefit greatly from having their ideas exposed to the naked needs of the development countries, as expressed in the same classrooms by Asian and African students.

Here, it is important that no one is considered a foreign student. That everybody considers this international campus his own. This encounter between **haves** and **have nots** will undoubtedly slow down the formal educational process, but it will be a gain in depth and strength to everybody.

It will be a strenuous but rewarding experience for the American and European student to try out his traditional ideas of freedom on the problems of Africa, Asia and Latin America.

## The students from the development countries

### First of all, we here depart from

the educational ideas which generally have come to be assumed by America and Europe when offering educational programs to the development countries and also by those countries when accepting them. For some time the general thought has been that there is no time for general or political education, but that all efforts must be concentrated on technical training. However necessary a rapid production of engineers, doctors and teachers is for those countries, a political education is just as desperately needed. Therefore, we do not consider it luxury to offer such a year of general education to development students.

### In our present policies

concerning the development countries we may also have gone too far in another respect, by too easily accommodating ourselves with all sorts of dictatorships or near-dictatorships in the new countries. In recent years, European and American observers have too frequently recommended that we accept these dictatorships as "the natural and unavoidable solution" for those countries. While it may be politically wise and humanly understandable to accept them as preliminary emergency solutions, **we will lose all influence in a future world**, if we do not constantly challenge them with the claim that democracy as experienced in the Western world is the ultimate and natural solution for all people on this earth.

### While doing so, we must in this college program

spend some time on their difficulties. Through courses in geography, history and economics we must show that, compared to the old democracies, the new countries are at a disadvantage **which will never entirely disappear**. Our climate is better. Our wealth was always greater, even during our development period. We have had centuries of preparatory traditions, in philosophy, in religious freedom, in science,

[Lc]

4.

in local democratic developments. Our countries were never so crowded, and we do
not expect the population explosions they are going to have.

In our classrooms at Hammarskjöld College

after admitting these extreme difficulties, we must then claim - and show through
cultural anthropology and perhaps even biology - that our traditions of freedom
and human dignity **should not be discussed** as a somewhat accidental and exceptional
historic event which became characteristic of a few fortunate countries in North
America, Europe, Australia and New Zealand.

It should be claimed that - however fortunate we were - these ideas of indivi-
dual freedom, political democracy, sound laws, social responsibility, good education
for everybody, as experienced in the Western societies, <u>correspond to basic needs</u>
<u>and are essential answers to questions to be raised by any human being, regardless</u>
<u>of the conditions under which he was born and raised.</u>

This, especially, will put a faculty, mainly chosen from the old democracies,
on scientific trial. Do we have the courage to teach that every man, every woman
of every race and every nation is so created that freedom will make his life more
meaningful than anything else? (If not, we better withdraw within our fortress,
admitting that our civilization is composed of a few lucky events which took place
outside normal history).

The faculty, then,

should discuss the development of Western freedom only as existing examples of what
could and should happen to everybody. Challenged in this discussion by impatient
African, Asian and Latin American students, the American and European students may
gradually discover that they are not defending their special traditions any more,
but that they are <u>bearing witness to a universal truth.</u>

Why choose Denmark as the location of the college?

First of all, to serve the principal purpose

of providing a truly international campus on which all students feel equally at home.
This is more easily done in a small country.

Secondly, Denmark is a harmonious society

which, as the environment of the college will put students of many creeds and races
at ease with each other.

Then, Denmark is a good example

of all typical Western accomplishments, combining a very dynamic capitalism with
advanced social legislation.

For the student from the development countries

Denmark will offer outstanding examples of a highly developed social integration
within which there is the closest possible cooperation between scientists and the

5.

most distant villages. A wealth of such local examples can be studied within a few
hours of travel from the college. Here, perhaps, can be counteracted the well
known tendency of returning students to crowd in the capitals of the development
countries, and being unwilling to serve in the villages.

At the time when the college will open its doors

Denmark, along with Britain and probably more countries, has joined the Common Market of Europe which then will represent an economic community of 250 million people, striving for political unification as the next step. This New Europe will serve as a spectacular example of the West, and it will be a great experience for the American as well as the African and Asian students to study and watch this new departure from within.

Faculty members from the European continent can here do great service, while at
the same time students from some parts of the continent will receive new inspira-
tion in respect to a fuller degree of democracy by being in the classrooms of
teachers from America, Britain and Scandinavia.

For Denmark herself

it will be a great thing to have this college within her borders. (Recent high
level discussions in Denmark about this plan already indicate that the college will
be warmly welcomed and supported by the Danes).

In addition to the regular faculty

Hammarskjöld College should develop a tradition for having the great minds of the
world meet there for short periods of time to be available for seminars with the
students.

In order to secure sufficient quality of the program

a campus for at least 500 students should be foreseen, later possibly to be extended
to accept one thousand students.

Two other programs to be considered:

1. Hammarskjöld College could offer a *summer school* for teachers, or for that matter other summer schools in other countries, to be developed in cooperation with existing universities and colleges.

2. International seminars on a high level

could be set up by Hammarskjöld College in various countries, perhaps even
in difficult areas where trouble is brewing. Outstanding people, meeting
as individuals could perhaps in this way contribute to the solution of such
problems before they exploded into violence. This, more than anything
else, would be in the spirit of Dag Hammarskjöld.

It is suggested that National Committees be formed in each country, supporting
the college. Possibly also national associations with local chapters which could
take up similar studies on a community level - or do this in cooperation with
already existing organizations.

Washington, D. C., November 30, 1961

Arne Sorensen.

[L]

6.

Curriculum vitae

of the person who has submitted
this preliminary plan:

Arne Sorensen, Writer and Educator, born in Denmark 1906. Majored in Ancient Greek and Latin, studied Russian language and literature at the University of Copenhagen. Has written eight books in Denmark on contemporary political and cultural questions of Europe, America and Asia. Taught at residential schools in Denmark, 1930-1937, and at the Scandinavian School for International Politics in Geneva, 1933-1936.

During the Nazi occupation of Denmark, 1940-1945, Arne Sorensen had another great experience of what people who seldom spoke the "big words" could do for freedom. As the leader of his own resistance group he organized thousands of resistance fighters in Denmark, and participated in the coordination of the entire movement as a member of the Danish National Resistance Council. He served as a member of the Danish parliament, 1943-1947, and as a Cabinet member of the Danish liberation government in 1945.

Since 1949, Arne Sorensen has spent most of his time in the United States, lecturing at universities, writing books and articles for publication in Denmark, and conducting seminars in Europe for American students and teachers on summer study programs. His first trip to Asia took place in 1949.

In the preparatory work for the college plan he has been greatly assisted by his associate, Miss Karen M. Jorgensen who also came from Denmark to the United States and also participated in the organization of summer study programs in Europe for Americans.

Mrs. Arne Sorensen (Nina Sorensen) has especially taken care of study programs for Americans in Scandinavia.

---

As of this moment, only informal discussions on the college plan have taken place in the United States and Denmark. National Committees have not as yet been formed. The preliminary college plan must therefore be taken as individual thoughts only which will be submitted to committees in several countries for further study and development.

[L.C.]

Excerpts from Press Conference by the Secretary-General at UN
Headquarters on Thursday, 30 June 1960

Mr. BURKE (Canadian Broadcasting Company): Mr. Secretary-General, Professor Kissinger this week in "Foreign Affairs" has said that the approach to disarmament of both the great powers is not only ineffective but actually dangerous--the concept of total disarmament or even of substantial disarmament, on the one hand, and inspection, on the other. Walter Lippman today agrees with this. This would suggest that not only have the talks collapsed but perhaps there is a collapse of the basic thinking behind these talks.

Would you say, sir, that perhaps a new approach is necessary? Is there any useful course through the United Nations at this time? Do you think other nations can act productively? And finally, do you have any personal suggestions?

The SECRETARY-GENERAL: No, I do not think there is a need for a new approach, nor do I think there is any breakdown of the basic thinking. I have not had an opportunity yet to read Kissinger's article, and for that reason I should not comment on it.

But I may say positively this much, and I think it, in part, rhymes with what is the trend of his thinking, that disarmament, which is not balanced disarmament, in my view, increases the risks and does not reduce them. And that is the reason, also, why control of disarmament is necessary, because there must not only be a balance but also an awareness and conviction of the balance.

If that is true as a general background, what other way is there than to work by agreement towards the target, which naturally always must be complete disarmament, for economic reasons, political reasons and other reasons. The target may be Utopian but, after all, there are very many fields in politics where we have to be guided by Utopian targets. The road is very long. What I want to stress here is that there is one way of pursuing disarmament which does not lead to decrease in tension, reduction of tension, and that way should be avoided. There is another way which seems to be indicated, and I do not believe that there is any possibility of finding yet another way; that is the way of balanced and controlled disarmament, and that way is open only as a result of negotiation, as I see it.

AMBASSADE DE FRANCE

SERVICE DE PRESSE ET D'INFORMATION

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Biography

August 1965

LEO HAMON

A professor of political science at the School of Law and Economic Affairs at the University of Dijon, M. Léo Hamon has been a member of the Economic and Social Council since August 1964.

Léo Hamon was born in Paris on January 12, 1908, the son of a doctor. He studied at the University of Paris, holds degrees in letters and law and is an "agrégé" in law. He began his career as a counsel for the Court of Appeals of Paris.

M. Hamon entered the Resistance in 1940. As vice chairman of the Paris Committee for Liberation, he took possession of the Hôtel de Ville on August 20, 1944, five days before the Liberation of the city. He then served as a member of the Constituent Assembly of the Provisional Government from 1944 to 1945, when he was elected to the Municipal Council of the City of Paris.

In 1946 M. Hamon was elected a Senator for the Seine Department, a position he occupied until 1958. While in the Senate, he acted as chairman of the Committee on the Interior and vice chairman of the Foreign Affairs Committee.

M. Hamon is a member of the UNR-UDT, in which he serves on the Policy Committee. He taught at the Institute for Advanced Overseas Studies and has been a professor of political science at the University of Dijon since 1959.

Author of numerous articles which have appeared in French political journals, M. Hamon is also noted for his books, *De Gaulle dans la République*, published in 1958, and *La Personnalisation du Pouvoir*, published in 1964. He is editor of the collection of works on "Les Nouveaux Comportements Politiques de la Classe Ouvrière."

M. Hamon is a Commander of the Legion of Honor and holds the Croix de Guerre and the Rosette of the Resistance. He resides in Paris with his wife and two children.