895 



Participation Act, and the educational provisions of the Smith-Mundt 

 Act.*^ The new legislation also : 



— made financial arrangements more flexible to support long- 

 range binational planning and financing by permitting reserva- 

 tion of foreign currencies in advance, dollar financing, interagency 

 transfer of funds for programs, and the extension of support to 

 individuals as well as to institutions; 



—authorized private sector evaluation research on educational 

 and cultural exchange; 



— expanded the program to include U.S. and foreign participa- 

 tion in international educational and scientific meetings and 

 created additional centers of technical and cultural interchange, 

 such as the East-West Center in Hawaii; and 



— refined and strengthened binational program planning and 



the role of private advisory groups in administering the program.*^ 



The provisions of the Fulbright-Hays Act were designed also to 



rectify program deficiencies described in several advisory group 



reports presented to the Congress and the President in 1960 and 1961.*^ 



These reports indicated basic difficulties with the existing legislation. 



One difficulty, according to Thomson and Laves, was the need to 



coordinate a "mass of often unrelated acts [and] to codify and am- 



phfy the existing mass of legislation." " A second, according to 



Coombs, was: 



. . . that the diverse educational and cultural activities were a vitally important 

 aspect of U.S. foreign policy and should be accorded higher priority, greater 

 support, and stronger leadership. ^^ 



"The reports," he said, "stressed the need for clearer policy direc- 

 tion, better coordination, more adequate budgets, consohdation of 

 legislation, stronger federal-private cooperation, and better collabo- 

 ration . . ." *^ 



The new Act also had distinct political objectives. By 1961 bi- 

 polarization of the world into "the Communist camp" and "the free 

 World" had peaked; ideological conflict between the two groups of 

 nations was reinforced by the tactics of "Cold War diplomacy." 

 Concurrently, the emergence of the "third world" created a different 

 set of diplomatic problems as the former colonial territories became 

 ^'developing nations" and sought economic and pohtical ties compatible 

 with their strong nationahsm and their need for technical assistance 

 and a favorable trading position. To effectively meet its new inter- 



" Infonnational exchange provisions of the Smith-Mundt Act had previously been subsumed under the 

 authority of the United States Information Agency, created in 1953. 



« U.S., Congress, House, Committee on Foreign Aflairs, Subcommittee on State Department Orgam- 

 zation and Foreign Operations, Mutual Educational and Cultural Exchange Act of 1961: Hearings on H.R. 

 -5203 and H.R. 6204, 87th Cong., 1st sess., 1961, 343 pp.; U.S^ Congress, House, Committee on Foreign Af- 

 fairs, Mutual Educational and Cultural Exchange Act of 1961: Report No. 1094, 87th Cong., 1st sess., August 31, 

 1961, 42 pp.; U.S., Congress, Senate, Committee on Foreign Kelations, Mutual Educational and Cultural 

 Exchange Act: Hearings on S. 1154, 87th Cong., 1st sess., March and April 1961, 241 pp.; U.S. Congress, 

 Senate, Committee on Foreign Relations, Mutual Educational and Cultural Exchange Act of 1961: Report on 

 S. 1154, 87th Cong., 1st sess., June 14, 1961, 44 pp. . 



A comprehensive legislative and administrative history and review of accomplishments and lumtations 

 of the Fulbright-Hays prc^rams may be found in: Walter Johnson and Francis J. Colligan, The Fulbright 

 Program: A History (Chicago: The University of Chicago Press, 1965), 380 pp. The summary appearing m 

 the text above was taken primarily from Johnson and Colligan, pp. 305-309. t, , • » 



»6 "Final Report of the Twenty-second American Assembly on Cultural Affairs and Foreign Relations, 

 In The American Assembly, Columbia University, Cultural Affairs and Foreign Relations (Englewood 

 Cliffs, N.J.: Prentice-Hall, Inc., 1963), pp. 172-177. . . „ , ^ . , 



«• Charles A. Thomson and Walter H. C. Laves, "United States Cultural Relations Activities, /n David 

 G. Scanlon and James J. Shields, eds., Problems and Prospects in International Education (New York: Colum- 

 ibia University Teachers CoUege Press, 1968), p. 215. 



" Coombs, The Fourth Dimension of Foreign Policy, op. cit., pp. 44r-5. 



" Idem. 



