Ft. Meade, Md. 2 Oct 50.

Dear Henry,

I have not been a very good correspondent, but they just
have not let us settle down to some organized living since we got
here. Your diagnosis of this place was correct, as you might have
gathered from my last letter to Marge. Now, to top it all off,
we're off to Ft. Riley, for 10 weeks of Combat Infantry Off.
training after which we were told mysteriously, "the ID has a
mission for us". So you can see, things are not so good. How-
ever, I decided to go ahead with my application for CIC anyhow.
I believe they cannot refuse to handle it, and if they do, I think
I can burn their fannies for them. I am enclosing a copy of my
letter. Note the enclosures.

I want to thank you for seeing Marge as often as you do.
I know she appreciates it tremendously. My present plans call for
a quickie trip to Boston around the coming weekend. Details will
dpend on the time at which they issue us orders to move out from
here. Practically the whole group of officers is going, of the
EM much fewer, and one week later.

What is new with you, and how is school? Have you got
tickets for the foot-ball games again? I hope to see you when I
get home, keep some time free, please.

It is very late and I am an early riser, ha ha, so must
close.

Best regards to Ann,

March 4, 1953

Professor Max Millikan
Center for International Studies
50 Memorial Drive
Cambridge, Massachusetts

Dear Professor Millikan:

I do not know in how far it is proper to write you on behalf of
an acquaintance of mine who, I understand, is applying for a fellowship
from your Center. His name is George Springer and I understand that he
is being considered for some sort of research grant in the general field
of intercultural communications.

I have known Mr. Springer since we served together in the Army and
have remained in irregular contact with him since. He strikes me as a
balanced, conscientious, solid fellow who will make up for his lack of
inspiration with extreme conscientiousness and very hard work. Part of his
work on linguistic theory has paralleled my own interests, both in the field
of intercultural relations and theory of knowledge and I have been amazed
at the serious and rapid progress Springer has made during the past year.
Any research work undertaken by Springer will make up for its lack of
flashiness by its substantiality.

For whatever my recommendation is worth, I thought I would pass it on
to you.

HAK:ndj

March 25, 1953

Dear Tommy:

This letter is to introduce an acquaintance of mine, Mr. George Springer, who is in Washington on an exploratory trip to look into the job situation. Since you mentioned to me some months ago when we last met that you were looking around for qualified people, I thought that George might fit your bill.

I served in the Army with him. Indeed during my CIC activities, he was one of the few qualified MG people I ever met. He was with Military Government for three years during World War II and has since served for eighteen months after the Korean outbreak. Since his return from the service he has taken up the study of linguistics and has mastered, as far as I know, all Eastern European languages along with German. He is now engaged in a study of the logic of the structure of languages and of syntax and will receive his Ph.D. here this year.

I am sure that George will tell you about his background in greater detail. I merely want to say at this point that I support him strongly.

Mr. Thomas Robertson

March 25, 1953

Mr. Richard Hirsch
708 Jackson Place, N.W.
Washington, D.C.

Dear Mr. Hirsch:

I don't know whether the change of administration has left you at this
address but assuming that you are still at your old post, I am taking the
liberty of dropping you this note on behalf of an acquaintance of mine here
at Harvard, George Springer. He is coming to Washington next week on what I
take to be an exploratory trip to find out what the job possibilities are.

I have known Springer since we served together in the Army and you will
agree that this is an excellent way of getting to know a man's character. I
know him to be a person of very great conscientiousness, patience, and applica-
tion. Since he came back from the service he has taken up the study of
linguistics and he has mastered, as far as I know, all Eastern European
languages along with German. He is now engaged in a study of the logic of the
structure of languages and of syntax and will receive his Ph.D. here this year.
He served for three years in the Army during World War II in Military Government
and for eighteen months after the outbreak of the Korean War.

Since you are much more in touch with things than I am, I thought it might
be useful if you would talk to him or if you are busy, perhaps you could let
Ansбacher take care of it for you. I hear about the activities of your outfit
from time to time through Elliott who is moving these days, as you know, in a
somewhat rarified atmosphere. I expect to come to Washington towards the end
of April and I will give you a ring then.

Many thanks.

March 26, 1953

Mr. Robert Johnson
3204 Wellington Road
Alexandria
Virginia

Dear Johnson:

Nothing is more obnoxious than a man one has passively known a long
time ago who suddenly appears with protestations of great friendship and
at the same time asks for a favor. At any rate, you may remember that we
shared an office some years ago here at Harvard and my embarrassment at writing
to you is eased only by the fact that I am not writing on my own behalf. A
friend of mine, George Springer, is coming to Washington on an exploratory
trip next week. Since I have lost touch with things, I would much appreciate
it if you could find the time to talk to him. I might add that I have asked
him not to trouble you unless he finds himself stymied.

I have known Springer since we served together in the Army and you will
agree that this is an excellent way of getting to know a man's character. I
know him to be a person of very great conscientiousness, patience and application.
Since he came back from the service he has taken up the study of linguistics
and will receive his Ph.D. here this year. He has mastered, as far as I know,
all Eastern European languages along with German and is now engaged in a study
in a study of the logic of the structure of languages and of syntax. He served
for three years in the Army during World War II in Military Government and for
eighteen months after the outbreak of the Korean war.

With best wishes,

HAK:ndj

November 25, 1953

Mr. George Springer
2324 Gaylord Drive
Washington 23, D.C.

Dear George:

My friends are always the victims of my reluctance to dictate personal letters. In this manner several letters have been lying around at home until I have a chance to write to you personally, but with writing my thesis, raising money and editing, this is a truly hopeless prospect. I hope you will forgive me therefore if I dictate a letter after all.

Despite my silence, I have not been inactive in your behalf. I have had several people in what the little delinquents along the reflecting pool called the shock look into your case, and I am afraid that I must agree with Streeter. It is in every situation difficult to re-open such cases and the one time I succeeded in doing so, it was through one of the very top people and it was turned down again. But this was under the previous administration. I see no prospect at all in the present climate of even getting them to reconsider and even if they did, I have no doubt that their decision would be the same. This is not an elevating thought but then this is not an elevating atmosphere. I think your best bet is to forget this particular matter and try some other avenue. I need not tell you that you can count on my fullest support. In fact, I am so disgusted with some of the things that have gone on that I have severed all my connections with the several agencies for whom I have been consulting. This is financially unrewarding, but it does wonders for one's self-respect.

Incidentally, the individual you mentioned would be of no help in this particular matter for reasons that I will explain to you personally when we next meet.

What precisely are your prospects at Georgetown? Do let me have a fairly full account of your plans and perhaps I could advise you. We had a letter from your mother-in-law and she seems satisfied. Please give my warmest regards to Marjorie.

HAK:ef

HAK:et

Henry V. Kießinger

Iohns.

mother-in-law and she seems attached. Please give my warmest regards to Marjorie.

account of your plans and believe I could advise you. We had a letter from you.

Incidentally, the individual you mentioned would be of no help in this matter.

This is financially unromantic, but it does wonders for one's self-respect.

severed all my connections with the several agencies for whom I have been committing
in fact. I am so distinguished with some of the things that have gone on that I have
tried some other avenue. I need not tell you that you can count on my Gültigungs

elevating atmosphere. I think your best bet is to forget this particular matter and
decision would be the same. This is not an elevating thought but then this is not an
even better thing to reconsider and even if they did, I have no doubt that their
under the previous administration. I see no prospect at all in the present climate of
it was through one of the very bad people and it was turned down again. But this was
situation difficult to re-open and even the one time I succeeded in going so,
look into your case, and I am afraid that I met agreement with Streeter. It is in each
people in what the little delusions along the reflecting pool called the shop
DESPITE MY ALIENSHIP. I have not been inactive in your repair. I have had several

a letter after all.

this is a true people's prospect. I hope you will forgive me, therefore, if I contradict
what I write to you personally, put with writing my thanks, relating money and editing.

In this manner several letters have been flying around at home until I have a chance

My friends are always the victims of my reluctance to contradict personal letters.

Dear George:

Washington 23, D.C.
2355 Lafayette Drive
Mr. George Springer

November 22, 1923

February 18, 1954

Mr. George Springer
2324 Gaylord Drive
Washington 23, D. C.

Dear George:

I hope that your failure to reply to my last letter has not
been caused by any disappointment about my activities on your be-
half. I think you have been in Washington long enough now to under-
stand that it was absolutely impossible to do more. Indeed, since
I resigned my several positions, I have been so out of touch with
things that I am not sure that my work would matter one way or the
other. I think you are the victim of a revolting period, but I am
afraid I can do no more than deplore it and the best a friend can
do for you in these circumstances is to be perfectly honest.

Do let me know how you are getting on and if there is anything
that I may do for you outside that particular place? If you want
me to try Petee again I will do so, but frankly your best bet is
to go back into teaching even if it is temporarily not too rewarding.

Please give my best to Marjory.

HAK:ebp

Curriculum Vitae

George Springer

I. Born May 21, 1919, Bruenn, Czechoslovakia, completed high-school in Czechoslovakia;
1936 extension course at University of Besançon, France
1937-38 Commercial course at Polytechnic, London.
1939-42 Harvard, A.B. '42
1942-43 Harvard Grad School of Ed.: M.A. in Teaching '43
1948-50; 1952-53 GSAS, Dept of Linguistics, concentration in Slavic, Romance;
1948 (Summer) Middlebury College Summer School, Russian
1952-53 Teaching Fellow, German Dept, Harvard U.

II. Research Experience:

Doctorate Dissertation: "Soviet Linguistic Theories": Analysis of the diverse schools of thought in the field of linguistics from pre-1917-revolutionary times through the present. Treatment in relation to general European theory on the one hand, and in relation to the exigencies of Soviet conditions on the other. An examination of the Soviet contributions to the general fund of linguistic theory, of their effectiveness in dealing with the staggering language and communications problem of the country, of their flexibility with regard to the changing nationality policy of the Party. Detailed consideration of the great 1950 controversy and Stalin's role in it. Effects in the field of linguistics and its wider implications.

Sources used in Russian, Ukrainian, Polish, Czech, Serbo-Croat, German, French, Italian; interviews and conferences with scholars having first-hand knowledge of certain aspects of topic.

III. Intelligence experience:

WW. II, Interrogator, etc. etc.
Mil-Gov. Public Safety & Legal Branches.

Intelligence School, O'gau: 1946-8 (involving some research)

Korean Conflict: Lang Tng O of MI Bn, Fort Meade,

Interrogation of border crossers, Czech border,

Organized Czech course & headed section at
O'gau.

IV. Naturalized W.S. Nov 1, 1943. Closest relative behind Iron Curtain; cousin & his family.

3/2/53

21 December 1955

Mr. Henry Kissinger
Council on Foreign Relations, Inc.
The Harold Pratt House
58 East 68th Street
New York 21, New York

Dear Henry:

In connection with this morning's telephone conversation, let me assure you
that much thought has been given to the level and general approach of the hand-
books both by our sponsors and ourselves.

After one year's dealings with these problems many things have crystallized
which at first were not entirely clear. One of these things concerns the level of
popularity which to book is to aspire to. I believe I am correct in stating that our
sponsors feel quite strongly now that what they want should not be directed at the
two-year college man, but rather at the field grade officer with considerable ex-
perience in dealing with human behavior and with questions of international signi-
ficance. You know very well the international political role which the U.S. Army
has been constrained to play, for better or worse, since World War II. You have
also come to know the officers whose numerous assignments abroad have filled
them with an awareness by far keener than that of the two-year college man of the
problems Americans face in communicating on a global scale.

These officers are the people who will be using our products. What they need
is not a popular, or slick presentation, but a coherent, scholarly interpretation
of the principal factors in the life of the given society which will enable them to
assess the basic motivations and attitudes realistically.

as areas the basic motivations and attitudes realistically.

of the principal factors in the life of the given society which will enable them to
be not a popular, or a slick presentation, but a coherent, scholarly interpretation
These officers are the people who will be using our products. What they need
been

them with an awareness by far keener than that of the two-year college man of the
also come to know the officers whose numerous assignments abroad have filled
has been constrained to play, for better or worse, since World War II. You have
licence. You know very well the international political role which the U.S.Army
performance in dealing with human behavior and with questions of international signi-
two-year college man, but rather at the field grade officer with considerable ex-
ágonsora feel quite strongly now that what they want should not be directed at the
bopsularity which to book is to aspire to. I believe I am correct in insisting that our
which at that were not entirely clear. One of these things concerns the level of
After one year's dealings with these problems many things have crystallized
books both by our sponsors and ourselves.

that much thought has been given to the level and general approach of the plan-
In connection with this morning's telephone conversation, let me assure you

Dear Henry:

New York 51, New York
58 East 68th Street
The Harold Pratt House
Council on Foreign Relations, Inc.
Mr. Henry Kieزلinger

51 December 1952

Mr. Henry Kissinger

21 December 1955

I think that the Harvard team on East Germany is supremely qualified to furnish the book which is needed. Professor Friedrich and yourself realize better than most, I am sure, the function of the book, the problems of the user, and the potential benefits that can be derived from a truthful and analytic presentation of the salient factors of life in East Germany.

If I may make a suggestion with respect to the focus of the work, then it is merely this: there should be a number of underlying major themes throughout the book, themes which the pertinent details serve to highlight. Our sponsors, I believe, have found this to be the most satisfactory manner of presentation, within the framework set by their outline.

Our last joint visit to the project showed that much excellent and detailed work has been accomplished already. By a process of further direction and selection, these disparate materials now have to be molded into one whole. In this process, I am sure, it is far less important to observe the stated limit of 300 pages, than to achieve a well-balanced, well-reasoned exposition of East Germany which will satisfy, at once, your scholarly standards and the needs of our sponsors.

I shall appreciate if you will forward this to Prof. Friedrich. Also, please accept and communicate my best wishes for Christmas and the New Year. An information copy of this is going to OCPW.

GPS/jo

GB2\jo

Research Associate
George P. Shringer

Sincerely,

accept and communicate my best wishes for Christmas and the New Year. An
I shall appreciate it if you will forward this to Prot. Friedrich. Also, please

our sponsors.

Germany which will satisfy, at once, your scholarly standards and the needs of
300 pages, than to achieve a well-balanced, well-reasoned exposition of East
this process. I am sure, it is far less important to observe the stated limit of
selection, these disparate materials now have to be molded into one whole. In
work has been accomplished already. By a process of further direction and
Our last joint visit to the project showed that much excellent and detailed
within the framework set by their outline.

I believe, have found this to be the most satisfactory manner of presentation,
the book, themes which the pertinent details serve to highlight. Our sponsors,
merely this: there should be a number of underlying major themes throughout
If I may make a suggestion with respect to the focus of the work, then it is

and the potential benefits that can be derived from a truthful and analytic pre-
better than most. I am sure, the function of the book, the problems of the near,
furnish the book which is needed. Professor Friedrich and yourself realize
I think that the Harvard team on East Germany is supremely qualified to

Mr. Henry Klaasen

21 December 1932

MEMBERS

University of Chicago
University of Colorado
Cornell University
Harvard University
University of Hawaii
Indiana University
State University of Iowa
University of Michigan
University of North Carolina
University of Oklahoma
University of Pennsylvania
Princeton University
University of Southern California
University of Utah
University of Washington
Yale University

OFFICERS

J. O. Brew
Chairman of the Board

Clellan S. Ford
President

Milton D. Graham
Research Coordinator

A. Irving Hallowell
Secretary

Horace F. Isleib
Treasurer

Cary B. Hutchinson
Director, Washington Branch
4501 Massachusetts Avenue
Washington 16, D. C.

HUMAN RELATIONS AREA FILES

421 HUMPHREY STREET
NEW HAVEN, CONNECTICUT

Mail address: P. O. Box 2054 Yale Station

TELEPHONE: SPruce 7-2334

10 August 1956

Dear Henry:

I should greatly appreciate if you could communicate the contents of this letter to the participants in the International Seminar.

The Human Relations Area Files, New Haven, extend a most cordial invitation to all those interested in establishing contacts with a social science research organization in the United States. We should be delighted to welcome any of your members on the days following completion of their work in Cambridge. We desire to show them our research facilities, procedures and products.

It might be well to inform the group that a stop-over in New Haven would involve no extra travel or expense to those planning to go to New York.

Since you know of our activities and program you may, if you wish, expand on HRAF. Also, I am enclosing a number of pamphlets on ourselves which might induce a better response.

Upon arrival in New Haven (between nine and five), have your people call me at SPruce 7-2334. I shall make the necessary arrangements for them. Also, my colleagues and I will be delighted to take them to lunch.

Mr. Henry Kissinger

10 August 1956

Could you call me Monday, August 20, (at our expense) and let me know roughly
whom to expect? Also, could you send me your roster of participants for this
year?

Your cooperation is much appreciated. Graham sends his very best regards.

GPS/jo
Enc.

YALE UNIVERSITY
GRADUATE SCHOOL
NEW HAVEN · CONNECTICUT

August 5, 1957

Mr. Henry A. Kissinger
Director of International Seminar
Weld Hall
Harvard University
Cambridge 38, Massachusetts

Dear Henry:

A note to tell you that Marge and I have been following your progress closely. Congratulations, first of all, of the splendid reviews of your book. Secondly, on your appointment as Assistant Director of the International Study Center at Harvard. Does this mean the end of the Chicago episode?

As you know, I left HRAF at the end of June. I like my new job and the people I am working with. I have been thinking about ways in which we might attract the members of your seminar to Yale for a visit, and have talked about it to my boss. Naturally, it is much too late to arrange anything of that nature this summer. Nevertheless, on a wholly informal basis, if any of your people have knowledge of and are interested in any aspect or staff member of this University, I should be glad to do everything in my power to welcome them here, show them around, and pass them along. My new office is in Room 137, Hall of Graduate Studies which is located at 320 York Street. I have extension 2089 of the Yale exchange, which is State 7-3131. I shall be here all of August, possibly with the exception of the last week. I hope that in the course of the coming academic year we might work out something less informal and more profitable from the point of view of the objectives of your program.

Marge and the kids are fine, we enjoy our beach, and are moving along on a pretty even keel. We acquired the house that we have been renting, and have finished our basement in it into a playroom. Altogether we are more and more approaching the American standards of respectability; one of my good friends here keeps accusing me of Republican tendencies.

I hope it will be possible for us to see each other soon. I suspect that, once the seminar is over, you will take some time off. Why not spend a day with us, on the beach, or otherwise? We would very much like to see you and Ann. Keep well in the meantime.

GPS/lc

December 17, 1957

Mr. George P. Springer
Director of Admissions
Graduate School
Yale University
New Haven, Connecticut

Dear George:

It was awfully good to hear from
you after such a long time. Although my life
is incredibly hectic, I would hate to purchase
a reputation at the cost of all my friendships.
So let us try to stay in touch with each other.

As for Graham, there is a slight
chance that something might open up here
during the spring. I will know more in a few
weeks.

I was very sorry to hear about the
passing of your mother-in-law, but under the
circumstances it may have been a blessing.

At present my office address is
Littauer 125; telephone KI7-7600, ext. 596.
Please let me know if you are planning to
come to Cambridge, and please give my very
best to Marjorie.

With all good wishes.

Vасоасе Director
Henry V. Kieinger

B. S. HARRIS

Witt all good wishes.

past to Wariorie.
come to Cambridge, and please give me very
please let me know it you are planning to
littlerer FSC; telephone K13-2600, ext. 599.
At present my office supplies is

circumstances it may have been a pleasing.

bearing of my mother-in-law, put under the
I was very sorry to hear about the
weeks.

during the spring. I will know more in a few
months that something might open up the
way for Graham, there is a slight

So let me try to ask in tonight with each other.
a reputation at the cost of all my responsibilities.
is incredibly nice. I would like to be present
you after each a long time. Very kind of you.
It was very kind of you to bring

Dear George:

New Haven, Connecticut
Yale University
Graduate School
Director of Admissions
Mr. George P. Springer

December 13, 1923

April 21, 1959

Dr. Henry Kissinger
6 Divinity Avenue
Cambridge 38, Massachusetts

Dear Henry:

I am sorry that I could not get through to you on the phone last Thursday, and I hope you'll forgive me for telling my problem to Miss Lyman. Under the circumstances -- I had to be out later -- it seemed the best mode of communication.

What's your reaction to sharing guest lectures, and possibly, other contacts? My budget is small, but our aspirations for giving our students "their" money's worth are high.

As I indicated on the phone Wednesday night, I've solved what up to last week was my worst problem, the Yale business manager's intransigence. Thanks to some figures provided me by your Miss Hildebrandt, I beat our man down to where our program will have to pay no more for rooms on the "Old Campus" than your people did in Holworthy. This will save me about $1,300 which I need to pay salaries.

I, too, am sorry to have missed a chance to see you, Ann, and Elizabeth. But on this we'll catch up as soon as the dust settles at both ends.

Keep well, our love to the three of you.

GPS/jm

YALE FOREIGN STUDENT INSTITUTE

NEW HAVEN, CONNECTICUT

GEORGE P. SPRINGER
*Director*

JAMES LEE COLWELL
*Associate Director*

Mail Address: P.O. Box 2124
Yale Station
New Haven 11, Conn.

Telephone: STate 7-3131
Ext. 629, 2623

December 8, 1959

Dr. Henry A. Kissinger
Associate Director
Center for International Affairs
Harvard University
Cambridge, Massachusetts

Dear Henry:

I thought you might be interested in a copy of our Final Report. If you find time to read it, I, certainly, would be interested in your comments. While I am on the exchange of "publications", I enjoy receiving your off-prints and hope you will continue this practice.

It would please us greatly to see some prospect of seeing the baby for the first time and the parents again. Can you hold out any hope at your end? Have you slowed down at all, or is this constitutionally impossible? I suppose that, since you haven't graced the TV screen as frequently as last year, you are running Rockefeller's campaign behind the scenes. Or is it Stevenson's? What do you think of Yale's new Provost-elect? I read that he was associated with your Center. He will have a big job on his hands here. Too many functions, not all of them significant enough, have accumulated in the Provost's office over the years. At least that is my impression from the amount of detail he is involved in deciding.

Things here are pretty much unchanged. Our kids are growing up, doing well in school, and we are behaving not unlike the suburbanites in the Organization Man. With a few notable deviations, that is. My work keeps me busy and happy. One added interest in life is the fact that we have two Soviet students here (as you have at Harvard) who present a continuing challenge. How do you reconcile the tradition of doing what is best for the student with the need in this particular case of regarding him as a pawn in a political game. Speaking of pawns, I play about once a week. Do you ever?

Your friend Gavin was here this week end. He is a very dynamic fellow. I often have lunch with Karl Deutsch, whom I have known for almost thirty years. Though he disagrees with you and others often, I can tell you that it is good to have a man here who so constantly bubbles ideas, who stimulates and attracts students, involves them in research beyond the normal call of duty, and in general wants to try new things. With so much financial pressure on us, I often feel that Yale reacts to this by wanting to "hold the line". But to hold the line is a worthy object only temporarily. Eventually, the spirit sags. In reality, I think a school either goes up or down. It cannot really rest on its laurels or keep repeating itself.

I might as well wish you and your family a Merry Christmas and Happy New Year, the absence of an ornamental card notwithstanding.

As ever,

December 22, 1959

Dr. George P. Springer, Director
Yale Foreign Student Institute
P.O. Box 2124
Yale Station
New Haven, Connecticut

Dear George:

Thank you for your letter of December 8th. I have been wondering how you have been getting on and had been taking to Ann about you only the day before your letter arrived.

Mrs. Roosevelt told me during the summer of her visit with your program.

My life is hectic as always. I am during a fair amount of work for Rockefeller.

I doubt that I can come down to New Haven, but perhaps you could visit us here sometimes.

Warm regards.

September 19, 1960

Professor H. A. Kissinger
26 Little Hall
Harvard University
Cambridge 38, Mass.

Dear Henry:

I have been invited to attend a
National Science Foundation Conference in
Boston October 6 and 7, and plan to arrive
on the evening of the 5th. Some time
during my brief stay I should like to see
you, Ann, and the baby. My only regret is
that Marge will be unable to accompany me.
I hope something can be worked out, even
if it's only for a brief moment.

My best to all of you, and
please let me hear.

GPS:M

September 23, 1960

Professor George P. Springer
Director of Admissions
Yale University Graduate School
New Haven, Connecticut

Dear George:

I am delighted to learn that
you will be up here from the evening of the
5th to the 7th for the National Science
Foundation conference. I think the best thing
would be for you to call the office when you
get up here, and we will certainly be able
to work out a time to get together. I am
looking forward to seeing you.

Kind regards as always.

NEW HAVEN, CONNECTICUT

GEORGE P. SPRINGER
*Director*

JAMES L. COLWELL
Associate Director

Telephone: State 7-3131
Ext. 629, 2623

12/9/60

Henry --

Two clippings for you, in case you haven't got them. -- Just returned
from San Francisco, & the IIE Conference in Exchange of Persons. This is now
big business, but the motto is "Chaos".

Rosovsky sends his regards. Turned down a Harvard Assoc. Prof in favor
of Berkeley, is going back to Japan next year, via Europe, Israel.

Hope all's well with you & yours, that book is in press, and you're
influencing Kennedy in the right direction.

Our best to all of you

June 10, 1964

Professor Henry A. Kissinger
Center for International Affairs
6 Divinity Avenue
Cambridge 38, Massachusetts

Dear Henry:

In weak retaliation of your many offprints, here is something
I sent to the Ford Foundation as part of an interim report on a
grant which we hold to run a bi-lateral exchange with the Free
University. As you know--since I sent you a post card--I was
in Europe last Fall shortly before you went.

More importantly, Marge and I have been thinking whether
we couldn't get you to come down for a weekend to lie in the
sand or try the sailboat. Heaven knows where this letter will
reach you, what your plans are, or your mood, but we thought
we'd take the initiative.

GPS:lc

UNIVERSITIES IN FLUX

GEORGE P. SPRINGER

THROUGHOUT its history as a nation of immigrants, the United States has modeled its schools after those it knew best. The first colonial attempts at schools and colleges in North America reflected to a great degree the forms, customs, and practices of England, Holland, France, and Spain. Liberal arts colleges today in the United States derive their organization largely from the English, and American graduate schools are modeled after the German universities. Naturally, on American soil, modifications and new prototypes have developed over the years. But a comparison with some an- cestral European models of higher education provides some interesting in- sights. Wherever one looks, some ferment is visible induced by several factors which seem to be global in dimension: (1) the growth in the num- ber of young people seeking education beyond the secondary level. This phenomenon is based on the increasing awareness in highly developed and developing societies alike that the path to national economic growth and individual advancement lies through college and university; (2) The ex- plosion in knowledge and communication forces institutions of higher learning to expand curricula and syllabi; (3) The consequent pressure on material and human resources creates some difficult fiscal and political problems for governments and private bodies which bear responsibility for the institutions of higher learning.

How do the systems of higher education react to the pressures created by these universal conditions? What are some features of the systems which either promote or inhibit adaptation and reform?

FOREIGN MODELS

Outside the United States and Canada, university study tends to require more of a long-term commitment, psychologically and often financially. There is no systematic way in which a student can go to a college for as little as two years and demonstrate successful completion of his course by a diploma such as an Associate in Arts, available from a junior college. Junior colleges are a peculiarly North American form of higher educa- tional institution. Even the four-year college is an institution that is limited

28

February 1968

UNIVERSITIES IN FLUX

to the English-speaking world and, since World War II, a few additional
countries. In most countries a student has to look forward to six or seven
years of uninterrupted university study to receive a terminal degree which
will make him eligible for a respected position in teaching, in the civil
service, or in the professions. This so-called continental model of the uni-
versity prevails in Europe outside the United Kingdom, in Latin America,
Africa, and parts of Asia.

Its characteristic features are:

a. Attendance is limited to those with special preparation obtained in secondary schools resembling "prep" schools in the United States and open only to a small fraction of the age group. Outside the Communist block, it is open especially to those who can afford to pay tuition. Selection of youngsters destined for the vocations, for technical jobs, farming, or laboring careers normally takes place in the early teens.

b. Since no respectable cut-off point such as the Associate in Arts or the Bachelor of Science degree is available, the doctorate or the *license* is the only symbol of success.

c. These degrees, which generally take six or more years to earn, require work only in the "major" or special field.

d. Except for the French universities and those in former French colonies, no prescribed curricula are laid out for the students, who have a free choice of courses.

e. Counseling and guidance are minimal or nonexistent.

f. Often no regular mid-semester, mid-year, or final exams are held until a major, comprehensive exam. This tends to have three rather serious consequences:

(1) Students lack the opportunity to accumulate "credits."

(2) They often delude themselves into thinking that they are making satisfactory progress, when actually they are not.

(3) Too much depends on the outcome of the comprehensive examination since the students have not had an earlier chance to test themselves against any kind of norm. Students who fail the comprehensives tend to delay their second tries, and many drop out eventually. Only few finish.

g. Although admission standards vary greatly and most foreign systems require entrance examinations, once the student is in the university, he may continue for practically as long as he wishes. Dismissal for non-attendance of classes is unknown in most systems. Overcrowding in lecture halls is often severe.

Comparative Education Review

29

GEORGE P. SPRINGER

h. Summer school as a device for acceleration is practically unknown
abroad.

i. Traditions of faculty autonomy and professorial prerogatives are very strongly ingrained and tend to militate against administrative changes. One result of this, in view of the overcrowding, is that contact between senior professors and students is minimal. This condition is worse in the humanities and social sciences than in science, engineering, and medicine, and does not improve until a student is well along. In the sciences, laboratory work necessitates closer contact from the beginning, but here places are much harder to come by.

j. What contact there is between professor and student tends to be in the nature of a master-apprentice relationship. The professor tends to function as a demi-god not to be questioned. In Latin American universities, with very few exceptions, professorships are part-time positions which at best supplement downtown professional careers. Typically, the professor leaves his practice or other job for an hour to lecture in the university and hurries back. To go with students on a picnic, to debate, to concern himself with the personal problems of students is normally beyond the purview of professorship. The free exchange and contest of opinion which the English system has traditionally cultivated and which is so typical of contemporary American higher education is absent in the continental system. What is more typical is the verbatim copying of professors' lectures and memorization from notes and textbooks.

k. The rewards of university training in terms of career possibilities in countries following the continental systems are not as good as they are in the United States, except possibly in science-engineering, in economics, politics, and management. However, this is more a result of the general economic potential of the countries than the organization and articulation of university study. Consequently, there is a brain drain of university-trained manpower to the United States.¹ But what is most significant here is that the effort necessary to graduate from university is in a different proportion to the likely rewards than it is in this country.

1. Notwithstanding the severe overcrowding, teaching methods abroad have not changed much. The notion that by teaching machines, closed-circuit television, or similar methods some alleviation of the massed classes

¹ Walter F. Mondale, "The Brain Drain From Developing Countries," *Congressional Record, Proceedings and Debates of the 89th Congress, Second Session*, Vol. 112, No. 146 (August 31, 1966). Ian E. McNett, "Senators Find 'Brain Drain' To U.S. Is Hard to Plug," *The Chronicle of Higher Education*, 1 (March 22, 1967), p. 8. James W. Broun, "Not All Favor Putting Stopper in Brain Drain," *The Chronicle of Higher Education*, 1 (April 11, 1967), p. 5.

30

February 1968

UNIVERSITIES IN FLUX

can be achieved has not penetrated very far. Because the United States is
wealthy, as well as flexible enough, experimentation with new devices has
remained largely limited to it.

m. Though education is one of the very few vehicles of social mobility, it is hard in many countries for certain social, religious, and other groups to find access to this vehicle. For instance, recent studies in West Germany on the socio-economic background of university students show that four groups are severely under-represented: Catholics, farmers' children, workers' children, and women.² These studies also show one other interesting thing: that it is not necessarily the lack of opportunity or financing which causes under-representation. Often it is subtle parental or social pressure to remain with "one's own class of people" or, in the case of women, that they do better to occupy the traditional role in the home. If it is difficult to change patterns of university attendance in a highly industrialized and economically successful country like West Germany, how much harder is it to provide equal educational opportunities in developing countries which still suffer from 90 per cent illiteracy!

When taken in a group, these thirteen characteristics of the continental pattern tend to discourage all but the most persistent and most affluent students from not only finishing advanced studies, but even from attempting them. For a Latin American, a German, an Italian, or a Spaniard, there are many more good reasons for protesting inadequacies and for becoming a drop-out than there are for an American, a Canadian, or an Englishman. Moreover, the massive programs of financial aid which in the United States began with the G. I. Bill after World War II are unmatched, except in the Communist countries. Traditional career patterns, governmental indifference, archaic university organization with endemic incentives to maintain the status quo—these are some of the principal problems confronting today's would-be student in many countries, among them some of the most advanced.

In this connection a word should be said about the universities in Eastern Europe which also follow a basic continental pattern, but which have undergone considerable reforms. I have mentioned the availability of scholarships. Since it is one aim of these universities to create a new elite which has its roots in the working classes, every possible educational encouragement is provided. The traditional classes of university students, the sons and daughters of the bourgeoisie, of the professional and upper classes, on

² Ralf Dahrendorf, *Bildung ist Bürgerrecht; Plädoyer für eine aktive Bildungspolitik*, (Hamburg: Nannen Verlag G.m.b.H., 1965) pp. 50–53, 60–81.

Comparative Education Review

31

GEORGE P. SPRINGER

the other hand, tend to be discriminated against. Despite difficulties, the social mix in the East European universities seems to be more balanced than in Western Europe, partly because some of the features of the American comprehensive high school which postpones early separation of the university-bound have been adopted there. Also, more frequent examinations and closer supervision of progress have been instituted. A law passed in the Czechoslovak parliament in 1966, for instance, specifies that a student who fails may not repeat a year of study more than twice, and admission has become highly competitive.³

THE AMERICAN MODEL

The North American university is in a highly privileged and fortunate general situation as compared to its sister institutions abroad. This is indeed an ironic state of affairs because United States universities have grown out of European models. On American soil an hybrid, eclectic version of higher education has developed organizational paths of its own and built its own peculiar traditions. Most importantly, the North American universities have managed to become more adaptable and responsive to modern needs and pressures, without abandoning their traditions. I believe that the reasons for this relative success are five-fold.

a. The political, social, and economic climates have favored the pluralistic development of local and regional institutions, academic and otherwise. From its earliest church-sponsored beginnings, the American college, and later the American university, have developed quite autonomously in different local circumstances. This, in turn, has led to comparison, competition, and the copying of successful models. The process of constantly comparing one's own institution with others continues. While squinting at one another, the private universities anxiously observe the growing power of the public institutions. The public institutions envy the private institutions the primacy of quality and small numbers and the greater freedom they enjoy, including the freedom to experiment. A typical example is Yale's recent introduction of the Master of Philosophy, a degree designed to certify the so-called ABD ("All-But-Dissertation") doctoral candidate for the small-college teacher market. Because it falls between the amorphous Master's and the difficult Doctorate, this new degree follows once again in the American style of subdividing the educational experience into smaller

³ Sbírka zákonů Československé socialistické republiky, Part 7 (March 30, 1966), pp. 61-73.

32

February 1968

UNIVERSITIES IN FLUX

and smaller segments, making it easier for a newly defined group of stu-
dents to reach a respectable cut-off point. Typically again, this experi-
ment was first conducted by a private institution and is now being imitated
elsewhere.⁴ To institute a new university degree in a centralized foreign
country typically requires ministerial approval and legislative action, a dif-
ficult and protracted process at best.

b. The 100-year-old Morrill Land Grant Act seeded whole sets of in-
stitutions across the land for the education of farmers and engineers. With
growing tax support many of these institutions have successfully grown into
challenging counter-balances to our elite-oriented private universities,
without severe restrictions upon student intake.

c. The North American university, in sharp contrast to its foreign counterparts, traditionally and systematically concerns itself with its town-gown relationship. The definition of "town" in this instance includes not merely the immediate environment of the campus and the limited range of issues that arise between them. Rather, the term points to the broader concern of the American university with public service of many and varying kinds. Public service, as James Perkins, the president of Cornell has pointed out, is one of the three principal functions, beside teaching and research, of a university. But it is a peculiarly American trait which has grown out of the state and municipal institutions. Quite naturally, the universities have long felt obliged to aid the citizenry which taxes itself to support them.

Another part grows out of the land-grant concept, the agricultural ex-
tension, and the tradition of seeing the results of academic pursuits utilized
in practical applications. The outgrowth of this unique aspect of American
universities in modern times has been an increasing participation of uni-
versity professors in local, state, and national pursuits. Especially in the
1960's it has become a commonplace to find professors on loan to the Fed-
eral government or in roles overseas. The intensified intercourse between
academe and government has brought American universities many ad-
vantages, along with some problems. Outside the United States, only in
Britain can one find similar large-scale involvements, especially under
Prime Minister Harold Wilson, an ex-university teacher.

⁴ John Perry Miller, "A Report on Graduate Education at Yale," *Ventures* (Fall, 1966), p. 5. Fred M. Hechinger, "Yale Leads with M.Ph.," *The New York Times* (May 15, 1966), p. E-13. Stephen H. Spurr, *The Candidate's Degree* (Unpublished paper by the Dean, Horace Rackham School of Graduate Studies, The University of Michigan, Ann Arbor, Michigan [August 1966]), p. 7. "Governors of *Rutgers University* have approved awarding of the degree Master of Philosophy as an intermediate degree between the M.A. or M.S., and the Ph.D. Requirements include a minimum of two years of graduate study, and a year of residence." *Circular Letter No. 21*, National Association of State Universities and Land-Grant Colleges (August 4, 1967), p. 26.

Comparative Education Review

33

GEORGE P. SPRINGER

d. Fourth, what distinguishes the American university is its rather progressive attitude toward administration. To begin with, the American university president is a powerful figure compared to his colleagues abroad. He is appointed by the trustees and not elected by his colleagues. Rather than serving a brief term, he usually serves for a decade or longer. By comparison, the function of the continental rector is largely ceremonial. On the average, he serves two years, after which he returns to his professorship. Although he is top man, he often enjoys no raise in pay, though he receives entertainment funds. It is difficult to see how a rector can exercise authority and gain administrative know-how in two years, especially if during this term he feels obligated to carry his other duties. Most rectors keep on with their research and teaching, since they regard their temporary elevation more as a burden than an honor. Only in France does the rector traditionally have an appointment for life from the Minister of Education and become technically responsible not only for his university, but for the functioning and inspection of secondary education in his district. There the criticism might be made of excessive diversification of responsibility and authority at the expense of the university itself.

But the presidency is not the only good device that has developed in America. It is merely one of the more important. The protective device of the board of trustees is another, as is the powerful professors' "union," the American Association of University Professors. Outside of North America these arrangements hardly exist. The corollary of the rector's impotence is the almost unchecked power of the senior European professor, who has a vested interest in the status quo and normally bristles at talk of administrative reform. The notion that faculty, administration, and students can form a team working for the constant improvement of the university is not one that would easily occur to a European professor.

The absence of administrative strength and responsibility is a greater evil than its excess. This is never more true than during times of dynamic change, such as today. The lures of research contracts, consultation, international exchanges, service on selection panels and task forces beckon all American professors. To manage this flow of divergent interests, to decide priorities, to persuade and dissuade—these are the functions of the administrators. The experience of our sister-universities abroad teaches us how much worse off we would be without professional administrators. "Institutional research" is still largely an American prerogative, yet the availability of data on one's own institutional condition is an indispensable tool for plans and decisions. Likewise, the application of data processing to univer-

34

February 1968

UNIVERSITIES IN FLUX

sity management and student records is still mostly an American enterprise. One need not worry about the psychological impact of IBM cards and student identification numbers if such arrangements yield more time to students and professors for other things.

Compared to these advances, European university administrations in most instances are still trying to get along with methods that worked fifty or one hundred years ago. This is true even in European countries which otherwise, in technology, business, architecture, and other respects are often on a level with the United States.

e. The fifth feature which distinguishes the American university is its mobile, cosmopolitan faculty. They seem to come from every corner of the globe. This is not a new development. European-born professors have populated the East Coast campuses since before the First World War. Political and economic crises, wars, and persecutions have brought growing numbers of foreign academics. Since World War II, many a so-called non-returning foreign student has become an American professor. The national policy of giving people refuge and allowing them a chance to earn a living in a university is not shared by European countries, except England. On the continent an astonishing amount of academic chauvinism persists. This is an ironic reversal of roles. In former times European scholars moved from university to university freely. In early nineteenth century America, on the other hand, John Adams warned Jefferson against importing European professors because of their prejudices.⁵ Now, the opposite situation prevails. It is clear that over the long run, the artificial restriction of university positions to national citizens will prove to be academic suicide for the countries practicing it, while those with open doors will continue to benefit from the arrival of the successors to Einstein, Fermi, and von Neumann.

Similar to this movement across the border is the movement within the United States. The annual migration of professors from campus to campus is a peculiar American academic custom. If we assume that the 2,000 institutions of higher education exchange merely 50 professors apiece—and I regard this to be a conservative estimate—that amounts to 100,000 new contracts a year! One effect of this shifting is the healthy appearance of new ideas on each campus annually, though the price in terms of man-hours spent recruiting and negotiating is very high. Compared to this ferment, the relative stability of foreign faculties tends to create an atmosphere of stagnation.

⁵ Richard Hofstadter and Wilson Smith, eds., *American Higher Education; A Documentary History* (Chicago: University of Chicago Press, 1961), Vol. 1, p. 232.

Comparative Education Review

35

GEORGE P. SPRINGER

UNIVERSITY REFORMS

University reform efforts abroad vary from country to country. Some of the Scandinavian countries and Holland have made considerably more progress in modernization than other, larger countries.⁶ One excellent general index of national progress is the number and form of newly founded universities and technological institutes. Because the older foreign universities are urban, they face the same problem as our own metropolitan institutions—no room for expansion. New universities tend to draw students off from the overcrowded major cities. In Italy, only one minor university has been founded since the 1930's. By contrast, of the forty existing universities in the United Kingdom, twenty-three are new, post-World War II foundations. Britain unquestionably has made the greatest progress in this respect. In France, only two new universities have been founded since World War II though some independent medical and humanities colleges have also been established. But at Paris, where there are almost 100,000 students enrolled, over-crowding led to bloody riots in 1963. Of Austria's ten institutions of higher learning, one is post-war.

In West Germany there is much activity. Out of a total of thirty-four universities—fewer than in Britain for a much larger population—four are post-war (Berlin, Bochum, Mainz, and Saarland); three more have been formally established and are under construction. The most interesting aspects of the recent foundations are the adoption of the “campus” concept, the establishment of a permanent rector, and a curb on independently financed research institutes traditionally run by German professors as personal fiefdoms. There will be more stringent limitations on the number of students enrolled. An American-type departmental structure is being tried out in Bochum to replace the traditional half-dozen faculties each with its set of “chairs.” New buildings and space arrangements are being planned with the help of computers, and the library is to be computerized from the very start. At Constanz and Bremen plans call for the introduction of subjects formerly unheard-of in Germany, such as Behavioral Sciences and Operations Research. To recapture some of the medieval ideal of internationalism, these universities have established regular positions for foreign visiting professors. All these measures are being taken with a conscious desire to point the way to the older German universities, to contribute to university reform in general, and to begin catching up. Existing plans make

⁶ Hildegard Hamm-Brücher, "Uns um 25 Jahre Voraus; die schwedische Bildungspolitik steht vor neuen Entscheidungen," *Die Zeit*, No. 1 (January 4, 1966), p. 9. *Higher Education and Research in The Netherlands*, 4 (1965), pp. 20-24.

36

February 1968

UNIVERSITIES IN FLUX

specific reference to the great German scholar Wilhelm von Humboldt whose ideal was the university as a community of scholars working on their research side by side with their students. By avoiding the pitfalls of de-personalized mass education, the new universities are trying to recapture this old ideal.

Another significant development in Germany is the establishment of a high-powered, independent Institute for Educational Research in Berlin.⁷ Its stated goal is to promote, by the sheer force of its authoritative research reports, reforms at all levels of the educational establishment. Though the Institute is hardly four years old, its reports are beginning to have impact on German state and Federal legislative thinking. This approach follows in the footsteps of such educational catalysts as the Robbins and Franks reports in England, the Bladen Commission Report in Canada, and the Gardner Task Force report in the United States.

The academic reforms aim at outright manipulation of the social structure by offering access to higher education to all who are capable of benefiting from it. What lends significance to these reform efforts is the shared underlying assumption that only through education is it possible to erase existing social, economic, and political injustices and prejudices and to assure greater social mobility.

The intensifying exchange of scholars and students promotes the growing knowledge of other systems. Major universities everywhere have their foreign students and visiting foreign faculty. In a very practical sense, therefore, we are forced into constant evaluation of foreign systems, qualities, and credentials. We look for the meaning of a "bachiller," a "license," or a "gakushi" just as foreign administrators worry about the meaning and content of a "Bachelor of Divinity" or an "Education Specialist in Remedial Reading." In this process some of us learn of other ways of organizing and articulating the educational experience. We begin to review the merits of what others have described as our "paternalistic" type of tightly supervised higher education, while the guardians of the continental models are now reviewing the merits of their traditional *laissez-faire* system of teaching and learning. They are becoming ever more interested in the extensive testing programs with which we attempt to co-ordinate our pluralistic educational establishments and with which we evaluate the human products of our flourishing meritocracy. What is beyond doubt is that we all learn from each other, whether we set out to do so or not.

⁷ Saul B. Robinsohn, "The Newly Founded Institute for Educational Research (Institut für Bildungsforschung) Within the Max-Planck-Gesellschaft," *Comparative Education, 2* (November 1965), pp. 31-35.

Comparative Education Review

37

GEORGE P. SPRINGER

Actually, it is high time that university administrators began to study more intensively each other's business, including curricula, administrative techniques, student-faculty relations, financing, and other universally shared problems. It may not be possible to duplicate in the more hidebound institutions abroad the teach-ins, gripe-ins, and similar cathartic exercises which enliven United States campuses. American universities, on the other hand, may not be prepared to consider student representation on practically every faculty committee—a custom practiced at the Free University of Berlin. But much is to be gained from a knowledge of how others cope with many problems which are not greatly dissimilar from ours.

As we survey the numerous changes here and elsewhere, we must remind ourselves of several fundamentals: universities have weathered many storms. They regularly outlive political regimes. They are among our oldest continuing institutions; they are freighted with history and traditions which may not be lightly discarded. And because institutions move more slowly than individuals, students may well have got ahead of their universities in the mid-sixties. In the United States and elsewhere, they may feel with some justice that university offerings are obsolete in terms of professional, social, psychological, and political preparation for life; that they do not deal with the pressing issues of the times; that they are too concerned with form at the expense of substance; that they submerge the individual in the mass; that they refuse the students a voice in the management of university affairs. Surely some of these doubts are not unjustified. They apply here at home and to a greater degree abroad.

If one were to express the central problem of today's university in one term, it would be "balance": between past and future; between academic *laissez-faire* and administrative control; and between the three major functions of a modern university—teaching, research, and public service. These are some of the most difficult balances to achieve and maintain. What we must avoid is ossification, or what one observer has felicitiously called "hardening of the categories."

38

February 1968

## INTERNSHIP

An internship for the summer following the academic year will be arranged for students who have not held positions in science administration.

### Direct inquiries to:

Dr. Albert H. Rosenthal, Director

Program of Advanced Study in Public Science
Policy and Administration

The University of New Mexico

Albuquerque, New Mexico 87106

## THE UNIVERSITY OF NEW MEXICO
PROGRAM FOR ADVANCED STUDY IN
PUBLIC SCIENCE POLICY AND
ADMINISTRATION

Dr. Ferrel Heady—President*

Dr. George P. Springer—Dean, Graduate School
and Chairman, University Advisory
Committee**

Dr. Albert H. Rosenthal—Professor, Political
Science, Director

* Effective July 1, 1968

** Vice president for Research, July 1, 1968

The University of New Mexico, at Albuquerque, is a rapidly growing state university with a student body of 14,000 and a projected enrollment of 25,000 within 10 years. It is accredited by the North Central Association of Colleges and Secondary Schools as well as by national accrediting agencies in particular disciplines and professions. The University provides courses of study for academic degrees through the Ph.D., as well as for the M.D. degree in Medicine and the J.D. in Law. The University contains 11 colleges and schools—Arts and Sciences, Business Administration, Education, Engineering, Fine Arts, Pharmacy, Nursing, University College, Graduate School, School of Law, and School of Medicine.

Albuquerque, a metropolitan area of 330,000 residents, is one of the major educational, cultural, and recreation centers of the Southwest. It is the home of the Sandia Corporation, Kirtland Air Force Base Special Weapons Center, and other scientific research, development, and manufacturing concerns.

# Program
for Advanced Study
in Public Science Policy
and Administration

THE UNIVERSITY OF NEW MEXICO

The University of New Mexico, with support of the National Aeronautics and Space Administration, has established a Program for Advanced Study in Public Science Policy and Administration with two major objectives:

I) To add to and make readily available the body of knowledge concerned with the formulation and administration of public policy in the field of science; and,

II) To provide graduate-level, inter-disciplinary course work and research in public administration-science, leading to a master's degree. (Starts Semester I, September 1969).

## REGIONAL-NATIONAL CHARACTER

The University of New Mexico program has extensive regional and national implications. Regional and national advisory committees composed of leading figures in science and public administration are working with the program staff to structure a series of conferences at which new concepts and approaches to problem solving in the science-administration, field will be explored and evaluated.

The program contemplates the initiation and support of at least nine research projects which will result in working papers and case studies seeking to:

a) Collect, collate, and analyze and summarize, in readily available form, existing materials concerned with present and proposed methodologies and practices followed in the formulation of public science policy; and,

b) Identify and point up significant factors, concepts and approaches which may add to the present approaches to the formulation of public policy in the field of science and which may assist in the formulation of a sound public philosophy in this field.

The papers and case studies will serve as bases for the regional and national conferences. They will be reviewed, evaluated, and modified by highly qualified practitioners in science-administration in a series of three Regional Institutes and one National Conference which is to be an annual event. Participants in the regional conferences—approximately 15 specialists will be invited to each one—also will be asked to consider the development of an effective curriculum and further research beneficial to the academic program at the University of New Mexico.

Following final review by the National Conference, the working papers and case studies in public policy and administration in science will be published in a series with the objective of providing current and useful information in this area to advanced students and practitioners in this field.

## ACADEMIC PROGRAM

The University of New Mexico program provides for the award of 10 graduate fellowships annually, starting in the fall of 1969, each carrying a stipend of $3,000 for the academic year. The awards will be made to persons working toward or holding graduate degrees in science, science-related fields, and public administration.

## FACULTY

Dr. Albert H. Rosenthal, Professor of Political Science, is program director. Prof. Rosenthal formerly was professor of Public Administration, University of Minnesota, Director of the University of Denver School of Public Administration and Denver Regional Director for the U.S. Department of Health, Education, and Welfare. Presently, he is a consultant to the National Aeronautics and Space Administration and other government agencies. He is a recipient of the Rockefeller Public Service award.

In addition to present University of New Mexico faculty, others qualified in the field are being selected and the program provides for a visiting professor-in-residence and a visiting science administrator during each academic year.

The program of instruction is built on a team and interdisciplinary approach, using a highly qualified academic person in combination with a high-level practitioner in science-public policy. The case study method will be employed to describe in detail some actual processes by which significant decisions have been approached in major public and private science agencies.

## CURRICULUM

The curriculum will include, as a core course, a two-semester public science policy and administration sequence and additional courses as developed in consultation with the advisory committees and as required to meet the standards of the Graduate School of the University. Most students will work for a master's degree, but special arrangements may be made for fellows who have demonstrated exceptional competence in this field to continue for the Doctor of Philosophy degree.

Vipnduerdne, New Mexico 87100
The University of Next Mexico
Room 123, Administration Building
Dean George B. Springer

Henry V. Knausger

With best regards,

and we'll set a date to get together.

Call me as soon as you arrive in the area

Boston residence: 617-367-2018
New York office: 212-282-1300
Cambridge office: 617-868-7600, ext. 3132

numbers where I can be reached:

30th, we are bound to meet. Let me give you the
If you are at Yale between July 8th and

Dear George:

17 June 1968