KISSINGER, HENRY A.

THE WHITE HOUSE
WASHINGTON

May 19, 1972

I called Miss Alderman, Mr. Karsh's secretary, and told her Mr. Kissinger indicated that he would see Mr. Karsh during the week of June 12. A tentative date of June 15 was set.

Mr. Karsh will come down the day before as he will need 45 minutes to set up in the room where Mr. Kissinger will be photographed.

I further spoke with Mrs. Karsh who confirmed the above.

The number in New York where they can be reached during the week of June 12 is 212/TE 8-4565.

Irene

RECEIVED
JUL 1 1972

CENTRAL FILES

THE WHITE HOUSE
WASHINGTON

April 17, 1972

Coleman:

Mrs. Large, secretary to Mr. Karsh, the
Ottawa photographer who requested an appt.
to photograph Mr. Kissinger called.

Mr. Kissinger met Mr. and Mrs. Karsh in
Ottawa and he agreed to let Karsh photograph
him on April 27th. Karsh would now like to
set up a time. I suggested right after lunch.
He will need one hour to set up his equipment -
if HAK has lunch in the Map Room (per your
NOW schedule) it would give him ample time
to set up.

Also, he would like to come down on the 25th
to look over the office. Could a time be
arranged when HAK will be physically out of
the office?

Your thoughts, please.

Irene

RSVP: Mrs. Large 613/236-7181

KARSH

BY APPOINTMENT

KISSINGER, HENRY A.

HAK Personal

Stone
[K]

September 11, 1972

Dr. Henry Kissinger
The White House
Washington, D.C.
U.S.A.

Dear Dr. Kissinger:

Thank you for your letter of September 4th. I am delighted at your warm and enthusiastic response to the efforts of our joint photographic session.

Mrs. Karsh and I are planning to be in Washington around the sixth of October, and we shall be calling Miss Derus in the hope that, by some great good fortune, we can have a few moments together to share with you the photographs you have not yet seen.

With every good wish, in which Mrs. Karsh joins me,

1/14/72 - Called Mrs. Karsh
Launch set for Oct. 6
They will call in the
morning when they arrive.

130 Sparks Street, Ottawa, Canada
Telephone 236-7181, Area Code 613

BY APPOINTMENT

KARSH

August 15, 1972

Dear Dr. Kissinger:

We have followed your exacting itinerary with keen interest, and you have our constant good wishes for ultimate success.

You no doubt know that we have tried repeatedly to establish a mutually convenient time to visit with you and show you the results of our combined photographic efforts. But, understandably, your programme has been more than punishable.

Because of the pressure from European publications, I am today sending to you a set of black and white proofs, and a set to Europe for release. All of these are duplicated in colour, but since the colour are irreplaceable, I am not entrusting them to the mail. I assure you that the photographs are splendid and do us both credit.

We are looking forward to our visit with you in the not-too-distant future, when I may have the pleasure of seeing you view the proofs. With every good wish, in which my wife joins me,

YK/ma

BY APPOINTMENT

KARSH

March 23, 1973

Dear Dr. Kissinger:

Under separate cover I am happy to forward
to you six prints of the portrait I had the
pleasure of making of you last year. Knowing
that you were travelling a great deal on behalf
of world peace, I delayed finishing any photo-
graphs. However, I believe this is one of your
favourites, and in preparing the prints I have
left sufficient space where you can inscribe
them to your friends.

Please accept these with my compliments and
my very good wishes for your continued happiness,
in which my wife joins me.

P.S. I believe the proofs are still with you.
If they have served their purpose, I would
appreciate having them returned to me. A
label is enclosed for your secretary's
convenience.

KISSINGER, HENRY

Official -- 3/2/71

Type of Request & Date

KATZ -- next 1-1/2 hours

(Last name and pending date)

Name: Amrom Katz

Request: Mr. Katz sent a letter to Mr. Kissinger some time ago (which has been staffed by Wayne Smith's staff -- should be coming over this evening, 3/2). Mr. Katz will be in Washington for the next 1-1/2 weeks and is available to discuss his letter and the material it forwarded should Mr. Kissinger want to see him for 10 minutes.

Daytime: OX 7-9394 (Ofc of Col Ed Sweeney -- lv msg with secy)

Evening: Anthony House -- 223-4320

DRY's Recommendation:

HAK's Answer:

Date and Time:

Party Contacted:

Additional Information:

Mrs. Eugene Katz
573 Montecito Blvd.
Napa, Calif. 94558

3-23-70

Henry Kissinger Ph.D.
Washington D.C.

Dear Dr. Kissinger,

Sometimes one reminisces and is reminded
of ones younger years or a heritage, that after all had a
profound influence on who we are today. So after a lenghty
proclamation (it is 4 yrs. since my mother, who still lives
in Fuerth, told me of your academic achievements & your general whereabouts) I am taking the initiative to say 'Hi'.

I grew up in Fuerth as Elisabeth or Liesl
Rosenthal and once upon a time I was a student at Fuerth's
Lyceum. That was where I met your father, though it was only
later that it was my good fortune to have him for a teacher.
Maybe you appreciate hearing this, maybe it is unimportant,
but in his quiet way his integrity had a tremendous influence
and certainly left me with kind memories and a great respect
for him. If he is still with you, please give him my regards.
I remember you and your brother ---. We must be about the
same age 1920 ?

Now :- I am married to a CPA with a similar
background as my own. We have two boys, a senior in Highschool
and a 9th grader.

I will not bore you with details, nor do I
want to bother you, but should your busy schedule permit it
would be nice to hear from you.

IVAN M. KATZ

20 COLONY ROAD
NEW HAVEN, CONNECTICUT 06511

July 9, 1973

Dr. Henry A. Kissinger
The White House
Washington, D.C.

Dear Dr. Kissinger,

In a letter dated December 9, 1972, I requested the privilege of a half-hour interview with you. The proposed interview would have been the basis for one of the columns I author for the Georgetown student newspaper "The Hoya."

At this time I would like to renew my request for an interview. I realize that this is taking on over-tones of a semi-annual ritual, but I am sincere in my request. I feel that an interview with you wherein the major topic of discussion would be "the United States' role in international affairs given the present mood of neo-isolationism in the country" would be of great interest to the readership of "The Hoya".

Quite simply, any time at all convenient for you would be most satisfactory for an interview. I am willing to bend, contort, or do violence to my schedule to make it conform with yours. That includes missing a final exam or, if necessary, speaking with you at four a.m. if you so request!

I can think of no man I would rather interview for a column in "The Hoya", nor can I think of a man the readership of "The Hoya" would rather see me interview. Your expertise in the matter of foreign affairs was well established far before you entered government service; it is now renowned by scholars and political figures alike.

I sincerely hope that an interview can be arranged. Taking into account Georgetown's traditional interest in foreign affairs, I am certain that your words will be read with great interest by the readership of "The Hoya".

Thank you.

With kindest regards,

I remain,

Yours very truly,

LEO KATZ, PH.D.
256 HAMILTON ROAD
ROCKVILLE CENTRE, N. Y. 11570

Dec. 31, 1972

GENERAL

FGG-11-1 KISSINGER, HENRY A.
F06-1
KISSINGER, HENRY A. 1/15

Dear Henry:

Best wishes and good luck on your forthcoming
trip to Paris. I know how important this is for
all of us here and for the rest of the world.

I hope you won't think me presumptuous, but I
have taken the liberty, in the past, to make suggest-
ions to you and you did not seem to mind it. This time,
the suggestion has nothing to do with the international
situation, but more with an internal, personally
internal one.

When you are in Paris, please take the time to
visit the Monument to the Deported on the Isle de la
Cite, behind Notre Dame. Just go there and let the
silent testimonial to the 200,000 people touch you.
It will be good for your soul, and, incidentally,
for your image, too.

Best wishes for a happy new year,

warm regards,

RECEIVED

FEB 3 1973

CENTRAL FILES

KISSINGER, HENRY A.

telephone 2/19/70

KATZ 2/27-28

Type of Request & Date

(Last name and pending date)

Name: Dr. Milton Katz, Harvard Univ.

Request: Will be in Washington on the above dates and would like to
have cocktails on the 27th or lunch on the 28th with HAK.

Contact: Miss Smith - 617/868-7600 X3115

DRY's Recommendation:

HAK's Answer: Yes - if it can be
arranged early on Fri.

Date and Time: set at 2:30 Friday 12:15

Party Contacted: 2/25 - appr. set for 2:27 or 1:15

Additional Information: meeting at Am Bank - 393-4171 x 26521
D4-25464

RECEIVED

MAR 2 1970

CENTRAL FILES

Resolution:

ASPECTS OF "THE EMBATTLED UNIVERSITY"¹

I shall try to describe the relationships of "revolution on the campus"² to certain processes within the life of American universities and to certain conditions within contemporary society. I acknowledge some disposition to regard these processes and conditions as significant among the underlying causes of student unrest, and so indeed they may be. To assert that they are, however, would be to elevate conjecture to the status of demonstration or intuition. In any event, the import of the relationships does not turn on their being causal.

On the basis of a comparative analysis of contemporary student revolts in many lands, Leopold Labedz has insisted that their only common features are the rebellious mood of students and the incidence of student protest particularly in the highly industrialized countries.³ If he has somewhat overstated his case, the overstatement does not exceed the bounds of legitimate and perceptive caricature. The alleged explanations which have been advanced in various quarters for the disturbances have appeared remarkably contradictory. As Labedz has pointed out:

> It has been said that the students revolt because they are becoming cogs in the "knowledge factories", cogs facing the anonymous "multiversity" ("I'm only a number")

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in the big lecture halls of Berkeley University (sic).
But in Berlin they revolt . . . because they want a
wider Gemeinschaft than they have in small seminars.
There is revolt at Columbia University as a result of
the American "permissive education"; there is revolt
in Hamburg and Frankfurt because of the alleged authori-
tarian character of the German educational system. There
is revolt in Naples and Turin because the Italian pro-
fessors do not fulfill their teaching duties; indeed
some of them do not, but this cannot be said about the
German professors who were driven by the German students
to resign. Students revolt in Paris and Rome where there
is in fact scandalous overcrowding of lecture halls and
libraries; they also revolt in New York and other American
cities where there is no such overcrowding. . . There is
revolt in California against the affluent society and
the prospects of living, like their philistine fathers,
in the "ticky-tacky houses" of the Pete Seeger song; in
Paris though, there is revolt against bad housing con-
ditions. In Tokyo there is revolt because after com-
petitive entrance examinations students find themselves
available for politics, with a degree virtually guaran-
teed because of the traditionally easy grading in the

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Japanese universities; yet in Paris, we are told, there
is revolt because of the examination neurosis induced
by the harshness of the French examination system.
There is revolt in Rome, where life is exciting and
Italian students are easily excitable; but there is
also revolt in Stockholm, where life is boring and the
students are cold-blooded Scandinavians. In Paris the
middle-class university rebels say that more people of
working class origin should be admitted, and the same
is said in Belgrade, where such students form a more
sizeable part of the university. But the Paris revolt
started with a protest against the non-admittance of
male students to the girl students' quarters in Nanterre
and the Belgrade revolt with a protest against the system
of distribution of tickets to a pop show which gave high
priority to industrial and farm workers. The students
at the London School of Economics staged a sit-down to
win participation in the running of the university, and
the same is demanded by students at the universities of
Leeds and Essex, not to mention the French students and
their demands for cogestion. But the students also re-
volt in Santiago where they do have a system of cogobierno
in the university and in Berlin where they have had their

-4-

Mitbestimmung from the very beginning of the Free Uni-
versity. Last but not least, there is the contrast
between the prevalent ideological posture of the
students in the communist and Western countries. In
Warsaw and Prague they demand political freedom, in
Paris, Rome, and Berlin they invoke Ho, Mao, and
Marcuse.⁴

However meager may be the indications of a pattern in student
revolts worldwide, the indications which can be discerned -- even
the minimum recognized by Labedz -- may be revealing. That the
mood of students is rebellious, and that student protests have
flared especially in the advanced industrial societies, may not
only point to a need for inquiry but also give some guidance for
the selection of the lines to be followed in such an inquiry.
In the United States, the pattern of student unrest has been
richer in elements recurring from campus to campus. The elements
have become familiar: student anger over Vietnam and the draft,
spilling over into resentment against ROTC, against military
recruitment on the campus, against industrial recruitment by
enterprises regarded by students as prime contractors for the
Department of Defense, and against research in universities for
military purposes under contract with the Department of Defense
or the Central Intelligence Agency; the surge and stress of black

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student aspiration and bitterness, compounded by white student
sympathy, wrath, and impatience; the active support of student
protest by some faculty, notably junior faculty; the trigger
role of S.D.S. and other "revolutionary youth movements"; and
demands for a larger voice in university affairs for students,
junior faculty, and faculty generally, reflected in a prolifera-
tion of proposals for "restructuring" or "changes in the gover-
nance" of the universities.

The "revolution on the campus" in the United States burst
upon universities already severely strained by processes that
had been under way for years. In the half century since 1920,
the population of the United States increased by 96%. In the
same period, the aggregate student body of all American uni-
versities expanded by some 1100%, eleven times as rapidly as
the general population.⁵ For years, especially during the
quarter-century since World War II, the universities have been
taxed by an influx of rapidly mounting proportions of a con-
stantly increasing population.

To appreciate the implications of the steep increases in
full, it is necessary to contemplate them also from another
angle. In 1920, the aggregate enrollment of students in American
universities included 8% of the age group 18-21. In 1970, the
total enrollment in universities comprehended more than 43% of

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the same age group. ⁶ The reach of formal education in America, long universal at the elementary school level, has been moving upward through the high school toward universal education at the level of the undergraduate college. In one aspect, the striking rise in the enrollment of black students in American universities in the past five years may be seen as the latest stage in the trend.

However much in harmony with the traditional American view of society and however full of promise the trend may be, it has imposed and continues to impose severe strains on the universities. As the student enrollment expands, the corps of teachers and physical facilities must be expanded at a comparable rate. It is a vast job even in the barest terms. To effect such an expansion, to adjust the content and method of education to the changing conditions of society and the changing character of the student body, and at the same time to maintain and advance the standards of quality in education, is a job to make the mind reel.

The same half-century has been marked by a process sometimes described as the "knowledge explosion." An exponential increase of knowledge and its application in technology has thrilled the expectations of the populace, stirred forebodings, and confused daily life. Within the universities, it has created progressively more intense specialization that has complicated and sharpened

-7-

the compartmentalization of learning, at a cost both to internal communication and to the sense of community in each institution. It has prolonged education to a point where students typically reach their mid-twenties, and not infrequently their late twenties, before they begin their own careers or, as it sometimes seems to them, even their own lives. It has further magnified the need for additional faculty, libraries, laboratories, and other facilities engendered by the growth in student enrollment.

In the same half-century, the national, state, and local governments and the private sector, beset by complexities that stem from an expanding population, expanding science and technology, and a tumultuous world, have resorted increasingly to the universities as sources of knowledge and of expert personnel. Not only calling for an enlarged supply of trained graduates, the respective governments and the private sector have specified topics for research which they have pressed or induced the universities to undertake on an institutional basis, and they have drawn off much of the time and energy of the faculties through individual arrangements. In the main, neither the universities as institutions nor the faculties as individuals have shown much disposition to resist such calls on their time and energy. It is not clear how far they could or should have done so, had they been so minded. On the merits, the question of priorities in

-8-

the obligations of universities to teach their students, to
foster the flowering of human thought, and to respond to the
current needs of the complex and changing society of which they
are a part is not easy; and apart from the merits, the univer-
sities must recognize the extent to which governmental and pri-
vate contractors and donors are the actual and potential providers
of the funds desperately needed by the universities to meet the
remorseless pressures generated by the trend toward universal
higher education and the "knowledge explosion." The universities
must also recognize a risk that in meeting the pressures and gain-
ing the funds, they may lose their soul.

To the synergistic pressures and demands from the multiplying
numbers of an increasingly diversified student body, multiplied
increments of knowledge within multiplying fields of learning,
and multiplying attentions from the governmental and private
sectors, the demands and pressures of the "revolution on the
campus" have now been added. It is hard to avoid a surmise that
the student revolts have been caused to some degree and at some
remove by the other processes. Be that as it may, the other
processes and the student revolts now coincide and interact;
and the interaction complicates and intensifies the respective
problems.

I have referred to a risk that, in an altogether understand-
able preoccupation with meeting the unavoidable pressures and

-9-

gaining the indispensable funds, the university may lose its soul. The risk is related to a condition in contemporary society which has been described by more than a few as a crisis in values. I do not here presume to probe or even to open up so profound and multiplex a range of questions. I touch only on certain limited and contemporary outreaches of the condition, where they appear to me to connect with certain aspects of contemporary student unrest.

To various degrees, with varying intensity at different times, and with diverse manifestations, many students today feel that they lack a secure hold on a central core of beliefs and purposes; or they feel vulnerable in regard to the purposes and beliefs around which they seek to organize their lives. Typically the doubts and anxieties of such students, as I have observed or sensed them, do not imply a rejection of freedom, justice, truth, the beautiful and the good as values, nor a disbelief in affirmative human potentialities as they might be in a proper world. In most cases, such students question not the inherent validity of the basic values of the humane tradition, but their viability and practical meaning in a world which these students tend to regard as dominated by big bureaucracies and impersonal technocracies.

Complexly derived from multiple points of origin, the mood of these students coincides in part with the attitude of certain

-10-

contemporary writers who have been characterized as "technological pessimists." In essence, according to a sociologist who has elaborated a composite statement of their views, these writers charge that modern society, under the dominion of technology, tends to reduce human beings to "pure means": individuals are "caught up in a vast and autonomous organization of techniques with no other end than the maintenance of the system."⁷ The charge would stir a shock of recognition in the breasts of many students. They would take it as a formulation of one of their own perceptions, much as they have adopted Dwight D. Eisenhower's formulation of the "military-industrial complex." These students fear that humane values may be nullified or eroded by contemporary social processes; or, even worse in their view, that basic values may be hypocritically altered in a purported "adaptation" to a hierarchy of dehumanized personnel and techniques.

Usually shadowy and inchoate, sometimes misdirected, sometimes articulated by a few in terms that are extreme or coarse, such doubts and fears are not infrequently shared in some degree by faculty members, especially junior faculty. In different forms and manifestations, and to varying degrees, they are also found among many parents of the students, although in the older generation they may be coated by a protective layer of numbing resignation not readily available to the young. Within the

-11-

universities, the tensions regarding basic values have become a part of the complex mix of student unrest and faculty discontent.

It is possible that the "embattled" condition of the universities is less in need of explanation than our own perplexity at finding them "embattled." In a time of political stress and ferment, they include almost half the population that has reached or is about to reach voting age. During a bitterly unpopular war, they include a large fraction of those subject to the draft. In a time often said to be marked by a revolution of rising expectations and more particularly and immediately marked by the rising demands of the blacks, the universities are both a symbol and a primary channel of upward social mobility. In a time of growing concern over the social effects of science and technology, the universities are centers of science and powerful contributors to technology. In a time of confusion regarding basic values, the universities are pulled in all directions by demands often not easy to reconcile with the values to which the universities are committed in their very essence.

On each campus, the processes of protest and dissent and the thrust for change will run their own course in terms of the particular conditions, grievances, practices, structures, and personalities of the particular campus. Each university will have to work out its own compound of accommodation, discipline,

-12-

internal communication, readjustment, reorganization, and innovation. Taking constant account of specifics as they must for meaningful action, each university may nevertheless draw strength and a sense of larger meanings from a recognition that the universities are troubled because they are pre-eminent among the institutions on which the hopes and the pressures of a troubled society converge.

RADIO TV REPORTS, INC.

41 EAST 42ND STREET, NEW YORK, N.Y. 10017. 697-5100

FOR PLAYBOY MAGAZINE

PROGRAM TEN O'CLOCK NEWS

STATION WNEW-TV

DATE JULY 6, 1972

10:00 PM

CITY NEW YORK

CONTEST

STUART KLEIN: In Baltimore, the PLAYBOY Bunnies had a contest to choose the man I'd most like to go out on a date with. The winner: Henry Kissinger. One Bunny said, "He looks so masculine and mature." Another said, "His eyes are so penetrating."

This is Stuart Klein.

OFFICES IN: NEW YORK • DETROIT • LOS ANGELES • WASHINGTON, D. C. • NEW ENGLAND • CHICAGO

RADIO TV REPORTS, INC.

41 EAST 42ND STREET, NEW YORK, N. Y. 10017, 697-5100

FOR PLAYBOY MAGAZINE

PROGRAM EYEWITNESS NEWS

STATION WABC-TV

DATE JULY 6, 1972

6:48 PM

CITY NEW YORK

## SELECTION

ROGER GRIMSBY: Forty-eight PLAYBOY Bunnies have voted to select the man they'd most like to go on a date with. This is what they say about the man they selected: "He looks so masculine and mature." "You just know he's a genius." "His eyes are so penetrating, he looks like he knows what's on your mind before you even say it." You guessed it. Henry Kissinger.

Shirley Katzander

July 20, 1970

Mr. Daniel P. Moynihan
The White House
Washington, D. C.

Dear Pat:

My timing is bad. When I called yesterday, you were napping, a child informed me, and your wife told me that you had a writing project this weekend.

At any rate, I called to tell you that the _Los Angeles Times_ will be happy indeed to have you review Doug's DANA. I checked this morning with your office and learned that the book had just arrived there. Publication date is August 24.

The book editor of the _L.A. Times_ is supposed to be in touch with me on his deadline, Jim Bellows told me yesterday. So, I shall pass that along to you when I get it.

Delighted that you will be doing it.

With all good wishes,

SK/sfw