2-

at younger level, whereas personality counts, as well as adaptability. Depends on region involved. And, if you have all texts are good books.

Circumstances vary diffcult between full-year affiliates and guest affiliates. The two need not be con- fused, nor contradictory.

## 2. Fulbright Foundation in Japan.

Japanese professors of history who are interested in America, are well aware of the relative standings of American historians. They know the difference between a man who has published an article and a man who has published a book!!

(The Fulbright program has sent men to Japan who have ranked very definitely below the men who have gone under private auspices such as the Rockefeller-Stanford-Tokyo summer seminars, and the Doshisha-Kyoto summer seminars during the past few years. And the Japanese are very keenly aware of it. This is one reason that many of them have some doubts about the Fulbright program).

It is the opinion of some Japanese historians that the foundation should be completely reorganized. They assert that its present members are out of touch with what actually goes on in Japanese universities, and are not really in contact with the Japanese who are attempting to teach American Studies subjects.

## 3. Suggestions for the Fulbright program

A. The major American lecturers should be sent to the Universities which have established programs: Tokyo, Kyoto, (and to International Christian University which has established a new program).

B. They should be provided with adequate books to take with them for use in their courses, since most Japanese university libraries are inadequate.

C. Since funds are limited, and stipends must be increased, I suggest that certain lecturers should be appointed to spend a month or two at each of several universities where a single course or two is given. This would stimulate those universities to enlarge their programs and to get ready to have visiting Americans for longer periods.

D. Funds should be provided for short term lecturers and for summer seminars such as the one at Kyoto. (Doshisha)

E. The establishment of a library research center is a "must" for the future, if Japanese historians are to continue their interest in American Studies, and to grow in stature as scholars.

3-

FULBRIGHT PROGRAM FOR SENDING JAPANESE TO AMERICA FOR AMERICAN STUDIES

(1.) Japanese graduate students must be sent for longer than one year. Two years is indispensable, and three years is most desirable. (The policy of the foundation in Japan should be reversed in this instance).

(2) Regular appointments should be given to young Japanese scholars who are teaching American subjects. Many of them have never been in America and need to acquire first hand acquaintance with the country. All of them need to do research here. Even spending time in American libraries would teach them much about building up libraries in Japan.

(3) There should be regular intensive English language training for all Japanese appointees coming to the United States. The Foundation in Japan should make this a definite part of its program, such training to be given just before the appointees leave Japan, or immediately after their arrival in the United States.

(4.) The Establishment of a Center in the United States for Japanese students of Amer- ican History (and/or American Studies).

(A.) Professor Nakaya of the University of Tokyo, the leader of American Studies in Japan is convinced that such a center is indispensable. The American University concerned would soon become familiar with the problems of the students; the students in turn could pass on information(and folk-lore) to the Japanese students who follow them, and so on.

(B.) The History Department at the University of Wisconsin is taking steps to establish a center of American Studies for foreign scholars. We might well begin by concentrating on Japan if the Fulbright Commission would assist with (1) travel funds for Japanese scholars (2) travel funds and expense money for one of the staff to visit Japan regularly to interview candidates and make arrangements.

(C). President Harrington has provided the History Department with an initial fund of $25,000 to start such a program. Our primary aim at the moment is to bring young teachers of American History (and possibly American literature and other Amer- ican subjects) here to Wisconsin to do research, read in the libraries, and to travel about and get acquainted with the United States.

We plan to give such scholars a sum large enough for them to live comfortably.

(D.) We at Wisconsin are planning to go ahead with this program on an invita- tional basis, even if we do not receive the help of the Fulbright Commission. But we do think that the significance and the influence of such a program would be enormously widened if we could have the assistance of the Fulbright Commission.

After all, our purposes are the same: to help foreign scholars to learn about America and then to return to their home lands better equipped to teach their students about this country.

ADVISORY COMMITTEE IN AMERICAN STUDIES

Meeting of February 7–8, 1964

Comments of Professor Otis Cary

American Studies Foundation

An Advisory Committee of Scholars formulate recommendations which are then submitted and ordinarily approved by the Board of Trustees. The Chairman of the Board of Advisors has been Professor Hideo Kishimoto whose death has been a great loss to American studies in Japan where he commanded great respect and general admiration. The Advisory Committee holds a Supper Meeting every month at which it reviews the projects in American studies which are submitted by both individuals and by institutions. Grants average from $50.00 to $500.00.

There is $242,000 in Japanese yen available from American sources to support the American Studies Foundation if the Japanese are able to raise a matching sum. Late last year the Japanese Government ruled that any money raised for support of the American Studies Foundation would be tax free, a provision which endures for three fiscal years. There is not much doubt that the Board of Trustees will be able to raise the required amount and if they do, the American Studies Foundation will be able to continue for quite some time without eating into capital.

A meeting of scholars specializing in American studies on January 11-12, 1964 was sponsored by the American Studies Foundation. This was the first meeting of its kind and was attended by about 150 specialists. The meeting was held in International House. To attract scholars in such varied disciplines as literature, history, and economics, the meeting was called "Conference of Scholars of America." There were eight sessions the first day and seven sessions the second day. Papers dealt with subjects such as the following:

* Sources of American Democracy, Diplomacy in the 1920's,
* Negro Literature, Commercial Law, Economic Growth, American Political Parties, Interpretations of the American Revolution, and Public Welfare.

We had hoped that a strong resolution favoring the establishment of an American Studies Association in Japan would emerge from the Conference. There is some reluctance on the part of specialists to be classified as Americanists; the economists, for example, are quite reluctant. It was obvious, however, at the last meeting on the evening of the second day that there probably was enough favorable sentiment to insure that in two or three months an association will be formed. No resolution, however, emerged from the Conference.

Kyoto Summer Seminar In American Studies

There was general sentiment at the Conference in favor of continuing the Kyoto Seminar because it was felt that refresher work in American studies is very necessary. For some eight years there was Rockefeller help but after this was terminated the Kyoto Seminar was held together by special feedings on the part of several

2.

organizations. Now it has become the responsibility of Doshisha University since it is becoming more and more difficult for Government universities to receive subsidies for such activities from private sources. Financial help has been chiefly from USIS. Government universities are not difficult straits when it comes to receiving aid from American foundations.

## SECOND U.S. - JAPAN CONFERENCE ON CULTURAL AND EDUCATIONAL INTERCHANGE

The official report of the Conference describes in general outline the nature and purpose of the proposed American Studies Research Institute. The difficulty will be to get the Ministry of Education, the Foreign office and private organizations such as the American Studies Foundation to pull together in establishing the Institute. The Washington Conference recommended that the Japanese Government contribute to the cost of scholarships sponsored by the American Studies Institute for study and research in the USA. If this comes off, it will be quite a breakthrough in the way of real recognition on the part of the Japanese Government in an area which so far has derived its support from private or American sources. As to the location of the Institute, it will probably be out of the Tokyo City area in a secluded spot where appropriate living quarters can be established for Japanese scholars who have leave from university responsibilities. (No sabbatical leaves exist in Japan).

With an American Studies Foundation in existence and an Institute at least proposed, American studies have reached a kind of intermediate stage in Japan. At last count twenty-three institutions have actual courses in American studies. Mostly American literature and American history. With the help of visiting U. S. professors, the summer refresher programs and special seminars should be continued.

## Three-Dimensional Seminars In American Studies Proposed For Tokyo In The Summer Of 1964 With Scholars Invited From Hong Kong And The Philippines

Perhaps the seminar will be held in Kyoto. Perhaps in Tokyo. The Tokyo-non-Tokyo problem is complex. More help should be given to American studies in Fukuoka, Hiroshima, Sendai and Hokkai, and it must be borne in mind that in Japan, American studies must be carried on by the Japanese themselves. And it must be remembered that the Japanese are really not very efficient organizers.

William Dietz: "I am not optimistic that counterpart funds will be available to support the Institute. I understood that the Washington Conference that financing would be completely Japanese and that GARIOA funds would not be used."

Cary: "That's not the way I understood it. I believe it might take a million dollars to start the Institute."

Dietz: "The American studies Foundation does not seem as active as it used to be." Is that because Professor Kishimoto is no longer active?

January 27, 1975

Mrs. Elaine Harris, Assoc. Executive Secretary
Council for International Exchange of Scholars
2101 Constitution Ave., N.W.
Washington, D.C. 20418

Dear Elaine,

I enclose my check for $10 in payment of my annual dues for the American Studies Research Center in Hyderabad. Forgive me for making it out to you but Professor Wagner gave no directions as to how the check should be made out. I know from my own sad experience sometimes how difficult it is to cash a check when one is removed from the scene of the ultimate recipient.

I gather that all goes well there. I myself haven't been in India now since 1963, and then only briefly and unofficially. I look forward to going to Japan in September for the Bicentennial Conference there. It will be good to see so many of my old friends again from the Pacific Area.

With all best wishes as always,

Sincerely,

NHP/ndn
enc.

AMERICAN STUDIES RESEARCH CENTRE

Telegrams: AMCENTRE
Telephone: Office 71182
Library 71276

HYDERABAD-500007
INDIA

December 16, 1974

Dear Friend:

Let me begin by quoting a letter sent to many of you during the
Christmas season of 1972 by my predecessor as Director, Sylvan Schendler:

The list of overseas members of the ASRC is a select one.
It includes former directors of the Centre, some of the
original founding members, friends of Dr. Olive Reddick,
old India hands, and others who, for a variety of reasons,
have been interested in the development of American Studies
in India.

I wish to say to all of you first of all, old friends and, hopefully,
new ones, that we send you from the Centre our season's greetings. And
now I would like to bring you up to date on the Centre and its activities.

The library contains at this point over 65,000 bound volumes, and
we are subscribing to more than 400 periodicals. It does look as
though within a very few years we will be able to reach the long-sought
goal of having on our shelves 100,000 books on American studies. We
have begun, now, to expand our book collection to include more than
literature and history, seeking to have in addition useful basic mater
rials in such related fields as economics, sociology, political science,
education, and ethnic studies. I should say we mean to expand our
collection and continue ordering books for these areas as soon as our
budget allows. This year, for the first time, we not only exceeded our
book budget early, but had to transfer funds from other budget items to
pay for books we could order. The explanation for this is, as you can
guess, Inflation. Currently we have suspended book purchasing but will
take up again in the new year as soon as our 1975 budget is approved.

Allow me to repeat Dr. Schendler's request of two years ago by
asking you to send us books for our collection when you can. You know
already that gift books allow you to claim a tax deduction. We can send
you a letter evaluating their value if you want us to. The rule still
holds that any of you, if you prefer to do so, can send us books in
place of the usual $10 yearly membership fee or for the $150 life
membership. You need only donate books that amount in value to these
sums. As you old friends also know (and for the information of new
friends), books that we receive which duplicate our holdings are easily
disposable since we can send them out to our corporate or individual
members at colleges and universities here in India. Will any of you

CONTINUATION SHEET........

2

who have them, kindly mail us reprints of your recent articles that we
can place in our vertical file?

A regular membership fee should be sent to Mrs. Elaine Harris,
Associate Executive Secretary, Council for International Exchange of
Scholars, 2101 Constitution Avenue, N.W., Washington, D.C. 20418. She
will add the money to an account which we now and then ask her to tap
for the purchase of microfilms and xerox material that we cannot get
through rupee payments.

The most recent news from the Centre is that in addition to one
or two projected seminars for Indian scholars, and in addition to
serving as host to about 70 Indian scholars a year who come here for
two-month stays, we are entering the foreign market. That is, we have
sent out invitations to 17 neighboring countries requesting the U.S.
Educational Foundations in these countries to find and send to us one
or two scholars they may have who would like to engage in American
studies research. You may well share our pride in the fact that since
the Centre is so well equipped for American studies research, the
largest such institution in all Asia, perhaps the whole world outside
the United States, we are able to issue these invitations. This activity
began so recently I cannot give you any report yet on its success.

Further than this, let me assure you that the Centre continues to
hum along in a very busy fashion. Should any of you find it possible to
visit us you will, I am sure, be pleased to see the activity. And should
any of you choose to visit us you will be very welcome here.

Let me speak for all 25 members of the ASRC staff in sending you our
best wishes at this time of the year.

VW:da

26 September 1958

Mr. Francis A. Young
Executive Secretary
Conference Board of Associated Research Councils
Committee on International Exchange of Persons
2101 Constitution Avenue, N. W.
Washington 25, D. C.

Dear Mr. Young:

Your letter of September 22nd,
addressed to Professor Stanley T. Williams, has
been given to me to answer. I am sorry to say
that Professor Williams died in January of
1956.

SCREENING RATINGS 1961-62--1964-65

<table><thead><tr><th rowspan="2">Year</th><th colspan="5">HISTORY</th><th rowspan="2">Average</th><th rowspan="2">Total applicants</th><th colspan="6">LITERATURE</th></tr><tr><th>1</th><th>2</th><th>3</th><th>4</th><th>5/6</th><th>1</th><th>2</th><th>3</th><th>4</th><th>5/6</th><th>Average</th><th>Total appl.</th></tr></thead><tbody><tr><td>1961-62</td><td>9</td><td>27</td><td>14</td><td>13</td><td>15</td><td>2.9</td><td>78</td><td>7</td><td>25</td><td>33</td><td>33</td><td>22</td><td>3.3</td><td>120</td></tr><tr><td>1962-63</td><td>5</td><td>37</td><td>13</td><td>13</td><td>9</td><td>2.8</td><td>77</td><td>15</td><td>47</td><td>36</td><td>35</td><td>27</td><td>3.07</td><td>160</td></tr><tr><td>1963-64</td><td>12</td><td>22</td><td>25</td><td>24</td><td>1</td><td>2.6</td><td>84</td><td>8</td><td>50</td><td>52</td><td>28</td><td>38</td><td>3.2</td><td>176</td></tr><tr><td>1964-65</td><td>5</td><td>18</td><td>26</td><td>17</td><td>25</td><td>3.0</td><td>91</td><td>8</td><td>32</td><td>67</td><td>33</td><td>48</td><td>3.4</td><td>188</td></tr></tbody></table>

Note: This includes candidates in both spring and fall competitions, candidates recruited outside the regular competitions, as grantees for distinguished awards and participants in special seminars.

TO: American Studies Folder (France)

September 16, 1964

CONVERSATION WITH JEAN-BAPTISTE DUROSELLE
(New Director of USEC, France)

General Plan for the Development of American Studies in France. Will replace dispersion and equality by concentration and selection. Formerly the program was based on the concept that all universities have an equal right to receive Fulbright scholars in American Studies. USEC even went so far as to divide a professor's time between two universities. This has not produced good enough results and now Duroselle has experimentally selected the University of Paris and 5 other universities as those most favorably inclined toward developing a systematic program. (Dijon and Clement-Ferrand did not welcome American Studies professors.) Duroselle has tentatively chosen Paris, Lille, Lyon, Aix-Marsailles, Toulouse, and Bordeaux. He has talked, however, only with the deans and rectors and professors at Toulouse and Paris. He noted that these universities coincide with the location of the former USEC libraries whose books have now been given to the universities. He noted that the dean at Toulouse has been in the United States and is strongly pro-American Studies. (This dean Gottschaud was at the Wilmington, Delaware, meeting last week).

His bargain with the 6 universities is to assure them that he will send them two Fulbright professors each year, one in literature, one in history, if they will in return establish chairs in these two subjects. Nothing is signed and sealed and the project itself has not yet been put before the USEC.

Situation in History is much worse than it is in American literature. At the present moment 3 agregés are preparing doctoral theses in American history. This is perhaps 1/3 or 1/5 of the number who are preparing these in Chinese history. This is a ridiculous situation. Since Duroselle is also a professor at the Sorbonne, as well as Director of the USEC, he will be able to encourage promising students to specialize in American history and hope there may be as many as 10 agregés next year. In dealing with the universities he can, therefore, assure them that if they do establish chairs in American history, there will be French professors to fill these chairs within 5-10 years.

Meeting at the University of Delaware "last week," 300 members of the Society for French Historical Studies. Boyd Schaffer gave him a list of American historians who he believed to be able to lecture in French, a copy of which is attached, and therefore might be available to fill the posts in American history during the next few years. He intends to write to these individuals himself, but suggests that if the CDC might do it, it would save time and the approach would perhaps be more logical and stronger than it would be if he alone wrote to them.

The Boorstin venture failed in 1962-63 for many reasons, but mainly because there was lack of cooperation and preparation at the Sorbonne. American history is not a required element in the licence, partly because there is no professor of American history at the Sorbonne. A chair has been

established, however, which was offered to Duroselle, which he refused. Perhaps in two years the choice will be made between Professor Fohlen of Benaccon and Levy Leboyer of Lille (the latter recently spent a semester at an American university). Fohlen incidentally attended the Delaware meeting this fall. There is one other candidate who may wish to be considered.

Duroselle believes that the Ministry of Education will approve this fall a requirement for American history to be included in the program for the licence beginning in June 1965. If this happens, then for 1966-67 Duroselle hopes that Arnold Mayer of Princeton may be available as a lecturer at the Sorbonne. Of course, this proposal must be formally presented to the faculty of the Sorbonne. So far it is just an idea in the head of Duroselle. Mayer's recent book on *The Influence of French Liberalism on Wilson* is a good one and Mayer would be an excellent visiting professor. Professor Mayoux, American literature, Sorbonne, will spend January-June at Harvard. Professor Moussnier of the Sorbonne, a young man majoring in American history, will be or was at the University of Wisconsin. Professor Cruze was at Berkeley this summer.

Under the new Fulbright-Йays Act the conversion of French frances into dollars is permitted so that the USC will be able to send its most likely young scholars in American Studies to the U.S. for advanced research and meet all of their costs in the U.S., as well as the cost of their round-trip travel. It is almost impossible for a French professor to take a leave of absence for longer than 3 months and unfortunately it is likely that the fellowships will be for June, July and August.

**New Plans for Orientation** - In the past, students have spent a month in Paris before taking up their fellowships at various universities, but there was no careful program in language or orientation. The students will spend two days in Paris, then go to the provinces to arrange for their living quarters, then they will come back to Paris for two weeks of solid orientation. (Their travel costs will be met).

The lecturers have in the past been invited, but have not been obliged, to attend the student orientation sessions. This year it will again be optional, but there will be a special two-day program, October 15 and 16, at Paris. This will give them also a chance to establish living quarters near their host universities without delay (previously by the time the students and professors reached their host universities, all living quarters had been rented to others). Their way will be paid to their host universities and back to Paris and the October 15-16 meeting. Moreover, if the lecturers wish to take intensive language training either in the university city where they are going to be located or in Paris, the Commission will be interested in helping them arrange this and in paying for this instruction. However, it will be necessary for the Commission to know well in advance whether the American professors wish to take advantage of this offer.

- 2 -

Politicians did not seem to welcome previous professors in American literature too warmly and it has, therefore, been dropped from the university schedule in American Studies.

It should be noted that Crowder was excellent at Bordeaux and has been invited to stay on for a second year.

Duroselle was not well acquainted with the records of the American professors in 1963-64 and could not, therefore, assess their success.

Other renewals for 1964-65 are Parks (Ohio State) at Lille and Brosnahan (Harvard) at Lyon.

At lunch Duroselle mentioned that France was actually contributing financially to the Fulbright program, putting up 1/4 of the budget ($250,000 in francs), but also in a considerable degree matching the expenditures made by American universities in giving fellowships to visiting French researchers, because the French universities do not charge tuition (this is net by federal taxation). Also, all foreign students, including Americans, may eat at the student messes which are subsidized 75¢ to the dollar by the French Government. Some of the universities have questioned whether this is a privilege the foreign students deserve and the USEC has sent an official message to all rectors quoting the national law which authorizes this privilege.

There was some discussion at lunch as to whether it would not be extremely helpful to make a study of the entire two-way flow of students and professors between the United States and France. This is not easy since many come and go on their own and many are able to obtain fellowships from small and obscure foundations.

In regard to research fellowships, USEC has decided to increase the number for 1965-66 from 3 to 8. Duroselle said that preference, he believed, should be given to American researchers who are senior and distinguished, rather than to the younger group. He thought this should be so because the Fulbright program should be one of prestige. There was also a discussion of whether the research fellowships should not be granted for the most part in the humanities since it is so easy for scholars in the sciences to obtain fellowships support. It was on this question that discussion was inspired concerning the desirability of making the study of the two-way flow of scholars between the United States and France.

Duroselle said he regarded the "American Studies" designation as unfortunate for he, himself, was an historian and was interested in history and thought it was justified that American history should be one of the subjects given emphasis. The same is true for other disciplines in "American Studies", such as political science, economics and geography. He thought that literature had been sufficiently emphasized and now intended to give stronger support to history and then also to economics, law, political science and geography.

TWRnla

- 3 -

HARVARD UNIVERSITY

DEPARTMENT OF HISTORY

CAMBRIDGE, MASS.

77 Dunster Street

September 21, 1964

CIEP SEP '22 1964

Dr. Trusten W. Russell

Committee on Int'l. Exchange of Persons

Washington, D. C.

Dear Trux:

<table><thead><tr><th>Prev. Corres.</th><th>To</th><th>Fwd.</th></tr></thead><tbody><tr><td>none</td><td>Twk</td><td></td></tr><tr><td>attached</td><td></td><td></td></tr><tr><td>gen.file</td><td></td><td></td></tr><tr><td>appl.div.</td><td></td><td></td></tr><tr><td>office of</td><td></td><td>Copies to:</td></tr></tbody></table>

In my dual capacity as chairman of the Advisory Committee on American Studies and chairman of the subcommittee on India, may I call your attention to the urgent need to obtain a foundation grant to accelerate the development of the American Studies Research Centre in Hyderabad. It is impossible to obtain sufficient funds through the United States Educational Foundation in India. Also, it is important that those who are responsible for the development of the project should enjoy a certain degree of autonomy apart from the USEF at the same time they are acting in an advisory capacity on the Board of the American Studies Research Centre and are responsible to the Conference Board of Associated Research Councils.

As you know, a vital beginning has been made in making the Centre a reality. Several thousand books have already arrived at Hyderabad and a Conference was held there last April. It is extremely important that a Resident Director of high calibre and drive be appointed as soon as possible, to speed the construction of a suitable Library and meanwhile direct the operation of the temporary facilities. Funds are necessary for the following purposes:

1) to supplement the salary of the Resident Director so that he will receive approximately $18,000 a year. We hope to obtain Professor William Mulder as Resident Director for at least a three-year term.

2) to finance the transportation costs and expenses of the American director on his visit to India in November or December (1964) so that he can perform important supervisory and liaison functions. The American director is Professor Richard N. Current, of the University of Wisconsin.

3) to send to India, to participate at this stage of planning of the Library building, Mr. Laurence J. Kipp, Librarian of the Baker Library, Graduate School of Business Administration, of Harvard University; and possibly Mr. Philip J. McNiff, Associate Librarian for Resources and Acquisitions, Harvard College Library, who is an expert on acquisitions in the American studies field.

4) to finance several fellowships for Indian scholars and perhaps provide for the purchase of microfilm or other specialized materials for them so that they can begin at once on serious research at the Centre.

EXCERPTS RE SEMINAR FROM DR. REDDICK'S LETTERS

May 30, 1964

...As you know from earlier communications, we would like to make use of the winter term to secure a team of outstanding people who would come to India on a three-month (or almost three months) basis, and would stay at each of several universities for up to two weeks to conduct a Seminar, to speak in the regular classes and be available for consultation.

Our very best months are November, December, and January. As I understand it, the winter term for American universities on the trimester or quarterly plan would be October, November, and December. This would be fine for us. January, February, and March is an impossible period. Nothing really can be planned of this sort later than the middle of February. I would like very much to have the list of institutions that are on this academic schedule and also a list of possible short-term participants, both for this year and for the future. With this sort of Seminar, it seems to me that we should have a very narrow group whose specializations dovetail. A second fact is that we wish now to broaden into political science and economics, not barring other aspects of American studies. Therefore, for this coming year, I was thinking of the following: (a) A combination of economics and political science with emphasis on the international in both cases; i.e., the economic and political relations between the United States and under-developed countries; international and development economics; American Foreign Policy; (b) Alternatively, the economic, social, and intellectual history of the United States, the first probably to be done by an economist and the word 'history' generously interpreted to include the present.

In either of these cases, I presume, we could arrange a Conference at the American Studies Research Centre during the Christmas holidays. I have in mind that these Seminars should be held at some of the less favored universities. These, because they are not in the large, Westernized cities, are frequently bypassed, and yet they are universities with a lively interest and some program worthy of support....

* * * * *

September 10, 1964

...In this letter I chiefly want to thank you for the copy of the letter written by Dr. Current to you on August 13th. This certainly helps to clarify the situation to some extent. On the other hand, I surely *never* proposed a December Seminar for which we would bring people from the United States. What I proposed, and what appears in our program budget, is short-term grants (three months) occupying the winter term of outstanding people who would be able to get away because of that particular university schedule, for whom we would set up several Seminars at various places. I do not think that we can afford the money, especially in view of the cut we have had, to bring people out again in less than a year for a single Seminar of an all-India nature. We might, however, be able to follow a program like that suggested by Dr. Current, which is excellent, by using some people already here in India. Although we have only three in the Fulbright program, there are several more in the Chairs. I understand that Minnesota is sending a history man this year....

* * * * *

THE UNIVERSITY OF WISCONSIN

MADISON, WISCONSIN 53706

Department of History

187 Bascom Hall

August 13, 1964

Dr. Trusten W. Russell, Executive Associate
Conference Board of Associated Research Councils
2101 Constitution Avenue, N. W.
Washington, D. C. / 20418

Dear Dr. Russell:

I have delayed answering your letter of July 16 while awaiting your return from your Cape Cod vacation.

Of Dr. Reddick's proposals for the December seminar, I should prefer the second one. I think also the program should have some kind of unifying general theme. The 1890's are often spoken of as a "watershed" in American history. I would suggest the following as a theme:

## What is new in Twentieth-Century America?

The papers would presumably center upon the earlier years of the century, but the discussions would certainly include the present, as Dr. Reddick wisely suggests they should.

The individual topics should also be fairly definite and somewhat restricted, though broad and important in their implications. I would suggest the following, for economic, social, intellectual, and diplomatic history:

1. What is new [since the 1890's] in American Literature.

2. What is new in the relation of the government to the economy.

3. What is new in the structure and composition of society.

4. What is new in the guiding principles of diplomacy.

Within each of these topics, a particular aspect might be emphasized. Within the topic of social structure and composition, for example, emphasis might be placed on the position of the Negro and on changes in race relations.

As for participants, Professor Kwiat could of course handle the literature topic (he might want to emphasize a particular writer or group of writers). I would be glad to take the diplomacy topic, myself, since I have written on aspects of diplomatic history, including the development of the idea of collective security in the United States.

For the social history, I would recommend my colleague E. David Cronon. Though only forty, Cronon is one of our finest scholars and teachers and has an impressive list of publications. These

Reed
CIEP

AUG 16 1964

Dr. Trusten W. Russell, August 13, 1964

Page 2

include books on Josephus Daniels and on Marcus Garvey, the "Black Moses" of the Negro nationalist movement after the First World War. I have spoken to Cronon about the seminar and have found him most interested in it and quite willing to go. There is no question of his getting leave to make the trip, since the University of Wisconsin administration, from the top on down, is eager to encourage faculty members in educational ventures abroad. We could not get a better man. He would be highly qualified to deal not only with the Negro but also with economic and diplomatic history.

For the subject of the government and the economy, I would recommend L. C. Wright, of the University of North Carolina, Greensboro. Wright, who has a degree from Oxford (he was a Rhodes scholar), a law degree from Harvard, and a doctorate in political science from Columbia, has written a monograph on the development of the American consular service in Egypt. At Greensboro he has been teaching American government as well as Middle Eastern (including Indian) history. While he has not published much, he has made an excellent record as a teacher, and has done a great deal to arouse interest in South Asia and to establish the study of that area at Greensboro. I have not approached him in regard to the seminar, but I am sure that he would be most eager to take part, and that his university would be glad to see him do so.

As for procedure at the seminar, it seems to me that formal lectures should be kept to a minimum, no more than one for each participant, perhaps an opening lecture for each. On the basis of my own experience with American Studies conferences of various kinds (not only in India but also in Japan, Germany, Italy, Belgium, Norway, and England) I am convinced that informal interchanges, with participation and active participation by the non-Americans as well as the Americans, are more stimulating and rewarding to both. I would recommend, then, that the seminar activity consist mainly of brief opening talks followed by open discussions.

I would be interested to learn your reactions to my suggestions in this letter. I would also like to know, as soon as this can be decided, what the precise dates for the seminar will be.

/daily/

EUROPEAN ASSOCIATION FOR AMERICAN STUDIES.

X X X X X X X

President : Professor Max Silberschmidt (University of Zürich).

Executive Committee : 
Prof. Roger Asselineau, Chairman (Sorbonne, Paris),
Prof. Lars Ahnebrink (University of Uppsala),
Prof. Dietrich Gerhard (University of Göttingen),
Prof. den Hollander (University of Amsterdam),
Prof. Agostino Lombardo (University of Milan),
Prof. Richard Pear (London School of Economics),
Prof. Sigmund Skard (University of Oslo),
Prof. Heinrich Straumann (University of Zürich),
Dr. Donald Watt (London School of Economics).

The European Association for American Studies is now making plans for an international conference which will take place at the University of Aarhus (Denmark) from August 16 to August 18, 1965.

The general theme of the conference will be "The Role of Universities in the Modern World" - A Transatlantic Dialogue". As the subtitle indicates, this will be a confrontation of American and European ideas about the function of universities.

The first day of the conference will be devoted to a discussion of "The Humanistic Tradition and Science". On the second day the subject will be : "The Universities and Mass Education in America and Europe". On the third day the participants will study the problem of "The Western Universities facing Asia and Africa".

On each day the pattern will be the same. There will be 45-minute talks by guest speakers (one American and one European, plus one Asian or African on the third day). These talks will be followed by group discussions. Each group will formulate a number of questions which the speakers will answer afterwards.

EUROPEAN ASSOCIATION OF AMERICAN STUDIES

(Statement by Robert E. Spiller)

February 8, 1963

The EAAS has been perhaps the most useful international agency in Europe during the last decade in developing interest and programming development in American Studies. It is both international and interdisciplinary. Its only weaknesses are that it is self-perpetuating and non-self supporting. It is so valuable that it should be supported at least a few more years so that it can explore ways of continuing under its own momentum indefinitely and becoming more representative of the developing national American Studies Associations. The Committee therefore endorses its application for support of *both* the revisions of its planning group and its biannual conferences.

2 December 1964

Miss Marjory L. Jones
Alumni Records
W. L. Harkness Hall

Dear Marjory:

Forgive me for delaying in sending you the membership list of
the Yale Alumni Association of Japan which was given me at the time of
my talk to them last December. I had thought that I would be able to
add a number of names to the list but in fact I have only the following
two whose residence is in Tokyo.

Mr. Yoshikiko ITAMI
53 Fujini-cho, Azabu
Minato-ku, Tokyo

Mr. Akira NAMBARA
2-702 Shimo-ochiai
Shinjuku-ku, Tokyo

As you know the distinction of the Alumni Association as "of Japan" is
misleading since it is really "to Tokyo." Other alumni in Japan apparently
have no affiliation. Both Mr. Itami and Mr. Nambara were simply registered
here for a year, but the principle does not seem to be fixed even though
such men are not technically alumni. For instance, Mr. Shunji Ebike, who
is listed as a member, was at Yale under similar circumstances. Mr. Paul
Blum has changed his address but I will have to send you that at a later
time.

If I can be of any help in discussing either the list or the
principle of assembling it, please be sure to let me know. I am sending
a copy of the list also to Professor John Hall.

NHP:hrd
Encl.
Cc: Mr. Hall

28 November 1964

Trusten W. Russell, Executive Associate
Committee on International Exchange of Persons
2101 Constitution Avenue, N.W.
Washington, D.C.

Dear Trux,

I apologize for not having answered individually
your several recent communications, but I have read them
always with great interest. I am sorry that I was not able
to make an appropriate suggestion for the chair at Erlanger.
And I was also unable to help Prof. Donner at Uppsala in his
effort to find a first-rate man. All this suggests more and
more the importance of bringing foreign nationals to this
country for intensive and prolonged training so that they
can return on a permanent basis. Perhaps if this can be done,
criticism like that by Leon Howard becomes less significant.

I did write Leon about his letter, at least to acknowledge
it. But I felt, and still feel, that one must have something
a little more specific if one is to argue the point. And it may
be, of course, that I am more permissive. I know that Japanese
standards are low from our point of view. But they want to make
them higher, and I am all for continuing to help them.

Hattori's visit was a pleasant one. We kept him and his
interpreter busy, and I have tried to arrange a few extra things
for him to do in Atlanta and Charleston. He is benefitting immensely
for the experience, and I was glad to get the ball rolling last year
in Tokyo. We have been busy with visitors. Generally they still come
on too short notice, but we are glad to do what we can.

I shall try to save February 5-6 for you, and (as I told you)
will be glad to come down for any special needs or conferences otherwise.

Will you do a favor for me, by asking someone in your office check
to find the new APO address for Manning Hawthorne, who is with USIS and has
been transferred from Sendai (I am told) to, I think, Bombay. But I have
some material to send him, and do not wish it to go astray. I should be
grateful to you, as always.

Sincerely,

SECOND UNITED STATES -JAPAN CONFERENCE ON
CULTURAL AND EDUCATIONAL INTERCHANGE

Washington, D. C. - October 16-22, 1963

Place before Document
U.S.-4

September 26, 1963

## AREA STUDIES

### Introduction

The Japanese Area Studies planning conference met in Ann Arbor on May 25 for the purpose of preparing an experts' report containing a summary analysis and setting forth a series of recommendations and their justifications for the use of the delegates to the Second U.S.-Japan Conference on Educational and Cultural Interchange in their discussions of the appropriate Agenda item.

In the course of their deliberations, the participants urged that the report include a statement of the aims and nature of area studies. It is felt that the statement is applicable to both Japanese and American studies; accordingly it is reproduced here as a preface to the entire subject of area studies.

The ensuing report on Japanese Area Studies in Japan was extracted from a fuller report of the Ann Arbor planning conference, which also considered the reciprocal subject of American Studies as carried on in Japan. Since a counterpart meeting on American Studies is Japan was held in Tokyo, references to American Studies have been excised from the Ann Arbor report. It should be noted, however, that many of the Ann Arbor recommendations have equal applicability to American Studies in Japan.

### Preface

Area studies now have won a substantial position in advanced education in the United States. Scholars in traditional disciplines of study perceive that their own research and training is facilitated and enriched by the area studies programs in their institutions; if not engaged themselves, they welcome the participation of their colleagues in area studies. Yet, although those who have engaged in area studies during the last two decades hold in common a good many tacitly understood assumptions about area studies aims and methods, some uncertainties and misconceptions persist elsewhere with reference to this relatively new field. Since the participants in the conference reported here were area study specialists, their deliberations actually were rooted in these tacit assumptions and it appears appropriate to make them explicit in this prefatory statement.

At present

U.S.-4

-2-

At present, the main emphasis of foreign area study in the U.S. is at the level of specialist research and graduate training, though this concentration need not persist forever. Considerable activity at the level of undergraduate instruction is now developing, and the principles of area study are being applied in some cases to high school curricula and to adult or public education. Area studies, thus, is affecting all secondary and advanced levels of education to some extent.

The consistent, identifying feature of area studies at each of the levels mentioned is its aim to cultivate inquiry into the society and traditions of a chosen world area from numerous viewpoints. Expressed differently, its orientation is multidisciplinary, empirical, and comparative. It welcomes teamwork among its scholars, whether for research or instruction. It seeks factual information from the world area under study, to be analyzed by persons who have first-hand familiarity with that area. Finally, it tests generalizations, methods, and viewpoints developed in the study of one society (usually Euro-American) by making comparisons with a distinct society. Beyond this common core of orientation, there are variations in area studies as applied to the different educational levels or contexts mentioned above, which will be mentioned below. But, first, some attention must be given to clarifying the multidisciplinary orientation of area studies.

It is the social sciences and humanities that form the main body of area studies, though as yet neither research nor teaching is done with equal intensity in every one of their constituent disciplines. Beyond these two major fields, area studies programs also engage at least a few specialists in such fields as music, law, education, and even medical science. In principle, any field that harbors specialists who make use of cross-cultural comparisons might well enter the area studies effort at one or another institution. To name specific examples, there are, in fact, signs of area studies interest in certain schools or departments of natural resources, business administration, industrial management, and journalism.

Though language, history, and government usually are regarded as indispensable components, area studies have come to seem incomplete at any given institution unless additional fields participate. The combination varies among the many institutions of the United States. While no one would attempt to set a fixed list of "indispensable" fields, there is a long standing sentiment that five disciplines is the "magic number" or minimum for a program to exhibit the desired effect.

What is the desired effect? Principally, it is to make the area specialist aware of the important actual or potential contribution of other fields of learning to problems that are of interest in his own discipline, at the same time that he learns to apply his own discipline's viewpoint and methods to a chosen world area.

Area studies

U.S.-4

-3-

Area studies is not something separate from established fields of scholarship; even less does it attempt to merge or alloy them all together into a new super-discipline (as traditionalists once feared). To prepare oneself as a qualified area studies specialist "involves the completion of all the usual requirements of all the usual requirements for a doctor's degree in a specific graduate department as well as concentrated work on a major world area".¹ Area Training is a supplement to the specialist's departmental training, not a substitute for it. But the specialist, whatever his subject matter, should be aware that the same subject matter can be viewed by other disciplines, each according to its own viewpoint or research method; that alternative viewpoints are bound to enrich his own understanding; and that he can take advantage of these alternatives best if he is at least minimally acquainted with the typical methodology and stance of other disciplines as applied to his world area.

Area studies, thus, is an association among disciplines for their mutual gain. In principle, there is nothing to prevent all of the special fields that have traditionally dealt with Euro-American culture in universities of the West from associating together also in the study of Japan or another foreign area, or to rule out any similar fields in Japanese university life from the study of American or another world culture. Which specific specialists, in practice, join with others for multidisciplinary work will depend on the nature of the specific problem. Some problems may be germane only to social science joint study, others to study by the various branches of the humanities; still others will link one or two of the social sciences, perhaps, with literature and law, and so on. Many combinations are feasible, depending on the problem, and the range is often quite wide. For this reason, no single person can be expected any longer to be an "all-round" specialist, say, in Japanese studies, for he cannot reach professional competence in all the fields that may bear on successive problems of collaboration at the research level.

It is evident, then, that area studies has become part of university life in America without any disruption among the traditional divisions of universities. Area studies depends on the various disciplines as they are. But it has brought something of its own to them. Its innovations have been twofold: first, to turn attention to important world areas and phenomena that may previously have been mostly ignored in a particular discipline; second, to maintain and devise methods of teamwork among a large number of disciplines that, over a long period, had split apart, subdivided, and, often, become too busy with specialities to search outside their increasingly specialized provinces for enrichment.

Wendell C. Bennett, *Area Studies in American Universities*. New York, Social Science Research Council, 1951, p.4.

Area studies

U.S.-4

-4-

Area studies has attained its present acceptance within universities and colleges in part by demonstrating through the activity of participating scholars (who are at the same time accepted specialists in their disciplines) that its version of multidisciplinary research and training does enrich the several participant fields.

At the same time, of course, acceptance has been hastened by the important and intriguing empirical findings revealed by inquiry into exotic world areas. For scholars of the United States perhaps more than any other nation, their sudden upsurge of interest in many of these foreign areas coincided with world events that proved these same areas to be of intense practical importance in national life. Both the practical and the academic value of area studies have been responsible for their establishment and growth in large and small colleges across the nation and for their application to other areas of education. The different significance of area studies at different levels of education, referred to above, should now be mentioned.

The professional foreign area specialist usually maintains simultaneous identification with a department and with an area studies program. His department provides career advancement while the area studies program facilitates travel and research as well as fostering continuing cross-disciplinary association with colleagues. He is concerned both with the advancement of knowledge in his discipline and with deepening the comprehension of his area. The graduate student, aiming at such a professional career, learns in joint courses and by other means how various disciplines deal with his chosen area, but he also (usually in his final training period) achieves professional competence in his discipline. The undergraduate who is encouraged to engage in area studies often differs from the wouldbe professional, for his aim is to acquire a liberal education and terminate without entering graduate study; area studies satisfies this aim both by giving him substantial information about an alien society and by exposing him to alternative ways of arranging and analyzing this information, thanks to the multidisciplinary approach. In his case, area studies uses both its multidisciplinary orientation and its methods of cross-cultural comparison to train the undergraduate to think about human affairs in several different ways. This frame of mind satisfies an important objective of that elusive ideal called "the liberal education".

At a still earlier level of instruction, these intellectual aims are necessarily tempered. Both in high school and in adult education, area studies aim primarily to offer information that will encourage a "cross-cultural" point of view. Properly applied, the area-study principle at every level will also counteract tendencies to one-sided distortion; in the case of Japan, for instance, students under this approach should become aware not only of Japan's art or literature but also of her geographic or economic character.

Although area

U.S.-4

-5-

Although area studies has a place at all the levels of education mentioned above, the specialists attending this conference consider that its "leading edge" is the graduate-and-research level, namely, the level that produces teachers of Japanese studies. For this reason, the conference discussion tends to hover around the problems of this level. Among the common understandings or ground rules that apply with particular force here are: (1) competence in Japanese language is required; (2) personal, first-hand research experience in Japan is required; (3) access to Japanese scholars and acquaintance with their methods of inquiry is eminently desirable; (4) access to Japanese publication must be as full as possible; (5) communication with nonacademic sectors of Japanese society (in government, labor, the arts, etc.) should be promoted by all available means; (6) greater efficiency is to be sought in properly training specialists and teachers who will disseminate Japanese studies at all levels of education. With certain modifications to fit the Japanese educational situation, it is believed that the same ground rules will be accepted by those who are concerned with American studies in Japan.

The present development of Japanese studies in the United States makes it possible to assert that Japanese studies, as an organized educational effort penetrating all levels of instruction, at this moment is a natural major channel for fostering intercultural understanding and intercultural exchange. To make such an assertion does not demean any other channel of contact across the Pacific, but on the contrary calls attention fairly to the fact that Japanese area studies uniquely possesses a professional body of informed specialists and educational apparatus constantly dedicated to achieving ever-higher levels of intercultural insight and cooperation. American studies in Japan is of more recent growth as a scholarly specialty and faces a rather different scene, for the Japanese public at large already is comparatively well informed and strongly inclined internationally, especially as concerns America. Yet, even though scholar-specialists, accordingly, must reckon with such high general standards their constant professional study and their position as educators gives the field of American studies in Japan, like its counterpart in the United States, potentially high advantage as a primary channel for cultural interchange with the United States.

* * *

Language as a Component of American Studies

Our committee has agreed that "by American studies is meant concen-
tration in such disciplines as history, literature, and government and not a
single inter-disciplinary curriculum." This point of view has been reinforced
by Professor Johnson's thorough and perceptive report on _American Studies_
_Abroad._

Most departments of literature are equally concerned with a study of
the language which serves as a vehicle for the literature. The title Department
of English Language and Literature is common among our universities. Language
serves as a vehicle of culture. Moreover, a study of the English language in
America can be conducted from the point of view of those developments in our his-
tory and facets of our culture which have given to it a number of distinctive traits.

In the past there has been an unfortunate tendency to overlook the con-
tribution which a consideration of the language can make to American studies.
This has been remedied in part, but the fact remains that on the panel of pros-
pective American Studies grantees submitted to this committee, there was no
one for whom language study was a principal concern. During the last decade
only two or three American Studies grants have been awarded to language scholars.
It is reasonably that language study should claim a somewhat greater share of the
attention and concern of the American Studies committee than has been the custom.

We must recognize at the outset that competence in English is a prereq-
uisite for foreign students who are planning to devote themselves to work in
American civilization and culture. There are times when a Fulbright lecturer
in American studies who is a specialist in language can be of assistance to second-
ary school and university teachers in their efforts to improve English language
instruction in the country, even though that may not be his principal concern.
More direct service may be rendered in two ways. Some work in American civil-
ization and culture is an indispensable element in any workshop for teachers of
English; lecturers in American studies have on many occasions helped to make
these successful. In addition, the question of the type of English to be taught,
American or British, is a vexing issue in many countries. The best help that
can be given here is an informed presentation of the differences between the two
and an accounting of these in the light of cultural and historical factors. This
removes the question from the area of prejudice and places it in a context of
scientific study; moreover such an approach will inevitably serve to emphasize
the pervasive unity of the language of the English-speaking peoples rather than
its incidental diversity.

2

American linguistics, with a pronounced behavioristic bent, is quite new to many of the countries with whom we have Fulbright relationships and frequently comes as something of a shock. At the same time, most students of language in this country are convinced that a linguistically oriented approach is necessary to improved English instruction. One bridge to linguistics, and for many of the countries with whom we are concerned the obvious one, is through philology. This is a connection which the skillful specialist in language can easily make.

Some mention should be made as well of research opportunities in language for American Studies specialists. In England, further work in dialectology can shed considerable light upon regional varieties of speech in the United States and Canada. In certain other English-speaking countries, notably India and the West Indies, the emergent standard speech needs to be accurately described. Various English-based creole languages merit the attention of scholars. Consequently, a Fulbright assignment for the specialist in language, particularly in American English, offers both research and teaching opportunities which will further the aims of American studies abroad.

Albert H. Marckwardt

June 5, 1963

JAPANESE VISITORS TO YALE 1962-63

<table>
  <tbody>
    <tr>
      <td>Toyosaku Igarashi<br>Professor Political Theory<br>Nagoya University, Japan</td>
      <td>January 1962</td>
      <td>(p.</td>
    </tr>
    <tr>
      <td>Kosaku Yamaguchi<br>St. Andrew's University<br>Showacho-Abeno-ku<br>Osaka, Japan</td>
      <td>January 1962</td>
      <td></td>
    </tr>
    <tr>
      <td>Professor Yonosuki Nagai<br>Faculty of Law<br>Hokkaido University</td>
      <td>February 1962</td>
      <td>(p.</td>
    </tr>
    <tr>
      <td>Takeyoshi Terada<br>Kobe University of Commerce<br>Kobe, Japan</td>
      <td>February 1962</td>
      <td>(p.</td>
    </tr>
    <tr>
      <td>Goro Yamaguchi<br>Niigata University<br>Niigata City, Japan</td>
      <td>March 1962</td>
      <td>(p.</td>
    </tr>
    <tr>
      <td>Fumito Fukushimi<br>Yamagishi University</td>
      <td>March 1962</td>
      <td></td>
    </tr>
    <tr>
      <td>Dr. Iichi Sagara<br>Professor<br>Kyoto University</td>
      <td>April 1962</td>
      <td></td>
    </tr>
    <tr>
      <td>Dr. A. Kobayashi<br>Director Health Bureau<br>Tokyo, Japan</td>
      <td>April 1962</td>
      <td></td>
    </tr>
    <tr>
      <td>Hideo Yamagushi<br>Fukui University<br>Fukui, Japan</td>
      <td>April 1962</td>
      <td>(p.</td>
    </tr>
    <tr>
      <td>Takao Suzuki<br>Chief Librarian<br>National Diet Librarian</td>
      <td>May 1962</td>
      <td></td>
    </tr>
    <tr>
      <td>Shigyoku Tanaku, Director<br>5-chome Honmachi<br>Yahata City<br>TV Nishinippon</td>
      <td>May 1962</td>
      <td>(p.</td>
    </tr>
  </tbody>
</table>

-2-

Professor Tatsuro Yamamoto
(Visiting Professor at Yale)
22-6 Chibancho, Chiyoda-ku
Tokyo, Japan

September 1962

Mr. Harukiko Murato
Chief Director
Tama University Art
Tokyo, Japan

October 1962

Prof. Noburo Kamiya
Department of Biology
Osaka University
(Woodward Lecturer)

October 1962

Professor Hisao Otsuka
University of Tokyo

October 1962

Mr. Isao Saito
Professor of Engineering (sound electronics)
Past Dean of Students
Doshisha University

(p.

Mr. Shigeaki Uno
Japan Foreign Office
Tokyo

(p.

October 1962

Mr. I. Nagh
Atomic Bomb Casualty Commission
Nagasaki, Japan

November 1962

Mr. Kiyoshi Ebata
Deputy Chief Editorial Writer, ASAHI SHIMBUN
6441 Kugenuma, Fujisawa-shi
Kanagawa-ken, Japan

November 1962

Mr. Shigeru Ikuta
Centre for E. Asian Cultural Studies
Tokyo, Japan

December 1962

Miss Naomi Fukuda
Chief Librarian
International House of Japan

January 1963

(p.

Mr. Takashi, Kuroda
Chm. Department of English

24 Otsuka-Kubomachi

Bunkyō-ku, Tokyo

January 1963

(p.

Professor Chuichi Sakurai
English Department
Doshisha University

February 1963

AMERICAN STUDIES 59b TEST

March 18, 1955

1. (50 min.)

Discuss the relationship of each of the following quotations
to the themes of the book in which it occurs:

a. (15 min.)

"By the door of her son's room the mother knelt upon the floor
and listened for some sound from within. When she heard the boy
moving about and talking in low tones a smile came to her lips.
George Willard had a habit of talking aloud to himself and to hear
him doing so had always given his mother a peculiar pleasure.
The habit in him, she felt, strengthened the secret bond that
existed between them. A thousand times she had whispered to her-
self of the matter. 'He is groping about, trying to find himself, '
she thought. 'He is not a dull clod, all words and smartness.
Within him there is a secret something that is striving to grow.
It is the thing I let be killed in myself."

b. (15 min.)

"'You bet. Here's to the real guys!'"
"'I'm with you! Here's to ourselves!'"

c. "For he has the territory of harmonicas, the acres of flutes, the meadows of clarinets, the domain of violins. And God says: Why did they put you in prison? What did you do to the people? 'I made them dance and they put me in prison. The soot-people hopped; and to twinkle like sparks on a chimney-back and I made 80 francs every Sunday, and beer and wine, and to eat well. Now ... it is ended ... And at once' (gesture of cutting himself in two) 'off with the head!' And He says: O you who put the jerk into joys, come up hither. There's a man up here called Christ who likes the violin."

6 October 1958

Mr. Francis A. Young, Executive Secretary
Conference Board of Associated Research Councils
Committee on International Exchange of Persons
2101 Constitution Avenue, N. W.
Washington 25, D. C.

Dear Mr. Young:

I could not have been otherwise than honored by the
knowledge that the University of Freiburg has again requested my
appointment as a Fulbright Fellow to lecture there in 1959-60.
I have so many friends there and in the other universities of West
Germany that it would have been a privilege to be with them. Un-
fortunately, however, we are in a period of transition in the Ame-
rican Studies program at Yale, while we are planning for the intro-
duction of new courses and a revised curriculum and, after discussing
the matter with my colleagues, it seems unwise for me to be absent
from my Chairmanship at this time. A further complication arises
from the fact that one of our three senior teachers of American Li-
terature has already made plans to be away next year. Reduction
in this field to only one seminar in the Graduate School would
prove extremely awkward. I must therefore again say no to the
kind offer.

Telephone, Executive 3-8100

Cable Address, COINEX, Washington, D. C.

CONFERENCE BOARD OF ASSOCIATED RESEARCH COUNCILS
COMMITTEE ON INTERNATIONAL EXCHANGE OF PERSONS

Mailing address: 2101 Constitution Avenue, N.W., Washington 25, D. C.

Office address: 1785 Massachusetts Avenue, N.W., Washington 6, D. C.

MEMBER COUNCILS
AMERICAN COUNCIL ON EDUCATION
AMERICAN COUNCIL OF LEARNED SOCIETIES
NATIONAL RESEARCH COUNCIL
SOCIAL SCIENCE RESEARCH COUNCIL

COMMITTEE MEMBERS

M. H. TRYTKEN, Chairman
FRANCIS J. BROWN
D. H. DAUGHERTY
LEWIS HANKE
EINAR HILLE
NICHOLAS HOBB
ALEXANDER HOLLAENDER
DANIEL KATZ
ANNE PANNELL
BERNARD PHILLIPS
I. JAMES QUILLEN
BRYCE WOOD

September 22, 1958

FRANCIS A. YOUNG
Executive Secretary

Dear Professor Pearson:

Each year the Conference Board Committee receives through the Department of State and the various United States Educational Foundations or Commissions abroad lists of scholars whom foreign universities would particularly welcome as participants in the exchange program authorized by the Fulbright Act. The Committee has recently been informed that the university indicated below has repeated its previous request for your services and would be pleased to receive you as a Fulbright Fellow during the academic year 1959-60.

I am enclosing a copy of the 1959-60 program announcement and a brochure which provides general information on the operation of the Program. In the event that you may be interested in and available for the proposed assignment, I am also enclosing a set of application forms for your use.

The Committee regrets that the late date on which the lists of requested scholars were received has caused delay in sending you this notification, and that because of the heavy correspondence at this time, form letters must be used. Although the current competition closes officially on October 1, I feel quite sure that an application from you would be considered if it is received within a short time after the closing date.

If you are not in a position to apply under the 1959-60 Program, but might be available at a later time, the Committee would like to pass the information on to the university concerned.

Country - Germany
Institution - University of Freiburg
Field - American Literature
Category - Lecturing
Period Requested - Academic year 1959-60

FAY:GH:llb

September 25, 1957

Mr. Francis A. Young,
Executive Secretary,
2101 Constitution Avenue, N. W.
Washington 25, D. C.

Dear Mr. Young:

I am most flattered indeed that the faculty of Frankfurt
University has expressed an interest in the possibility of
my going to them as a Fulbright Fellow in 1958-59. I have many
friends there as well as in Germany as a whole and would, under
normal circumstances, have felt it a privilege to have seen and
to have worked with them again.

Unfortunately I have just returned from a year's leave of
absence, and have taken over the Chairmanship of the American
Studies Program at Yale. The leaves of absence already sche-
duled for next year make it impossible for me not to be on
hand. I must therefore withdraw my name from consideration,
despite my gratitude in having been mentioned.

Téléphone, EXecutive 3-8100

MEMBER COUNCILS

AMERICAN COUNCIL ON EDUCATION

NATIONAL RESEARCH COUNCIL

September 20, 1957

Professor Norman H. Pearson
Yale Graduate School
New Haven, Connecticut

Dear Professor Pearson:

Each year the Conference Board Committee receives through the Department of State and the several United States Educational Foundations or Commissions abroad lists of scholars whom foreign universities would particularly welcome as participants in the exchange program authorized by the Fulbright Act. The Committee has recently been informed that the university indicated below has expressed interest in the possibility of receiving you as a Fulbright Fellow during the academic year 1958-59.

As you may know, awards under the Fulbright Act are open to general competition, so that an invitation from a foreign university does not assure individuals of preferential consideration in the selection process. In addition, universities occasionally propose the names of several scholars, since not more than one of them may be available. The Committee hopes, however, that scholars who receive invitations will seriously consider making application.

A copy of the 1958-59 program announcements and a brochure which provides general information on the policies and the administration of the Program are enclosed. In the event that you may be interested in and available for the 1958-59 Program, I am also enclosing a set of application forms for your use.

The Committee regrets the delay in sending you this notification, and would, of course, much prefer to write a more personal letter, but because of the late date on which the lists of requested scholars were received and because of the heavy correspondence at this time, form letters must be used. Although the current competition closes officially on October 1, I feel quite sure that an application from you would be considered if it is received within a few days of the closing date. If you are not in a position to apply under the 1958-59 Program, but might be available at a later time, the Committee would like to pass this information on to the university concerned.

Country - Germany
Institution - Frankfurt University

Field - American Literature

Category - Lecture

FAY:GH:fjj

COMMITTEE MEMBERS

M. H. TRYTTEN, Chairman

MORTIMER GRAVES

FRANCIS J. BROWN

RICHARD H. HEINDEL

HAROLD C. DEUTSCH

SIDNEY PAINTER

WILLIAM L. DOYLE

IRA O. WADE

JAMES S. EARLEY

PAUL WEAVER

L. H. FARINHOLT

BRYCE WOOD

Telephone, EXECUTIVE 3-8100

MEMBER COUNCILS

COMMITTEE MEMBERS

M. H. TRYTEN, Chairman
MARLAND P. BILLINGS
FRANCIS J. BROWN
HAROLD C. DEUTSCH
WILLIAM L. DOYLE
JAMES S. EARLEY
MORTIMER GRAVES
HERBERT J. HERRING
SIDNEY PAINTER
WILLIAM R. PARKER
PAUL WEAVER
BRYCE WOOD

28 September 1953

Professor Norman Holmes Pearson
Yale University
American Studies
New Haven, Connecticut

Dear Professor Pearson:

The Committee has been informed through the United States Educational Commission in the Federal Republic of Germany and the Department of State that the University of Goettingen has expressed an interest in your coming to the College as a guest professor in American Studies under the 1954-55 Fulbright Program.

Such expressions of interest are frequently made by foreign universities in countries participating in the Fulbright program and are often followed by a direct communication from the institution to the American scholar involved. Since you may not, however, hear directly from the University, the Committee wishes to bring the matter to your attention and to make available to you current information concerning the program.

Since Fulbright awards are made upon a competitive basis, the receipt of an invitation from abroad is not an assurance of preferential consideration in the selection process. Such invitations are, however, of interest to the Committee and it is their hope that scholars receiving invitations from abroad will apply for awards. If you are not in a position to apply for the 1954-55 academic year, the Committee would appreciate knowing whether or not you would be available under a later program.

A copy of the 1954-55 program announcement and other informational material are enclosed. An application form will also be sent upon request.

FAY:EAH:tbp
Encls: Broch-Euran

AMERICAN GRANTEE REPORT FORM
(Fulbright-Hays Act)

PART I
Page 1

PART I. Administrative

NAME: Norman Holmes Pearson

CATEGORY OF GRANT: Teacher - Lecturer

U. S. HOME ADDRESS: 39 Goodrich Street
Hamden, Connecticut

HOST INSTITUTION: Univ. of Kyoto, Doshisha Univ.
Kyoto American Studies Summer Seminar

HOME INSTITUTION: Yale University
New Haven, Connecticut

HOST COUNTRY: Japan

FIELD OF SPECIALIZATION: American Studies

PERIOD OF GRANT: FROM: April 1, 1970

TO: August 6, 1970

Instructions

The information desired of American grantees in Part I of this report pertains to the preparation for the exchange experience as well as the adequacy of administrative and logistical arrangements. Your comments and suggestions will be useful to the officers and agencies concerned with the operation of the program.

Grantees are requested to complete this portion of the report after residence of 3 to 4 months in the host country. Please type in three copies (four if you wish to retain one). Use both sides of the pages and append additional sheets where the space provided is not sufficient.

1. Preparation for the exchange experience

A. **Selection and Notification:** What improvements should be made in such aspects of the program as: selection procedures, notification of awards, preliminary announcements and program information; general communications?

So far as I was concerned, everything worked smoothly. I was requested by my two host institutions two or three years in advance, and Washington was eager for me to accept and went to great trouble to make things smooth for me.

PART I

Page 2

## PART I. Administrative

B. **Transportation Arrangements:** What comments or suggestions do you have with respect to transportation, baggage, or shipping of effects?

Certain difficulties had to be overcome with respect to the requirement that travel arrangements should be made by the Washington office of American Express -- almost impossibly awkward for those at a distance -- but by devious manipulation my transportation was handled by my own local agent in New Haven. Actually the difficulty in my case was greater because of a two-month quasi-professional tour made before arrival in Japan by my wife and myself. In terms of the Fulbright assignment itself, all allowances for luggage were eminently fair.

C. **Orientation:** What comments or suggestions do you have for the improvement of orientation? Your reactions to printed materials; pre-departure briefing and assistance in the host country are pertinent.

My situation was eased by the experience of a previous extended visit to Japan and by the help of some forty or fifty previous students, or visitors to me, at Yale. I was However, favorably impressed by the careful efforts made at briefing before, and assistance after, my arrival in Kyoto.

PART I

Page 3

## PART I. Administrative

D. **Logistical Arrangements Abroad:** Information on the following items will be helpful to program officers and future grantees. Please comment on availability and adequacy of the items described.

(1) **Housing**

An unusually fine Western apartment, with heating and air-conditioning was reserved before my arrival, at Konoe Hall, University of Kyoto. The rental was well below that of non-academic quarters in the city, especially in the summer of Expo.

(2) **Household Furniture and Furnishings**

Furniture, sheets and pillows came with the apartment. Cooking equipment, table service and towels were bought by me.

(3) **Food**

This was easy to obtain in the neighborhood, and of excellent quality. Normally we cooked at home, but a Kyodai restaurant was next door.

(4) **Schooling for children**

Not applicable.

(5) **Local transportation**

Trams ran outside Konoe Hall; taxis were fairly easy to get or to call; and I employed a Girl Friday with a car who drove for me and did my errands.

(6) **Clothing**

April and early May were colder than we expected, especially after the tropics, but a few additional sweaters made us comfortable.

PART I
Page 4

# PART I. Administrative

## (7) Medical and Dental Services

These, fortunately, were not needed. Had they been, friends at the Kyoto Baptist Hospital would have taken good care of us.

E. **Financial**: Comments are desired on such items as the adequacy of the stipend, cost of living; local or other taxes on goods or income.

The inadequacy of the stipend in terms of costs of living for any senior appointee who must entertain as well as be entertained, is well known to the Fulbright officials. In my own case not only must I bring my wife at my own expense, but in order to accept a four-month Fulbright appointment I had to take a six-month leave of absence without pay from Yale. The loss in income to me was of course striking. Yet every effort was made by both Tokyo and Washington to assure all possible allowances, and I was most grateful. The fault is hardly theirs.

F. **Suggestions**: Discuss freely any administrative matters you may wish to comment upon and add any recommendations.

Those who fear governmental bureaucracy and redtapewormism should have the balancing experience of a Fulbright. No one could have been better treated than I, or more warmly.

AMERICAN GRANTEE REPORT FORM

(Fulbright-Hays Act)

PART II
Page 1

PART II. Professional Activities

NAME: Norman Holmes Pearson

CATEGORY OF GRANT: Teacher - Lecturee

HOST COUNTRY: Japan

Instructions

There is a dual purpose in asking you to prepare this report. First, the program administrators are interested in your evaluation and comments on the educational exchange experience. Second, the administrators and future grantees can benefit from the information which you furnish on your teaching, research or study program.

The following outline suggests the kind of information that would be useful. You may organize your remarks in any way you choose.

Please type the report in triplicate. Use both sides of the pages and append additional sheets where the space provided is not sufficient.

1. Description of study, research, teaching or lecturing assignment

A. For Lecturers or Teachers: Please describe in detail the academic assignment. The intent here is to provide information useful to future grantees offering instruction in the same subject matter field. It would be helpful if you would include the organization of instruction; relation of your work to the curriculum; the role and status of the exchange teacher or lecturer. Specific comments are also welcome on such factors as: preparation and level of students; size of classes; voluntary or required attendance; voluntary or examination courses, etc.

From April until early July my assignment was to teach two combined graduate and advanced-undergraduate courses: at Doshisha on "Romantic Poetry in English" (enrollment 70), and at Kyodai on "Hawthorne" (enrollment 25). I saw comparatively little of the students outside of class, altho this was in large part because I was away lecturing most of my non-classroom days. Attendance was voluntary and averaged about two-thirds. Instead of examinations I gave an assigned topic for an essay in English. The students were able but there was comparatively little discussion. Preparation for class meetings was slight, because of the size of assignments.

PART II
Page 3

## PART II. Professional Activities

4. What problems did you encounter that could also apply to future grantees? (For example: academic, language, research.)

This is not an easy matter to discuss, since one man's expectations may not be another's. As to academic problems, there need be none unless one expects to take up at a Japanese university the same role he occupies at home. He will not. Nor will the students operate in the same way; the American teacher's contribution will be real but differently defined. The language barrier is real but surmountable if one is careful with diction, syntax, and articulation.

5. Please recount occasions on which you addressed or spoke to local audiences, participated in cultural or professional meetings, or wrote for local publications.

### LECTURES

April 22 - discussion of American Studies problems in Nagasaki, with Prof. Katsuhiro Jinzaki.

April 25 - 26 Kyushu Seminar in American Literature, At Fukuoka.

25: talked on "American Poetry Today"

26: talked on "Theodore Dreiser"

May 1 - 2 Tokyo, JAFET Conference on "Contemporary Developments in American Studies and English Teaching"

1. talked on "Three Bibles for the American Young"

May 3 - Tokyo Committee meeting for Summer Seminar in Kyoto. The several other meetings are not listed.

June 3 - Doshisha University Graduate Student English Club: talk on "The Critical Point of View in Literature."

June 7 - 10 Nagoya

8. Dinner and conference with colleagues of Prof. Hideo Okamoto, Nanzan University

9. Aichi University of Education, talk on "Types of Recent American Literature."
Conference with Prof. Toshihiko Kawasaki, Nagoya University.

10. Lecture Nanzen University, "Three Bibles"

Dinner, Japan American Literature Society (Nagoya branch)

June 16 - 17 Kanazawa

16 - Dinner with faculty of Kanazawa University

17 - Lecture Kanazawa University "Types of Recent American Literature".

June 19 - 24 Korea

19 - Kwangju American Studies Group Lecture "Three Bibles"

20 - Seoul. Dinner with English Literary Society of Korea

21 - Seoul. Dinner with President and faculty of Sogang University

22 - Lecture Sogang University "Three Bibles"

22 - Lecture English Literary Society and American Studies: "Three Bibles"

22 - Lecture Association: "Three Bibles"

23 - Lecture Korea University "Types of Recent American Literature."

June 27 - 30 Tokyo

27 - Tokyo American Literature Society. Lecture: "Hawthorne, Dr. Johnson, and their Happy Valleys."

28 - Dinner: American Studies Association of Japan.

29 - Conference re Kyoto Summer Seminar with Messrs. Crane & Barnett.

July 1 - Doshisha University. American Studies Conference (day long).

Lecture: "Black Power, Red Power, and Youth Power, in America."

2 - Doshisha Women's College: Lecture on "Literature and the Fine Arts."

4 - Kobe: Lecture to Kansei American Literature Society, Konon University: "Hawthorne in His Letters."

July 10 - 12 Sendai

10 - Dinner Miyagi University of Education faculty members

11 - 12 Tohoku Chapter, American Literature Society of Japan: Conference on "Conformity and Alienation in American Literature."

11 - Lecture: "Hawthorne: the Outer and Inner Image of America."

12 - Lecture "Types of Recent American Literature."

July 13 - 16 Hokkaido

13 - Lecture: Hokkaido University "Hawthorne: the Outer and Inner Image of America."

Dinner: faculty of university.

14 - Lecture Hokkaido Chapter, American Literature Society of Japan: "Hawthorne in His Letters."

July 20 - 31 Dean of Faculty, Kyoto American Studies Summer Seminar. Address of welcome, address of farewell, innumerable in-between addresses.

Written:

"In With Events", The Rising Generation, November, 1970 issue.

Promises of articles for Kyushu and Tokyo as from lectures given there.

PART II
Page 4

# PART II. Professional Activities

6. Please evaluate your experience in terms of its: (A) professional value; (B) personal or social value; and (C) contribution to international understanding.

For teachers of literature, the professional value will be humane
rather than scholarly, though no one but a fool will not gain something
in terms of a comparatavist approach. And (B) is certainly a professional
value as well, and a real one. (C) cannot be underestimated, and the only
pity is that there are so few of us to make it.

7. **Suggestions:** Discuss freely any aspect of the grant, or the total experience, and offer any recommendations which you believe will enhance the program.

As one who has spent many years in working for international
understanding through aspects and variants of American studies, I can
only repeat what is obvious: that we need men of senior stature to make
appearances abroad; that these cannot repeatedly be made at such personal
financial cost; and that in an ideal situation, senior men could be sent
more frequently abroad on fortnight trips (like Congressmen) without
having to make two appearances or more each day. But in this last regard,
I must say that the pressures are much less than in the past.

PART III

Page 1

PART III. Educational Resources and the Academic Program of the Institution of Affiliation

Instructions

The information desired will be of particular value to the
teacher and lecturer grantees; however, students and research scholars may also
wish to share their observations and suggestions. The report should be typed in
triplicate. The reverse side of the form may be used or other pages added if
space to answer questions is not sufficient.

A. Educational Resources

1. Books

(a) Please comment on the availability of text and reference works for your course(s) of instruction. Book sources including libraries, USIS, schools, or other academic institutions should be mentioned.

A great difficulty comes in Japan as in the States when it is impossible
to estimate class enrollment ahead of time. Thus at Doshisha where they
thought 20 might come, 70 appeared. So it was necessary for me to mimeograph
assigned poems, and the choice naturally went to shorter ones. At Kyodai a
more accurate estimate was made, and my own book is normally available. USIS
libraries helped some, but these are of course being closed down and will be
decreasingly a factor. Institutional libraries are not of much help for
classroom assignments.

(b) Can books be ordered from the United States through local suppliers? What is the normal length of time from order to delivery?

They can, but four to five months seems to be the normal time from order to delivery. Of course, only paperback editions are normally feasible.

PART III

Page 2

(c) Is the lack of textbooks a serious impediment to effective teaching? If so, what are the alternatives?

Yes, from an American standpoint. The only alternative is xeroxing.

(d) What should the visiting lecturer or teacher do before leaving the United States to meet his minimum book needs?

A teacher of literature must, two to three months before needing them, ship his literary texts by surface mail -- or else be prepared (as I had to) to send them by air. He should take his own lecture notes as well. He will not need the subtleties of critical books to aid him, otherwise than as he already has absorbed them. He should also assign a friend as agent to ship him by air the books he suddenly discovers he had forgotten. to include. And, four months, before his classes begin he should inform his host institution of the textbooks required of students, so that these can be ordered. He must realize also that the students' money for textbooks (especially in English) is minimal.

(e) Do you have other suggestions on this subject?

PART III
Page 4

2. Instructional organization (academic departments, basic curriculum, special or unique educational programs).

3. Organization of the Department or program in which the grantee taught. Please discuss such elements as: (a) Departmental specializations; (b) Courses offered in grantee's field of specialization; (c) Methods of instruction; (d) Examination requirements.

I can comment really only on (c) methods of instruction. Here, thanks I think not so much to the influence of Americans in Japan as of Japanese returning from an American academic experience the method of instruction is already beginning to change. Previously an English course was primarily a verbal line-by-line translation of an English text into Japanese. This was without analysis. Now explication as well as translation is occurring, and as it increases so does the interest of the student.

HOLMES
BEARDON
YALE UNIVERSITY
NEW HAVEN, CONN.

Dec. 12, 1969

Dear Jack,

No one could ever save a better letter from Dudley than his to you and Helen. I am delighted to have the chance to copy it, as I have done, and return the original to you with rather more promptness than I used to get in my reports as a student. I am not quite sure what will emerge from all this accumulation of letters, but certainly the profile of an extraordinarily attractive man will be preserved by it. Perhaps we can even have a small volume printed of selected letters, for we have gottentto think on such commercial terms that we believe a thing justified only when a large market responds to it.

I was delighted to hear that you both had had a holiday away, certainly you missed one of the worst summers we have had in many years. I stayed in New Haven however and managed to get a good deal cleared up on my desk. At the moment the accomplishment seems to have been negligible but I shudder to think what it would be like otherwise. We are off again at the beginning of February, eventually arriving in Japan on April 1st where I will be teaching for the spring term at the University of Kyoto. We were there informally in 1963 for a couple of months and are very much looking forward to our return. My wife has never been in Tahiti or Australia so we are starting out by my taking her there for a period of rest in the sun. Australia will have sun but friends will keep us from having much rest. We plan to go North through the outback to Darwin from which we fly to Bali for a week, then a week in central Java, before going on to Singapore and Penang and Taipei. The latter part of the trip will be new for me too although I have been in Cambodia and Thailand on another occasion.

My office will be open during my absence, and my secretary will take care of any xeroxing that may come in before I return at the beginning of September. If you run across other members of the faculty or former students who might have something of Dudley's I do hope you will urge them to let me add a copy to the record. Naturally I am deeply grateful to you already.

With all best wishes to Helen and yourself for the Christmas season,

Sincerely,

["NORMAN\nHOLMES\nPEARSON\n231 HGS\nYALE UNIVERSITY\nNEW HAVEN·CONN", "Dec. 15, 1969", "Dear Jack,", "No one could ever save a better letter from Dudley than his to you and Helen. I am delighted to have the chance to copy it, as I have done. I can even have a small volume printed of selected letters, for we have extraordinarily attractive men will be preserved by it. Perhaps we can even have a small volume printed of selected letters, for we have extraordinarily attractive men will be preserved by it. Perhaps we

February 18, 1974

Miss Georgene B. Lovecky, Executive Assistant
Committee on International Exchange of Persons
2101 Constitution Avenue
Washington, D. C. 20418

Dear Georgene,

I am of course honored that you think of me in terms of a Sovidt
appointment. It would be exciting. Alas, however, I am not eli-
gible for another leave from Yale until another two years have gone
by, having had the Spring term of 1973 off.

I had a note from Scott Momaday just before he left, particularly
excited because it was to be his first trip outside the United
States. He was an excellent choice. So would Richard Ruland,
if another opportunity arises.

Please give my greetings for the Year of the Tiger to the office.

Sincerely,

NHP/wh

MUTUAL EDUCATIONAL
EXCHANGE PROGRAM

authorized by the

Post

FULBRIGHT-HAYS ACT

University Lecturing-Advanced Research
1975-76

AMERICAN HISTORY and LITERATURE

AND OTHER FIELDS WITHIN AMERICAN STUDIES

Eligibility requirements

* U.S. citizenship at the time of application

* For lecturing, college or university teaching experience at the level of the lectureship sought

* For research, a doctoral degree at the time of application or, in some fields, recognized professional standing

* Foreign language competence as indicated

For lecturing awards listed in this leaflet, application before July 1, 1974 is recommended. The review of applicants will begin shortly after this date, and available lectureships will decrease in number as nominations are made during the summer and fall. July 1, 1974 is the closing date for applying for most of the listed research awards.

Awards generally consist of maintenance allowance for the grantee and accompanying family members, roundtrip travel for the grantee only, supplementation and other allowances as appropriate and authorized. Terms of award vary from country to country.

Application may be made after July 1, 1974 for travel-only grants for a limited number of countries. Scholars who are offered remunerative appointments abroad under auspices other than the Fulbright-Hays program are invited to inquire whether they may apply for a travel-only grant. (Travel grants are not available for dependents.)

**Important note:** Application may be made in any field within the arts, humanities, and sciences for awards for **lecturing** in AUSTRALIA, AUSTRIA (travel-only), BRAZIL, DENMARK (travel-only), FRANCE (travel-only), GERMANY, KOREA, PHILIPPINES, SWEDEN (travel-only), THAILAND, UNITED KINGDOM; for **research** in AUSTRALIA, AUSTRIA (travel-only), BRAZIL, BURMA, DENMARK (travel-only), FINLAND, FRANCE (travel-only), GERMANY, ICELAND, ISRAEL (travel-only), KOREA, NETHERLANDS, NEW ZEALAND (travel-only), ROMANIA, SWEDEN (travel-only), UNITED KINGDOM.

On request the Council will furnish application forms, available information on specific openings, and details on the terms of award for a particular country. Inquiries should be directed to the program officer for the country which is of greatest interest. Program officers' initials appear after the countries.

<table><tr><td>Robert Burnett</td><td>202 389-6651</td></tr><tr><td>Anne Carpenter</td><td>202 389-6652</td></tr><tr><td>Alison Ekstrom</td><td>202 389-6278</td></tr><tr><td>Marguerite Hulbert</td><td>202 389-6642</td></tr><tr><td>Georgene B. Lovecky</td><td>202 389-6637</td></tr><tr><td>Linda Rhoad</td><td>202 389-6641</td></tr></table>

COUNCIL FOR INTERNATIONAL EXCHANGE OF SCHOLARS
(formerly Committee on International Exchange of Persons)
2101 Constitution Ave., Washington, D.C. 20418

authorized by the

Post

FULBRIGHT-HAYS ACT

FULBRIGHT-HAYS AWARDS
FOR
YOUNGER SCHOLARS

Eligibility requirements

Awards for younger scholars vary greatly from country to country. Some consist of a flat maintenance allowance with no additional provision for dependents. Some are funded jointly by the host institution and the Fulbright agency abroad. In no cases is travel provided for accompanying dependents.

Robert Burnett 202 389-6651

Anne Carpenter 202 389-6652

Alison Ekstrom 202 389-6278

Marguerite Hulbert 202 389-6642

Georgene B. Lovecky 202 389-6637

Linda Rhoad 202 389-6641

TEACHING AND RESEARCH OPPORTUNITIES
FOR YOUNGER SCHOLARS

When an overseas institution is not named, it may be assumed that
affiliation with one or more will be arranged. Foreign language
competence is indicated when required. All awards are subject to
availability of funds.

Application before July 1, 1974 is recommended for the following
group of openings:

**AUSTRALIA (MH)**
Jan.-Dec. 1975 or shorter periods
Up to six fellowships. Applicants should possess recent doctorate or should be doctoral candidates who will have the degree
before November 1, 1974. Scholars who will not have the degree
by that date should apply to the Institute of International Education, 809 United Nations Plaza, New York, New York 10017.

**Films or Radio/Television Script writing and production courses and seminars.** Australian Film and Television School.

**Biophysical Chemistry** Electrochemical mechanisms of nerve conduction. U Sydney

**Photosynthetic Metabolism** Photosynthetic processes and environmental conditions. Commonwealth Scientific & Industrial Research Organization.

**Environmental Ecology** Participation in teaching and research programs in plant and animal ecology and in general environmental studies. Macquarie U, North Ryde.

**Genetics** Developmental nuclear-cytoplasmic interaction on the molecular level. Commonwealth Scientific & Industrial Research Organization.

**Chemical Physics** Excess electrons in liquid fluorinated hydrocarbons. La Trobe U, Bundora.

**Plasma Physics** High temperature plasmas produced by fast shock waves. Australian National U, Canberra.

**Categorical Algebra**, especially theory of 2 categories. U Sydney.

**Education** Educational status and needs of aboriginal children. U Western Australia, Nedlands.

Scholars primarily interested in Australia should complete application well in advance of July 1. Because of the early starting date of the academic year in Australia, applications are scheduled for screening in July.

**AUSTRIA (AE)**
Sept. 1975 - June 1976
One lectureship in *American Life and Institutions*. Three hours of lecturing weekly and six hours of conversation sessions for graduate students. Applicants should have a recent Ph.D. or M.A. and teaching experience. Background in teaching of English desirable since students will be enrolled in a training program for teachers of English at secondary schools. Classes conducted in English, but knowledge of German would be helpful. Institute for Pedagogical Sciences, Klagenfurt.

**BELGIUM-LUXEMBOURG (RB)**
Oct. 1975 - June 1976
Applications for the following accepted from recent Ph.D.'s and advanced Ph.D. candidates:

One lectureship in *American Institutions*. Preference for a young political scientist. Two hours of lectures weekly at each of the French-speaking Universities of Liege, Brussels, and Louvain. Lectures in English, but an excellent command of spoken French is required for student discussion sessions.

2

One lectureship in *American Language and Literature*. Eight hours of classes weekly with emphasis on English as a foreign language. Classes to be conducted in English, but knowledge of Dutch desirable. Hoger Instituut voor Vertalers en Tolken, Ghent.

Two awards for lecturing and/or research in *Arts and Architecture*. Plastic arts, art history of the 15th and 17th centuries, conservation and restoration of museum pieces, musicology and history of musical instruments, music composition, or instrumental music such as that for harpsichord, organ, and carillon.

One award for research in *Education*. Participation in ongoing research on systems approach to individualized instruction (development of a human operator study). Evaluation and revision of a computer-assisted, multi-media course, "Introduction to Systems Analysis," and development of a case study in systems analysis and courses on operations research and cost-benefit analysis. Center for Development of Modern Media Teaching Tools, Catholic U Louvain. Second affiliation with U Liege for participation in the following evaluative projects: educational system of the Ivory Coast; educational TV at pre-school and primary levels; primary and secondary education in French-speaking Belgium. Spoken French required.

**CHAD (LR)**
Oct. 1975 - June 1976
*Linguistics and English as a Second Language*. Teaching English; consultation on program in comparative linguistics and overall linguistics curriculum. Good to fluent French required. U Chad, Ndjemena.

**GABON (LR)**
Sept. 1975 - June 1976
*English as a Second Language* Teaching methodology; assistance in developing a new TESL program. Fluent French required. National U, Libreville.

**INDONESIA (MH)**
Jan. - Oct. 1975
Several teaching appointments in *English as a Foreign Language*, with emphasis on teaching methodology. Requirements include at least an M.A. in teaching of English as a foreign language, and also teaching experience, preferably overseas. Affiliation with Regional Language Centers.

**ITALY (RB)**
Sept. 1975 - June 1976 or Oct. 1975 - July 1976
Two awards for research in the *Humanities*. Applications accepted from recent Ph.D.'s and advanced Ph.D. candidates.

**JAPAN (MH)**
Oct. 1975 - June 1976
Two awards in the *Creative and Performing Arts* for practicing artists seeking professional development through study of sources of artistic inspiration and expression in Japanese culture. Study of Japanese required before arrival in Japan.

One award for a professional journalist desiring to prepare for an assignment as foreign correspondent in Japan through intensive study of language and culture.

**KOREA (MH)**
Sept. 1975 - June 1976
Applications accepted from recent Ph.D.'s and advanced Ph.D. candidates for the following:

Two awards for combined teaching and research in the *Pure and Applied Sciences*, including science education. Affiliation probably with Korea Inst of Science & Technology or Korea Inst of Science, Seoul.

**MALI (LR):**
Sept. 1975 - June 1976
*Teaching English as a Foreign Language* Coordination of and teaching in a program of scientific and technical English for engineering and

3

11. Invitations—overseas universities often invite American scholars and frequently make requests for specific persons. Applications from such scholars are welcomed, and scholars are encouraged to explore the possibilities of an overseas affiliation before applying. However, an invitation does not assure selection.

12. Veterans—given preference, other factors being equal. Final selection of applicants is the statutory responsibility of the BFS. The Department of State or the overseas agency informs nominated candidates of their selection or non-selection, usually in February, March and April.

**General award terms.** Grants are tenable in one country. Terms differ from country to country but usually include:

* Roundtrip travel for the grantee (transportation costs for dependents are almost always borne by the grantee).

* A maintenance allowance, usually in local currency, to cover normal living costs of the grantee and family while in residence abroad. The allowance is not equated to the grantee's salary.

* A dollar supplement, subject to the availability of funds, for the grantee in the lecturing category going to any country outside of Western Europe with certain exceptions.

* A small incidental allowance for travel, books, and services essential to the assignment.

All scholarships, fellowships, grants or salaries from other sources, in dollars or in foreign currency, received concurrently with a Fulbright-Hays grant, must be reported and deductions may be made when there is a duplication of benefits. No deduction is made for sabbatical, leave-of-absence, or retirement pay.

Specific grant terms and conditions are issued by the Department of State or the overseas agency. Details of the assignment, travel arrangements, disbursement of funds, orientation, and other grant-related matters are worked out in correspondence with the Department or the overseas agency.

At most universities and colleges in the United States, additional information on the senior Fulbright-Hays program may be obtained at the office of the Faculty Fulbright Adviser, who is appointed by the president of his institution. Persons interested in receiving the principal annual announcements for a two-year period are invited to register with the Council. Registration forms are available from the Adviser or from the:

Council for International Exchange of Scholars
2101 Constitution Avenue, N.W.
Washington, D.C. 20418
(Area Code 202 389-6627)

Information on Fulbright-Hays grants in the following categories may be obtained from the cooperating agencies indicated below:

**Graduate Study and Predoctoral Research**

Institute of International Education
809 United Nations Plaza
New York, New York 10017

**Teaching in Elementary and Secondary Schools, Summer Seminars, and Foreign Language Training and Area Studies**

Institute of International Studies
U.S. Office of Education
Department of Health, Education and Welfare
Washington, D.C. 20202

March 1974

Formerly Committee on International Exchange of Persons

NATIONAL RESEARCH COUNCIL / 2101 CONSTITUTION AVENUE, N.W. / WASHINGTON, D. C. 20418

MEMORANDUM

MAY 1, 1974

TO: Members of the Fulbright Alumni Association

FROM: Roy A. Whiteker, Executive Secretary

On behalf of the Council, I should like to thank you for completing and returning the Fulbright Alumni Roster form sent to you early this year, and to welcome you to the newly-formed association of Fulbright grantees.

The chief purpose of this memorandum is to ask for your assistance with publicity on your campus for the 1975-76 senior Fulbright-Hays program. Campus publicity on the senior program has been and will continue to be a responsibility of the Faculty Fulbright Adviser who, if not already known to you, can probably be identified through the office of the chancellor or president. You may wish to consult with the Adviser before taking any action, so as to avoid duplication of effort. If you are a faculty member engaged in teaching and research, your principal contribution might consist of departmental publicity through circulation of a notice or the enclosed booklet. It would be helpful if you could call the attention of younger teachers and advanced graduate students to the junior-level opportunities described in the enclosed leaflet. In the last few years, such opportunities have increased in number and variety and they are not as widely known as the student Fulbright grants administered in cooperation with the Institute of International Education.

Alumni who are interested in another grant should take note of the Board of Foreign Scholarships ruling as to second grants. It is summarized in the Council's General Information leaflet as follows:

"Previous grants--in general, preference is given to applicants who have not had grants previously, though applicants are eligible for a second grant after three years have elapsed. A third grant is prohibited unless the applicant is the only available well qualified one."

This ruling does not apply to alumni who have had grants in the graduate student and the teacher categories and who wish to be considered for a senior award for university lecturing or postdoctoral research.

A small group of alumni will shortly meet with a member of the Board of Foreign Scholarships to discuss activities which would be appropriate for former grantees. The meeting will doubtless be reported to you in the next communication from the Board.

To those of you who have named persons who might care to receive program information, my special thanks. They are being sent the 1975-76 announcements.

For additional announcements and information, feel free to contact my associate, Theodore T. Dombras (Area Code 202 389-6627).

February 7, 1975

Miss Elaine A. Harris
Associate Executive Secretary
Council for International Exchange of Scholars
National Research Council
2102 Constitution Avenue N.W.
Washington D.C. 20418

Dear Elaine,

Thank you for your acknowledgement of my check for ASRC.

So far as a visit to the Bicentennial Conference in Japan is concerned, I have really no idea what sort of additional singing for my supper I shall have to do for the trip. On the whole however I doubt that I ought to take the time to go on to India in addition, although the prospect of going there sometime continues to attract me. I might very possibly pay a brief visit to South Korea before coming back but that would be only in response to the number of students I have recently had from there.

Sincerely,

NHP/ndn

January 29, 1975

Dr. Norman H. Pearson
2731 H G S
Yale University
New Haven, Connecticut 06520

Dear Norman:

Many thanks for the check, which will be deposited to the ASRC account and be much appreciated.

I'm glad to hear that you are attending the Bicentennial Conference in Japan, and wonder whether you have plans (or the time) to make visits elsewhere in the area -- even as far away as India. If so, I should be very happy to get some inquiries underway.

Sincerely,

EAH/jrb

Established by the

American Council on
Education

American Council of
Learned Societies

National Research
Council

MEMBERS

Charles Blitzer
(Chairman)

Johnnetta B. Cole

James Stacy Coles

Wm. Theodore de Bary

Frank Freidel

Robert Galambos

Calvin E. Gross

Eleanor H. Jorden

Robert J. Maurer

Catherine S. Sims

Frank Snowden, Jr.

James H. Street

Ruth Hill Useem

EXECUTIVE SECRETARY

Roy A. Whiteker

OFFICES

Suite 710

Joseph Henry Building
21st Street and
Pennsylvania Ave., N.W.

Washington, D. C.

TELEPHONE

202-389-6627

January 7, 1974

Prof. Kyoichi Fukuda
28 Kasuga-cho, Moriguchi-shi
Osaka-fu, 570 Japan

Dear Professor Fukuda:

I was sorry to learn from your letter of December 28th that this year's application on your part for a Fulbright fellowship at Yale is not likely to materialize. This is bad luck but I am pleased that you plan to re-apply. More and more I suspect that the committees which give such fellowships respect re applications if for no other reason than the continued desire for one which a second try indicates.

You can of course feel free to use my name in your reapplication and also to indicate that I would be happy to have you work with me at Yale in 1975-76. I am not sure that I remember precisely how you phrased your project but if you would like to send it to me soon I can look at it and advise you better after having seen it than I can before. Perhaps for you to indicate that you wish to study Emerson and Hawthorne in terms of their influence on later American writing might seem to broaden the scope and bring it closer to the present. I have a feeling that the Committee likes this combination of past and present better than simply the past for its own sake.

With all best wishes for the new year,

Sincerely,

NHP/wh

28 Kasuga-cho, Moriguchi-shi
Osaka-fu, 570
Japan
December 28, 1973

Professor Norman H. Pearson
2731 HGS
Yale University
New Haven, Conn
06520 U.S.A.

Dear Professor Pearson:

Forgive me for my long silence. How are things with you?
I think you had a good merry Christmas and a happy New Year day.

I got a response from the Fulbright Commission in Japan, a
copy of which I enclose herewith, informing me that I have not
been nominated as a principal candidate for a Faculty Development
Fellowships in American Civilization. Sorry to say that I shall
have to give up my plan to study under your direction in the
1974-75 academic year, though I shall write you immediately if
there should be any change in my alternate status.

I intend to reapply for next year's competition and consolidate
my plan so that I can be given chance to study Emerson and Hawthorne
in your university. I should be greatly indebted to you if you
would be so kind as to give me some suggestion on my plan, or
information whatever on some other scholarships.

Please forgive me for the trouble that I am causing.
With best wishes.

TELEGRAPH: "FULBRIGHT"

TELEPHONE: (580) 3231-5

THE UNITED STATES EDUCATIONAL
COMMISSION IN JAPAN
(FULBRIGHT COMMISSION)

2ND FLOOR, SANNO GRAND BUILDING
14-2, 2-CHOME, NAGATA-CHO, CHIYODA-KU TOKYO 100

December 4, 1973

Mr. Kyoichi Fukuda
28 Kasuga-cho,
Moriguchi-shi,
Osaka-fu

Dear Mr. Fukuda:

Thank you for appearing for an interview several weeks ago. We are sorry it has taken so long to write you the results of the competition.

This is to inform you that the United States Educational Commission in Japan (USEC/J) has nominated you as the second alternate for a Fulbright Faculty Development Fellowship award for the academic year 1974-75. Alternate status means that should a principal candidate withdraw you will be eligible to move up to principal status, provided affiliation at a university can be arranged through the Committee on International Exchange of Persons (CIEP) in Washington, D.C., or through your own efforts. At that time, your nomination as a principal candidate will have to be officially approved by the Board of Foreign Scholarships in Washington, D.C., the governing body of all Fulbright commissions throughout the world.

It is difficult to state just what the probability is of your eventually becoming a principal candidate. However, we should tell you that in the past alternates have rarely had the opportunity to become principals since most principal candidates have been successful in obtaining affiliation. Therefore, please do not hesitate if you wish to pursue your plans in some other way. If an award does not become available to you this year, you may want to reapply for next year's competition for which announcements will be made in March 1974.

We shall contact you immediately if there is any change in your alternate status. Meanwhile please feel free to call Mrs. Kamimura of our office if you have any questions about your status.

With best wishes.

CAYang/yy

June 5, 1967

Mr. Hugh Ford
16 Lake Boulevard
Trenton, New Jersey 08638

Dear Mr. Ford:

You have certainly cut out a big field for yourself in terms
of the private presses, although I am still not quite sure what sort
of a description you intend, not being familiar with your book on Nancy
Cunard's Hour Press. A good number of bibliographical checklists already
exist, if that is what you are after. An example is the one by Robert
Knoll in his monograph on Robert McAlmon published by the University of
Nebraska Press in 1957. This also contains a list of publications of
Three Mountains Press which was really run by Bill Bird. There are also
articles about particular books, but you will presumably know these.

Both Mr. Bird and Mr. McAlmon are dead. I understand that such
papers as there are of Bird are in the library of Trinity College, Hart-
ford. The comparatively few of Robert McAlmon (most from the appropriate
time were destroyed in the war, both in terms of McAlmon and Bird) are
owned by me, but do not go into general matters as much as he does in his
published memoirs.

Pool Editions was a much less ambitious effort, and I do not
know of any bibliographical list which has been published. Begun in
Territet by Mrs. Winifred Bryher and her then husband Kenneth Macpherson,
it was carried on spasmodically for several years. Mr. Macpherson is
still alive, but a severe heart attack in India a few months ago coupled
with a reluctance to discuss the past means that you would get no help
from him. Mrs. Bryher, being busy with her own writing (the second
volume of her memoirs at the moment) usually replies from Switzerland
only briefly to requests for information. However, if you wish to write
her, I will see that your letter is forwarded to her; or you can write
her in care of Harcourt, Brace who are her publishers.

NHP/S

16 Lake Blvd.
Trenton, New Jersey

May 28, 1967

OBL38

Dear Professor Pearson,

I am writing to you in hopes you can help me in carrying
out a project I have recently undertaken, namely, a study
of the little private presses which operated in France and
England between world wars.

A few years back, while collaborating with Nancy Cunard
on a book about her Hours Press, I realized that information
on these presses was hard to find, and that Will Ransom's
book *Private Presses and Their Books*, good as it is, offers
rather sketchy and outdated descriptions. Therefore, I am
planning a book which will be comprehensive and informative,
and which will concentrate on the private press movement of
the 1920's and 1930's.

I realize that a request for assistance of this kind can
be bothersome and time-consuming, but please be assured that
my queries will be as few as possible and that I shall be
grateful for whatever help you may be able to provide.

You will find a list of those presses in which I am
mainly interested on a separate sheet. I should appreciate
your telling me where information about any of them may be
found, and I should be especially grateful for the names
and addresses of people who may have been connected with
these presses at one time or who know a good deal about
them.

November 21, 1967

Miss Beatrice Grabbe
Program Officer
Comm. on International Exchange
of Persons
2101 Constitution Avenue, N.W.
Washington, D. C. 20418

Dear Miss Grabbe:

Thank you for calling my attention to my own appearance in the
autumn issue of AMERICAN STUDIES NEWS. Probably my vanity would have
made my nose serve like a bird dog's but in any event, I naturally
enjoyed the game.

I still have no definite news as to the topic of the seminar I
shall be giving at the beginning of February in Frankfurt, but will
let you know when I do. The only other bit of personal news that
I can think of you will already know - that is, my election as
President of the National American Studies Association.

There is some talk of my going out to Australia in August but
otherwise I shall lead a quiet life.

Please give my greetings to my friends in the office.

NHP:1d1

Telephone EXecutive 3-8100

COMMITTEE ON INTERNATIONAL EXCHANGE OF PERSONS
CONFERENCE BOARD OF ASSOCIATED RESEARCH COUNCILS

Mailing address: 2101 Constitution Avenue, N.W., Washington, D. C. 20418

Office address: 1200 Seventeenth Street, N.W., Washington, D. C. 20036

MEMBER COUNCILS

AMERICAN COUNCIL ON EDUCATION

*NATIONAL RESEARCH COUNCIL

*Administrative Agency for the Committee

COMMITTEE MEMBERS

M. H. TRYTTEN, Chairman

JOHN S. BADEAU

GEORGE M. BECKMANN

CLEANTH BROOKS

SANBORN C. BROWN

FRED C. COLE

ELLEN S. HARING

H. FIELD HAVILAND, JR.

RICHARD A. HUMPHREY

JOHN F. LATIMER

F. M. TILLER

JOHN USEEM

FRANCIS A. YOUNG

Executive Secretary

November 8, 1967

Re: AMERICAN STUDIES NEWS

To those who have sent us items for AMERICAN STUDIES NEWS, many thanks! The Autumn issue, Volume VI, Number 1, now at the printer's, will be sent out to you at the end of this week. In the future, the three yearly issues, formerly dated August, December and April, will be dated Autumn, Winter and Spring.

We are now preparing the Winter issue and plan to have it ready for the printer by mid-December. Again we would like to have your news of recent and planned events relating to American studies. Also, any comment you may have from time to time on AMERICAN STUDIES NEWS would be most welcome.

Since last we wrote you, our office address has changed. We are now on the seventh floor of the National Academy of Science's new Joseph Henry Building at Pennsylvania Avenue and 21st Street, N. W. close to the George Washington University campus. Stop by and see us when you are in Washington. Our mailing address remains the same.

Hoping to hear from you,