1159 



"longer stay would mean a more complete fossilization of my 

 career." ^^* 



A medical doctor from Greece declared that money was not the main 

 inducement to practice in New York City rather than Thessaloniki. 

 Being able to work in the Cornell Medical Center enabled him to 

 progress in the study of medicine and gave him "the satisfaction of 

 associating with advanced people" in his profession.^^^ 



A young nuclear scientist from another Mediterranean country had 

 been offered a leading scientific post in his country's major university 

 with a compensating salary. He chose to remain in the United States. 

 Having research facilities and logistical support in the United States 

 had great appeal, but "a more important consideration" to him was 

 the fear of isolation. 



Even if I were assured of all these facilities, I would still be wary to return. 

 I would be afraid of being isolated from the scientific world. Here, I am at the 

 hub of things. There, I would be confined to an ivory tower.**' 



Perhaps an English scientist best summed up the magnetic appeal 

 of the American scientific-technological civilization for all profes- 

 sional manpower when he said : "This is where the action is . . . this 

 country is the one which is going to be the leader of our own particu- 

 lar civilization, as far as we can see, for at least the rest of the cen- 

 tury. And if you happen to like being in the central part, by God, 

 you come here."^" 



A striking effect of the "pull" quality of the United States has been 

 the attraction of foreign students and scholars to American academic 

 institutions and, in the case of FMGs, to U.S. medical facilities. Many 

 LDCs, especially in the Middle East, lacking graduate facilities, rely 

 upon those in the advanced countries."* As Prof. John R. Niland of 

 Cornell University wrote, "American universities have become the 

 linchpin of higher learning for much of the developing world." ^^^ 

 Symptomatic of the pull of American academic institutions in the 

 early 1960's are the following statistics : 44 percent of the Pakistani 

 students studying at institutions of higher learning in 15 foreign 

 countries were studying in the United States; 59 percent of the In- 

 dians; 32 percent of the Indonesians; 56 percent of the Burmese; 90 

 percent of the Filipinos ; 64 percent of the Thais ; and 26 percent of 

 the Ceylonese.^'^" Superior training available at American universities 

 attracts foreign students, and what Professor Zahlan said of the Mid- 

 dle Eastern student could be said of others from the LDCs: "To a 

 student at AUB [American University of Beirut] or Cairo, the aura 

 of Harvard, Princeton, and Cambridge infuses all foreign institu- 

 tions. These graduate schools thus exert a powerful attractive 

 force." ^^^ 



3-* Charles P. Kindleberger, "Study Abroad and Emigration," In Adams. Brain Drain, 

 p. 151. 



22= Eren, op. clt., p. 11. 



339 Ibid., pp. 11-12. „,„, 



3'TXigei Hawkes, "The Scientific Mercenaries," Science Journal, 6 (September 1970), 

 p. 26. 



^^Said, op. cit., p. 14. , ^. 



329 John R. Niland, Foreign Manpower Trained in the United States: Policy Implications 

 of Non-Return, Industrial Relations Research Association, 23d annual meeting, Dec. 28-29, 

 1970, p. 296. „ . , , 



3=oGunnar Myrdal, Agion Drama (N.Y. : Pantheon, 1968), p. 1773, cited from Brzezinski, 

 op. cit., p. 30. , ^ „ 



331 A. B. Zahlan, "Problems of Educational Manpower and Institutional Development, 

 In, Nader and Zahlan, Science and Technology in Developing Countries, p. 311. 



