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1 anna nT OTUs) arene re || 62 en Akl ob . 7 oe . €00819160 Sista emnteecmenarnmpery teem eee cee OT Bape POET Em ane Nr ne ar IT OLY CEO TRAE RIS ee ce eee tee I. PREFACE The travel of students to foreign countries for advanced studies dates back “ta the boginnings ef rocordsd history in ancient Greece and has been ona of the imortant factors in tho growth of civilizations. Until recently, foreign study usually waa designed for the achievement of some specific academic or technical goal, or for the acquisition of other kinds of knowledge which could not be se- cured in the student's hems country. Only in the tventioth contury has the ex- change of porsons bean considered: as a devico to further world peace and intere . national understanding. The groundwork for international exchange sponsored by private organizations was laid in the yoars: between tho First and Second World Wars, but the field re- mained primarily tho concern of a few far-sighted individuals and organizations. The numbers of foreign students, in America and of Amarican students in Europa was fairly small. With semp exceptions - the exchange of sponsored students cane cerned European eountrias. Tho rise of tho totalitarian 1 Adselogios in the trenties and thirties, and . their rosponsibility for tho start of tho Second World War, led pacple all owr. the world to concluds, in tho words of tha preanblo to the UNESCO Constitution, that Ssines wars begin in ths sinds of men, it is in the minds of mon that tho cafenses of psaco mist ba constructcd." To many pavple, the exchang of parsens seemsd 4 moans. for constructing such Gsfonsoa. Since lack of undarstanding between peoples wos considered to be one cause of war, travel and study abroad were to romve misundsrstanding. Morcower, Americans felt that expesure to American democracy would lead people from nations with authoritarian or tovalitar— dan sccial and political systems to embrace the democratic tay of life and to work for democracy in thoir om countries. As a result of those ideas, student exchange, particularly the novenent of students to the United States, increased rapidly after ths end of the Second World War. In ths academic year 195-55, approximately 34,000 foroign students attended colloges in tho United States, about threo times the mumber studying here in tho thirties. Many groups joined in tho promotion of ihtsrnational ex _change. Among thess were tho Government, with the Fulbright and Smith-Mundt ' Acts and related legislation, and private organizations such as the Institute of International Education, as ~3ll as church groups and student organizations. On many campuses studont groups, especially fraternitiss and sororities, mado their contribution by inviting oversens studsnts to spand a yoar with thes at the exponso cf ths living group. Tho United States National Studont Association sponsored visita of forcign student leadors to this country, appointed an Intar= national Campus Adainistrater , and published tr Pamphlots on international programs for its mmber' groups.t In Octnber 1955, the United States National Studont Agsociation was given a grant by.the Ford Feundation for a three-yoor Foreign Student loadsrship .. Project designed te given foreig student leaders training in tho leadership skills which have beon davelopad in Amorican studsnt governmnt organizations. Up ts ‘fifteen foreign student leaders ware to bs placad for ono yoar in Amorican colleges with strong student: govermmants. Tho National Studant Association alss wishes to promete tho adeption of new foreign scholarship programs in instite=- tions Thich do not participate in the Foroign Studant Isadarship Project. TEE. " EbbMogrepty.