OFFICE OF TRAINING BULLETIN

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03921A000200360001-6
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 36
• Document Creation Date: December 9, 2016
• Document Release Date: January 9, 2001
• Sequence Number: 1
• Publication Date: April 1, 1959
• Content Type: BULL

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OFFICE OF TRAINING
NUMBER 46
CONTENTS
MAR.-APR. 1959
THE BULLETIN BOARD . . . . . . . . . . . 1
The Changing Philosophy of Management . . . . 5
Foreign Language Training in the Soviet Union -
A Qualitative View . . . . . . . . . . . 7
EXTERNAL TRAINING . . . . . . . . . . . . 27
REGISTRAR'S REMINDERS . . . . . . . . . . 31
DIRECTORIES . . . . . . . . . . . . . . 34
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INSTRUCTIONAL TECHNIQUES COURSES
TAILORED TO NEEDS
The type of instructor training
now being emphasized by the Office
of Training is a "tailor-made" course
designed to meet the specific needs
of instructors from any Agency unit.
Course content and methods aim to
provide knowledge and practice in
the kinds of instructing for which
the particular group of instructors
is responsible in present or antic-
ipated assignments. Ordinarily the
course has a maximum of 10 and a
minimum of 5 students. Any Training
Officer interested in having an
Instructional Techniques Course
designed for instructor-personnel in
25X1A9a his unit can make arrangements for
the training by contacting
extension 2155 or 2230.
must be received by the Registrar
not later than close of business on
Monday, 25 May.
SOURCES OF INFORMATION ON COLLEGES,
UNIVERSITIES AND OTHER EXTERNAL
TRAINING FACILITIES
The Information Branch, Registrar's
Staff, Office of Training, is a fo-
cal point within the Agency for in-
formation about external educational
facilities. Catalogs from major
universities and colleges not only
in the United States but also from
numerous foreign countries are
available for reference to all CIA
employees. Brochures on conferences
and professional meetings as well as
training programs of other Govern-
ment agencies and of the Military
Establishment are on file.
A more general Instructional Tech-
niques Course is scheduled for two
weeks (80 hours) from 1 through 12
June. This offering will include
acquaintance with and practice in
such instructional duties as lectur-
ing, demonstrations, lesson planning,
discussion techniques, development.
and use of training aids and eval-
uating students' learning. The only
prerequisite for the course is a
present or projected assignment in-
volving instructional responsibil-
ities. Applications for the course
Two reference books, Lovejoy's
College Guide and Study Abroad, are
particularly useful since they con-
tain facts on college, admissions,
costs, scholarships, and accredita-
tion, both here and overseas. A cur-
rent bookshelf of American Manage-
ment Association volumes is also
maintained.
This material is available in Room
2611 Quarters Eye. If it is incon-
venient to examine the catalogs per-
sonally, inquiries may be made by
phone on extension 8271 or 4625.
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CIA INTTEE11 AL USE ONLY FIDE) `!
ENROLLMENT IN
INTELLIGENCE TECHNIQUES COURSE
NO LONGER RESTRICTED
The OTR Intelligence Techniques
Course scheduled to begin on 4 May
will be open to all qualified Agency
personnel. Up to the present time
enrollment in the course has been,
limited primarily to Junior Officer
Trainees. The course is given by the
Intelligence School. It is a full-
time, four-week course devoted to
the study and practice of the intel-
ligence production methods used by
the various components of the DDI
area of the Agency.
The course includes a brief review
of the organization, mission, and
function of each of the DDI offices,
practical exercises in the produc-
tion techniques used in the various
offices, and training and practice
in the principles of intelligence
research. Most of the instruction
is conducted on the "do-it-yourself"
plan. Actual problems of intelli-
gence production are posed,and under
the guidance of the instructors the
students work out the solutions to
the problems. In addition to the
training in information analysis,
methodology, and estimative tech-
niques, considerable instruction is
given in the writing and speaking
skills. All the instructors in the
course have had intelligence pro-
duction experience in the DDI area.
The course is not recommended for
experienced intelligence analysts.
It is designed to meet the needs of
those who have little experience in,
intelligence analysis; of those who
serve in staff, support, and liaison
capacities in the DDI; of those
whose career plans include eventual
assignment as intelligence analysts;
and of DDS and DDP intelligence
officers for whom a basic under-
standing of DDI production problems
and practices would be beneficial.
The minimum grade level required is
GS-7, and enrollment will be limited
to twenty students.
may be con- 25X1A9a
suited for any further information
on course substance. Registration
for the course should be in the
Registrar's office no later than
27 April.
Noontime movies are being resumed
as of 25 March and will be shown
each Wednesday and Thursday there-
after throughout the month of April
at 1200 hours in Room 1-82 Quarters
Eye.
Some films are factual; others are
features. Although the newsreels
are several years old, they can be
practical exercises in variations of
speech. Employees who want to im-
prove foreign language skills or to
acquire additional knowledge of the
areas identified in the titles will
find the films of considerable help.
When occasionally it may be im-
possible to secure a scheduled film,
a substitution will have to be made.
The schedule will be found on page
19.
Any inquiries about the schedule 25X1A6a
should be made of on
extension 2381.
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All offices of the Language and
Area School except those of Foreign
Lan ua a Testin under direction of
(X 2780), are now
located in Quarters Eye. Room num-
bers and extensions are listed in
the Directories, page 34.
We remind employees that language
proficiency tests will continue to
be given in 2132 "I" Building. The
language laboratory will also be re-
tained in that area. Lab hours will
remain the same:
Daily : 0700 to 2030 hours
Saturday: 1000 to 1400 hours
INTELLIGENCE BRIEFINGS
EVERY FRIDAY
Each Friday at 1230 hours, an OCI
Briefing Officer delivers a briefing
in the R&S Auditorium on intel-
ligence findings of the week. These
briefings, classified SECRET, are
similar to those given by the OCI
Briefing Officers to high-level au-
diences in the Agency and elsewhere
in the Government. They summarize
important world events and their
significance. Occasionally, an
entire period may be devoted to a
briefing by an area expert on a sin-
gle area or on a subject currently
in the news.
The briefings have continued for
upwards of a year. They are serving
their purpose of inform
hoses in
is
attendance on world happenings.-'A11
Agency members are cordially invited.
INTELLIGENCE EXHIBITS FOR
APRIL AND MAY
The Support and Intelligence Pro-
ducts Exhibits, which will be shown
in the R&S Auditorium during April
and May, have been scheduled as fol-
lows:
Support Exhibit
1400 - 1600 hours
22 April
20 May
Intelligence Products Exhibit
0930 - 1200 hours
23 April
21 May
Although designed primarily as in-
tegral parts of the Intelligence
Orientation Course, the exhibits
should be of interest to all Agency
employees. They present comprehen-
sive views of many Agency activities
including the role of the DD/S in
supporting activities by men and ma-
terials,and that of the DD/I in col-
lecting and producing intelligence.
All Agency employees are invited
to attend both exhibits. Invitations
to the Intelligence Products Exhibit
will be extended to the USIB.
S, 4~_
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OTR REQUIRES EARLY REGISTRATION
FOR SUMMER SCHOOLS
Registration dates for summer ses-
sions of local universities are
shown in the schedule below. If you
wish to consult the catalogs of
these schools, the Information
Branch, Registrar's Staff, has ref-
erence copies available in Room 2611
Quarters Eye.
American University 19-20 Jun
Catholic University 26 Jun
Dept. of Agriculture 1- 6 Jun
Graduate School
George Washington U. 15 Jun
Georgetown University 15-16 Jun
Howard University 22 Jun
University of Maryland 22 Jun.
CLERICAL SKILLS QUALIFICATION TESTS
SCHEDULED FOR APRIL AND MAY
Tests in shorthand and typewriting
for employees required to meet Agen-
cy standards will be held:
6 April 11 May
20 April 25 May
Typewriting 1315 hours
Shorthand 1400 hours
They are given in Room 508 1016
16th Street, N.W. Supervisors should
register employees for tests through
Personnel Placement Officers.
Those whose test results show that
their typing and shorthand skills
are below the level expected of
Agency personnel can take refresher
courses given in OTR's regularly
scheduled Clerical Refresher Pro-
gram. The date of the next program
can be found in the Registrar's Re-
minders; later dates are listed in
OTR's Long-term Schedule.
University of Virginia 1 Jun
(Extension) (tentative)
We wish to call attention to the
fact that registration as an Agency-
sponsored student requires lengthy
processing and that it is necessary
to establish OTR registration dates
well in advance of those, scheduled
by the universities. Any employee,
for whom attendance at one of these
summer sessions is planned should
have an external training request,
Form 136, in the Registrar's office
no later than four weeks before the
registration dates of the school.
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The Changing Philosophy of Management
Creation of a body of knowledge about the concept that is called
"management" usually results in discussions about practical-applications
of experience or the recital of a series of well-worn maxims. If the
subject of management is to be considered seriously, it should also have
philosophic as well as practical implications. The evaluation of a valid
managerial philosophy is, of necessity, a first step before exact principles
and practical applications can be developed. The excerpts cited below are
taken from an article, The Changing Philosophy of Management, written by
Erwin H. Schell, Professor Emeritus at Massachusetts Institute of Tech-
nology,who is attempting to evolve a new philosophic approach to management.
A truly philosophic approach to any procedure requires no proof,
for its validity is self-evident. Likewise, a philosophic approach to
management may well rest upon concepts whose clearness and simplicity
infer an obvious soundness. Such a philosophy should accord with current
realities in order to be of direct use; and in order to be of continuing
usefulness, it must contain living qualities of inner growth and adjust-
ment to change which enable it to exist in harmony with evolutionary, and
even revolutionary, development. A new philosophy of management of this
type is essential, and one is able to see and discuss philosophic changes
by examining some currently significant managerial attributes:
Foresight - The more rapid the accelerative change, the farther must
be the fore-look because the future more rapidly becomes the present.
Therefore, proportionally more time at top levels must be assigned to
forward thinking. The new philosophical viewpoint here is that the
practical prophet literally lives in a span of time reaching from the
present into distant days ahead.
Perceptiveness - Today the power of facts is little questioned. The
philosophic implications in this area are profound. Periodic assemblage
and dissemination of facts are being replaced by flow-patterns, whereby
continuous data flow is made available to the decision-makers. This
form of current information-flow calls for new human abilities. The kind
of awareness that can accept, absorb, and apply information of such
immediacy stems from a dynamic perceptiveness that catches facts on the
wing, and sees them immediately in relation to trends and changes.
Adaptability - The president of a more-than-billion-dollar company
was recently quoted as saying that at the close of the next decade, 90
per cent of his company's output would be in products of which there is
Advanced Management. Vol. 23, No. 12, Dec. 1958. p. 18-23.
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no inkling today. The great change here is a basic shift in philosophic
approach. Only a generation ago adaptability to change was viewed as a
distinctly dangerous executive attribute. Today we recognize adaptability
as a powerful resource.
Alacrity - Philosophic currents run deep whenever time, increasingly
a function of competitive advantage, is considered. The philosophy which
has usefulness here is that which SeeS in alacrity a promise of human
release rather than a threat to human initiative.
Creativeness - The philosophy of innovation in industry today requires
our industrial establishments to comb their personnel in search of employees
with more than average creativeness and ingenuity. Moreover, group approach
to innovative opportunities is being actively examined; an entire organ-
ization may be stimulated to contribute from its close knowledge of the work.
Constructiveness - Constructiveness incorporates a consistent desire
to do the same thing better, in short:, to improve. This concept is the
basic support of the entire concept to accelerative change; for without
improvement such flux marks a decline rather than an advance.
Persuasiveness - The new philosophic, approach to adjustment to
accelerative change is that of the persuader who stands beside both
parties at issue with the desire to find with them the solution of
their mutual problem.
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Foreign Language Training in the Soviet Union - A Qualitative View
General Background
In the wake of the Sputnik, the press and public media have paid
considerable attention to the question of language training in the
USSR - and to our own deficiencies in this field. American public
leaders have voiced concern over our alleged backwardness in the
"language race" and over Russia's supposed preeminence in the area.
Unfortunately, a tendency to over-simplify the situation and to dwell
upon the positive features of Soviet language instruction has arisen.
Perhaps some data will help to provide a somewhat more balanced view
of Soviet theory and practice in the language-teaching field than exists
at present.
During both Czarist and Soviet times, the importance of foreign
language training was never seriously questioned. As elsewhere on the
Continent, language had been a compulsory study for all those who went
beyond elementary schooling. This immediately established a difference
vis-a-vis the United States. Language study in the United States,
particularly in the interval between World Wars I and II, was under
constant fire, which resulted in the language requirement of many schools
either being removed or else "watered down" to meaningless proportions.
In Russia, too, language training in the early days of the regime was
poorly developed. Until 1923 and even afterwards, the study remained
optional in a large number of educational institutions of all types.
However, beginning in 1927, the Government began to take energetic
measures by issuing a series of decrees aimed at improving educational
standards. A 1932 decree stated that it "recognizes the necessity of
providing every secondary-school graduate with the knowledge of a for-
eign language." From that time on, the building of language offerings
has proceeded at a steadily increasing tempo.
The Experimental Ten-Year "Language" Schools
The desire to step-up the tempo of language learning and to produce
an elite corps of language area experts caused the Soviets in 1948 to
launch a novel and daring experiment in language training. They
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The Experimental Ten-Year "LanguaF :" Schools (contd)
designated a number of ten-year schools to specialize in certain languages
Language instruction is begun in Grade II (at age 7 or 8) and continued
through Grade X, over and above the regular secondary school subjects.
One of the most significant features of the program is the attempt
to teach as many subjects as possible in the foreign language itself.
An eye-witness report is available, to us in the article of Professor
Fan Parker, who in the summer of 1.956 visited School No. 1, located in
Moscow's Sokolnicheskaya Street. Dr. Parker noted that of the 305 weekly
hours allocated to seventeen. subjects over 18 per cent are given in
English.
The American specialist, further noted that while the major objective
of the instruction "is to enable the student to read with ease and
fluency, oral competence is not neglected." Students are divided into
groups of 10-12 for frequent conversational practice, which is of high
quality.
The network of these experimental schools is being steadily expanded.
By now, for French, English, and/or German, two schools exist in Leningrad
and one each in Stalingrad, Gorkiy, Yaroslavl, Perm (formerly Molotov),
Kazan', and Ufa..
The Soviets have also been greatly increasing the range of languages
taught by these schools - mainly in the direction of the tongues of the
Middle and Far East. Quite recently, Boarding School No. 14 in Frunze
Rayon of Moscow introduced children in Grade II to Chinese, which will
be pursued through Grade. X. Two Leningrad schools in 1957 initiated the
teaching of Eastern languages. At Boarding School No. 5, the pupils are
studying Chinese under the tutelage of experienced Orientalists and are
being assisted by Chinese students studying in Moscow. Leningrad Board-
ing School No. 4 has introduced Hindi.
Central Asia schools are being "commissioned" to teach the languages
of the Middle East and the Indian Subcontinent. Uzbekistan has obviously
ecome the "pilot" area for this experiment. Eight schools were desig-
ated in 1956 to teach Eastern tongues: five schools in Tashkent are
teaching Hindi, Chinese, and/or Arabic; three schools in Bokhara and
Samarkand are specializing in Persian and Urdu.
Like the Moscow prototype, these schools have announced their
intention of teaching as many courses as possible in the foreign language
itself, as soon as the students have acquired enough linguistic knowledge.
reat emphasis is placed on Using the language outside the classroom.
Although scant data are available on the process of selection of
the youngsters for the experimental program, and of its day-by-day working
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The Experimental Ten-Year "Language" Schools (contd)
achievements, it would seem that this effort has a bright future. The
evidence of psychological, physiological, and linguistic research indi-
cates that the earlier youngsters are introduced to language study, the
more lasting are the results. Moreover, considering the very heavy
investment of time required for the mastery of such languages as Arabia
and Chinese, the early start provided by the Soviets is almost certain
to pay rich dividends in producing linguists of the highest qualifications.
Language Training in the Ten-Year School - the Search for Standards
Meanwhile the search for standards continued at the level where the
greatest number of students is involved in foreign language study. Con-
sequently, it is not surprising that the bulk of literature on language
teaching methodology in the Soviet Union concerns itself with the
problems of the ten-year school.
Officially the objectives of language teaching in the ten-year
school are the ability to read, write, and speak a foreign language
within the range of the prescribed material. In addition, for each
language, a basic word list of some 2,500 items is to be mastered by
the end of Grade X. As in the United States, where language instruction
is largely left to local option, the methods used in gaining the objec-
tives are not specified. As a result, Soviet language literature is shot
through with constant polemics on methodology.
In actual practice, language instruction in most ten-year schools
appears to be based on the "grammar-translation" method. The word lists,
grammatical rules, and exercises of the textbooks are assigned as home-
work. During the class hour much, if not the bulk, of the time appears
to be devoted to "analiticheskoye chtenie" or analytical reading. This
consists of a very minute grammatical analysis of sentences or of brief
reading portions. Although this procedure has obvious merit, little
time is left for reading and conversational drill. Altogether the
approach is reminiscent of the "parsing" of English sentences in American
classrooms of the late 19th and early 20th centuries.
No single feature of Soviet language teaching is so constantly and
so devastatingly criticized in the professional journals as is the
emphasis on grammatical analysis. The results achieved in the six years
of training are attacked not only in the professional journals but
occasionally in the general press. For example, a Pravda editorial of
November 30, 1956, is devoted to the problem of: "Why the Graduates of
Our Schools Have Such a Poor Knowledge of Foreign Languages." Examination
of 517 graduates who had finished ten-year schools in various parts of
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Language Training in the Ten-Year School the Search for Standards (contd)
European USSR in 1951-1952 and who had applied the following school year
for admission to the Krivoy Rog Mining Institute revealed a poor state
of preparation. Although these graduates could rattle off grammatical
rules in English, French, or German, they read poorly and slowly; and
not a single one could carry on even. the simplest conversation in the
foreign tongue.
Dissatisfaction with the status of language teaching and the mounting
chorus of criticism in recent years brought: about measures intended to
improve instruction. On the basis of resolutions adopted at the 19th
Party Congress, calling for major changes in the secondary-school system,
the Ministry of Education of the Russian Soviet Federated Socialist
Republic (RSFSR) elaborated a new language program, announced in 1954
and scheduled to go into effect in the 1955-1956 school year.
There is no question that Soviet language teachers are deeply
concerned with the inadequacies of their language teaching effort,
particularly at the secondary level. Probably the best summation of
the situation, and blueprint for improvement, is an article entitled
"To Improve the Teaching of Foreign Languages in the Secondary School."
Some of the weaknesses of the practices at the time singled out by the
author, I. V. Karpov, Director of the Section of Foreign Language Methods
of the Institute of Foreign Language Methodology of the Academy of
Pedagogic Sciences of the RSFSR, were the following:
1. A more flexible foreign language program and the
expansion of the number of courses actually taught
in a foreign tongue;
2. Introduction of foreign language study earlier than
Grade V and an increase in the number of hours. This
needs to be coupled with a, serious attempt to secure
better coordination between. the secondary school and
higher education;
3. Increase in use of audio-visual aids;
4. Expansion of adult language study courses;
5. Objective in the secondary school of a 40 per cent
enrollment in English, 40 per cent: in German, and
20 per cent in French.
Unfortunately, the very nature of the Soviet insistence on Marxist
self-criticism gives the foreign observer it distorted impression of the
true state of affairs. Despite the harsh criticism made by Russian
educators themselves, one must assume that much excellent teaching is
being carried on by competent instructors.
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Languages in Higher Eaucation
One of the most serious problems, without any question, is the
lack of continuity in language training. Another acute problem - as
is the case with American universities - is the difficulty of coping
with the variations of knowledge exhibited by secondary-school graduates.
These variations depend on the quality of instruction received, on the
length of time since graduation, and, of course, on native ability.
The professors, aware of these sharp divergences of preparation, not
infrequently solve the dilemma by merely starting instruction completely
from scratch.
Criticisms of present university practices sound almost identical
with those made of secondary-school linguistic instruction. The lack
of work in pronunciation and conversation is attacked frequently. More
information on the achievements of the non-linguistic higher institutions
is needed before valid judgments are possible. Nevertheless, the apparent
ability of a large number, if not the majority, of Soviet technologists
to read research in foreign languages must reflect a good deal of excellent
teaching at the higher level.
Foreign Language Institutes
There is no institution in the United States equivalent to these
five-year institutions, of which twenty existed in 1954. They are de-
voted to the training of future interpreters, teachers, translators, and
other language specialists, as well as to publication of texts and to
research.
The leading institution is the First Moscow State Pedagogic Institute
of Foreign Languages, founded in 1930. It consists of three pedagogic
faculties with five divisions: German, English, French, Spanish, and
Italian. During its quarter century of activity, the Moscow Institute
has trained more than 10,000 translators, interpreters, and teachers.
Such distinguished translators as Volzhina and Kalaschnikova are graduates.
The first three years, known as the "junior course," are devoted to
modern language, its phonetics and grammar, and to general linguistics.
Students also study general subjects including history, geography, Latin,
and physical training. Twenty hours a week are directed to language
study, sixteen to other subjects. The last two years are termed the
"senior course," during which time students devote at least 20 hours
weekly to language work. Moreover, one entire 6-hour day is spent on
special projects such as preparing oral reports in the student's lan-
guage specialty. During this time all courses are taught in the student's
foreign language major, which means that the student is hearing, speaking,
or reading a foreign language something like six hours.a day, six days a
week.
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Foreign Language Institutes (contd
Aspirantura (three years of advanced work in science and research)
was organized in 1933, and 21+2 individuals have successfully completed
this training. From their ranks the Institute has filled vacancies in
its teaching staff. Institute members have authored 350 texts, of which
110 were intended for the ten-year schools.
Research is carried on in pedlagogy and vprious phases of linguistics,
particularly experimental phonetics, in which field 70 dissertations
have been defended and six collections of articles published. The
Institute apparently possesses an excellent laboratory.
Various American visitors have been deeply impressed by the seemingly
high quality of work being done at the Moscow Institute. One must, how-
ever, exercise a certain. amount of caution in reading these reports in
view of the natural tendency of most institutions to parade their best
students to perform before visitors. New York Times correspondent
William Jordan in a dispatch dated 22 September 1956 describes his visit
to the Moscow Institute of Foreign ;Languages. He is lavish in his praise
of what he had seen. He tells of observing some advanced students
listening to a speech in Russian through earphones and translating it
simultaneously - United Nations interpreter style - into English. As
for weaknesses, he notes in his dispatch that ". . . the only notable
lack in the program appears to be a shortage of native speakers of the
various languages with whom t:he students can practice conversation. Even
that lack is partly compensated for by a vast supply of recorded material
by native speakers."
In her speech at the 25th anniversary celebration of the Moscow
Institute, Professor V. L. Pivovara recognized this deficiency when
she declared that:. "The time, has come when we need to send faculty
members of the Moscow State Pedagorgical Institute of Foreign Languages.
abroad to enable them to perfect themselves in the language of their
specialty."
Another view of a language institute is provided by Dr. Leon Twarog,
Associate Professor of Slavic Languages at Boston University, who visited
the Odessa Pedagogic Institute of Foreign Languages in the summer of 1957.
According to Dr. Twarog, the incentive system was a positive stimulus to
performance. Students, of course, have to maintain a certain level to
keep their scholarships. Those who do outstanding work may go on for
their aspirantura. Otherwise, graduates work for three years, then apply
for further study and receive the sane salary that they were paid at their
last position.
A valid evaluation of the network of language institutes is not
possible on the basis of the fragmentary evidence presented above; this
evidence, however, generally points to a high degree of accomplishment.
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Foreign Language institutes (contd)
To the writer's knowledge, there is in no other country such a system
of advanced language institutes which provides training of long duration
and high intensity. Thanks to it, and to the training in other languages
performed by universities and. other establishments (such.as the Oriental
Institute), the-Soviet state appears to be meeting its need for linguistic
specialists.
Some Conclusions
On the basis of the partial evidence presented, it is possible to
arrive at some conclusions, which may be rejected or confirmed on the
basis of further investigation. Totaling up the trial balance, one
finds that the positive features of foreign language instruction in the
USSR include the following:
1. A universal belief in the value of foreign languages and the
widespread desire among educational authorities to improve
language study;
2. The vast numbers of students exposed to foreign language
instruction, by requirements imposed at virtually all levels;
3. Wide range of languages offered;
4. Expanding network of special foreign language institutes
providing intensive training of long duration, serving as
a reservoir of national language needs;
5. Encouragement of superior students through scholarships
and other incentives;
6. Introduction of language study at an early age.
The negative phases of Soviet language teaching appear to be as
follows:
1. Overemphasis on grammar at all teaching levels, at the expense
of reading practice and the spoken language;
2. Lack of clarity in the statement of objectives, particularly
at the secondary level;
3. Use of textbooks poorly graded in difficulty, dull in their
selections, and often overloaded with grammar;
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Conclusions (contd)
4.
Lack of opportunity for Soviet instructors to perfect
them-
5.
selves in their specialty by foreign study, because of
Curtain" travel restrictions;
Failure to make widespread use of audio-visual aids;
"Iron
6.
Lack of anything resembling uniform written examinations
(such as College Board Examinations), which results in a
wide variation in standards.
Thus it is that, except in the special language schools where
standards appear high, the quality of language instruction in the
Soviet Union shows great: variation. Judging from the self-criticism
of Russian language specialists, the results achieved do not corres-
pond to the vast amount of time and effort: allotted to language study
in Soviet curricula, Overemphasis on grammatical analysis and the
lack of audio-visual aids seem to be the most glaring weaknesses,
especially during the six years of the secondary school.
Depite the weaknesses of language teaching in the USSR, of which
Soviet linguists are themselves the severest judges, it appears that the
Russian educational system is managing to train an ever-increasing
reservoir of professional linguists, as well as personnel capable of
handling foreign tongues for research purposes. The superior linguistic
qualifications of Soviet diplomats have evoked widespread comment in
the public media of the Western World. The huge volume of technological
materials translated and abstracted in the Soviet Union also reflects
the presence of a large corps of expert linguists. Even so, judging by
recent pronouncements and measures, the Russians seem determined to step-
up both the quality and quantity of language teaching.
Everything considered, there seems little doubt that the Soviet
language effort is the most sizable, one of any leading modern nation
and that the American program dwarf's by comparison. If one may speak
of a "language race," all. signs indicate that the Soviet Union is well
in the leading position.
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LANGUAGE AND AREA TRAINING
Dates for submission of requests to Registrar/TR for full-time study
have been established well in advance of the starting dates of the courses
so as to ensure sufficient time for the Qualifications Review Panel to
consider each application. The panel's approval for this type of study
must be obtained before registration of the individual can be authorized.
Applications for full-time and for part-time study should be sent
through the Training Officers to the Registrar/TR, 2623 Quarters Eye, on
or before the registration date. Students who have completed Phase I of
a part-time language course are required to submit applications for the
second phase. Both applications may be submitted at the same time.
All full-time language study includes instruction in reading, speaking,
and writing; part-time is as indicated.
Full-time Study
Close of
C
Registration
Dates of Course
ourse
French (Basic)
Immediately
30 Mar - 28 Aug
Korean (Basic)
Immediately
After 1 Apr
(Tentative)
Russian (Applied)
4 May
15 Jun - 24 Jul
Part-time Study
Arabic - Jerusalem (Basic) --- 23 Mar - 14 Aug
RSW - Phase II (Canceled)
Arabic - Jerusalem (Basic)
RSW - Phase I
Three 2-hour
classes a week
Immediately 23 Mar - 14 Aug
French (Basic)
Reading
Three 2-hour
classes a week
23 Mar 6 Apr - 12 Jun
French (Basic) 23 Mar 6 Apr - 12 Jun
RSW - Phase III
Five 2-hour
classes a week
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Part-time Study (contd).
Close of
Regis ration
Dates of Course
German (Basic)
Reading - Phase I
Three 2-hour
classes a week
German (Workshop)
Reading
One 1-hour class
and One 3-hour
class a week
Hungarian (Workshop)
Reading
Two sessions
a week
Japanese (Basic)
RSW - Phase I
Three 2-hour
classes a week
Japanese (Basic)
RSW - Phase II
Three 2-hour
classes a week
Romanian (Basic)
Reading
Three 2-hour
classes a week
Romanian (Basic)
RSW - Phase III
Five 2-hour
classes a week
Russian (Familiarization)
Two 1-hour
classes a week
Russian (Basic)
Reading - Phase I
Three 2-hour
classes a week
13 Apr
30 Mar - 5 Jun
6 Apr - 17 Jul
23 Mar - 14 Aug
23 Mar - 14 Aug
6 Apr - 12 Jun
6 Apr - 12 Jun
6 Apr - 26 Jun
27 Apr - 7 Aug
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Part-time Study (contd)
Close of
Course Registration Dates of Course
Russian (Intermediate) 13 Apr 27 Apr - 7 Aug
Reading - Phase I
Three 2-hour
classes a week
Russian (Intermediate) 13 Apr 27 Apr - 7 Aug
Reading - Science & Technology (originally scheduled
Two 3-hour 20 Apr - 31 Jul)
classes a week
Russian (intermediate) 13 Apr 27 Apr - 7 Aug
Reading - Economic & Political I (originally scheduled
Two 3-hour 20 Apr - 31 Jul)
classes a week
Russian (Basic)
RSW - Phase I
Three 2-hour
classes a week
Russian.(Intermediate)
RSW - Phase III
Three 2-hour
classes a week
Russian (Advanced)
RSW - Phase I
Three 2-hour
classes a week
23 Mar 6 Apr - 21 Aug
13 Apr 27 Apr - 7 Aug
13* Apr 27 Apr - 7 Aug
Spanish (Basic)
Reading
Three 2-hour
classes a week
23 Mar 6 Apr - 12 Jun
Spanish (Basic) 23 Mar 6 Apr - 12 Jun
RSW - Phase III
Five 2-hour
classes a week
Voluntary Language Training Program (Non-duty-hours) 4 May - 14 Aug
Classes will be organized in any language and at the level for which
a minimum of five persons applies. Instruction is in reading, speaking,
writing. Registration date.is 13 April.
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Hungarian Workshop - Reading 6 April - 17 July 1959
Part-time (4 hours weekly)
This course is for employees who want to improve their ability to
read Hungarian at the "newspaper" level. Knowledge of basic structure
and a usable vocabulary in the language are prerequisites for enrollment.
Employees eligible for the course are required to be interviewed by the
Chief Instructor, before registration will be approved.
Appointments may be made by calling on extension 8318. 25X1A9a
Enrollment is limited to twelve students.
One hour each'week will be devoted to grammatical analysis and
review. The remaining time, in one three-hour session weekly, will be
spent in reading materials of the newspaper level and style under the
guidance of the instructor. Applicants have the option of selecting
materials of a general nature or of choosing those in their field of
specialization.
Classes are scheduled to begin on Monday, 6 April. The hours will
be determined later. Applicants should direct their Requests for Training
(Form 73) to the Registrar/TR? 2623 Quarters Eye, before the closing date
of registration, 30 March 1959.
Russian - Advanced 27 April - 7 August 1959
Reading, Speaking, Writing Part-time
This course, consisting of two hours of speaking, two of reading,
and two of writing, is designed for students who have reached the high
intermediate level in Russian and who desire to develop advanced pro-
ficiency. The class will meet on Tuesdays and Thursdays from 0900 to
1100 hours and Fridays (tentative) from 1400 to 1600 hours in Room 1910
Quarters Eye. Enrollment is limited to twelve.
The written and spoken practice will be based on materials from a
variety of fields, including economics, politics, sociology and lit-
erature, as well as the realities of daily living both inside and out-
side the Soviet Union. The problem approach will be stressed, requiring
the student to converse, write letters and reports, and function within
"situations" approximating those which he might encounter in dealing
with Russians within the Soviet Union and elsewhere.
Throughout the course emphasis will be placed on the active control
of spoken and written Russian, and the improvement of the student's
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Russian - Advanced (contd)
knowledge of vocabulary and the patterns and structure of standard
colloquial Russian today.
Applications for registration should be in the office of the
Registrar/TR before Monday, 20 April. A pre-enrollment interview with
the Chief Instructor, is required of each applicant, and
arrangements for the interview may be made by calling on 25X1A9a
extension 8318.
Noontime Movie Schedule March and April
25 March Japanese Film: "Shogun and Tutor" Costume drama set
Wednesday in Samurai period. 108 min.
26 March Russian Newsreels: 30 min.
Thursday
1 April Russian Film: "Conspiracy of the Doomed" Anti-American
Wednesday propaganda film set in unnamed Balkan
country. 110 min.
8 April French Film: "The Angel and the Sinner" (English titles)
Wednesday 88 min.
9 April Russian Newsreels: 32 min.
Thursday
15 April Italian Film: "Viaggio in Italia" (A Trip to Italy)
Wednesday Love story with travel background. 80 min.
22 April Russian Film: "Secret Mission" Anti-American film, with
Wednesday intelligence action during World War II. 107 min.
29 April German Film: "Ungarn in Flammen" (Hungary in Flames)
Wednesday Hungarian struggle for independence. 85 min.
30 April Russian Newsreels: 30 min.
Thursday
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3 Apr 18 Apr
12 Jun 27 Jun
Note: Details of these briefings were described on page 21
of the November-December OTR Bulletin.
Area Courses
Applications for part-time area training should be submitted to
Registrar/TR on the dates indicated.
Course
Americans Abroad Orientation
mw_ 1230 hours
Daily
2925 Quarters Eye
0900 - 1230 hours;
Daily
2925 Quarters Eye:
Close of
Registration Dates of Course
30 Mar 13 Apr - 17 Apr
8 Jun 22 Jun - 26 Jun
21 Apr 5, 7 and 12 May
0 - 1600 hours (originally scheduled
Tuesday and Thursday 19 May - 21 May)
2925 Quarters Eye
Special Courses (3) for Dependents
(0830 - 1700 hours, Room 2925 Quarters Eye)
Regional Survey
East Asia 13 Apr 20 Apr - 26 Jun
1400 1630 hours
Monday, Wednesday? Friday
1824 Quarters Eye
Czech, E Germany &. Poland (CIP) .28 Apr 12 May - 16 Jul
0900 - 1230 hours
Tuesday, Thursday
1824 Quarters Eye
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Regional Survey
sa e e area as a whole in the cold war.
12 May - 16 July 1959
The initial offering of this course is intended for case officers,
reports officers, and analysts in grades GS-9 and above. It is designed
W to rom t ter understanding of 25X1A
and of the strategic role and potential of this key
Two major procedures will be: (1) a comparative analysis of economic,
social, cultural, and political forces in CEP; and (2) an examination of
the relationships of CEP to cold war problems. A topical rather than a
country-by-country approach will be followed, stressing similarities and
dissimilarities among the three countries in respect to various topics.
Candidates for enrollment in this course are expected to have a
minimum of one year of work experience with at least one of the three
countries. An interview with the Chief Instructor, 25X1A9a
extension 4437, is required of all prospective students. Applications
should be sent through Training Officers to the Registrar/TR no later.
than 28 April.
The class will meet from 0900 to 1230 hours, Tuesdays and Thursdays,
in the 2800 Wing of Quarters Eye.
Among the books recommended for stud rior to the start of the
course are
Plan of Course
Part I Orientation
A. Survey of _s strategic importance in the cold war 25X1A
Role in international Communist. and Soviet strategies
Role in Western anti-Communist strategic planning
B. Survey of key historic problems
The international setting:
1. Traditional
2. Relations of
3. Relations of
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B. Survey of key historic problems (contd)
The national mcenet
1. The struggle for national self-determination, to
post-World War II period
2. Traditional class conflicts
3. Religious schisms
Part II National Similarities and Differences: Comparative Examination
of Structural Factors
A. Physical ]Environment:
B. People I - Ethnic Stocks
C. People II - Social Institutions
D. People III - National Characteristics
E. People IV - Intellectual and Artistic Achievements
F. Economic Structure
G. Governmental System
Part III National Similarities and Differences: Comparative Examination
of Government Policies and Public Relations
A. Basic Forces (,,if Unrest
B. Uprisings
C. Defection
D. Relations With International Communism and USSR
Part IV
International Relations
A.
B.
Relations
Relations
with
with
Uncoinnitted and Underdeveloped Countries
C.
Relations
with
the West
D.
Specific
Problems and Issues
E.
Long-term. Economic 'Problems
F.
Outlook and Summary
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Regional Survey
East Asia
20 April - 26 June 1959
branch chief and after an interview with the Instructor,
extension 4437. Further details and a summary outline will be presented
in a final announcement.
The course is scheduled to start on Monday, 20 April, and to continue
through Friday, 26 June. Classes will meet on Monday, Wednesday, and
Friday from 1400 to 1630 hours in Room 1824 Quarters Eye. Applications
for attendance should be in the office of the Registrar/TR no later than
13 April.
Outline of Course
Part I Significance of Geography to National Policies and Problems
A. Physical
B. Economic
C. Human
D. Political
Part II Social and Cultural Forces and National Character and Policy
A. Family and Community
B. Education and Mass Communication Media
C. Rural and Urban Relations
D. Religion and Culture in National Power Estimates
Part III Governmental and Political Structures: Where Runs the
Stream of the Future?
A. Government Organization and Function
B. Party Organizations and Functions
C. Marxist - Socialist Influence
D. Intelligence and Security Organs of Government
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Part IV Economic Health: The Sinews of Domestic Industry and Commerce
A. Internal Organization and Relations: Communist Bloc
B. Internal Economic Organization and Relations: Non-
Communist Bloc
Part V Economic Diplomacy - External Economic Relations by. Blocs
A. The Communist Bloc
B. The Non-Communist Bloc
C. Role of International Economic - Fiscal Agencies in the Region
Part VI Military Power and Defense Capabilities
A. By Individual States and by Bloc
B. Strengths and Weaknesses of Regional Military Alliances
C. Potentials of Atomic Power and National Policies
Part VII'- International Relations of the East Asia Region
A. Regional International Relations of the East Asian States
B. International Relations of the Region with the World
Community
C. Policies, Objectives and Problems of the World Community
in the Region
Part VIII Summary and Review
Americans Abroad Orientation 5, 7, and 12 May 1959
Personal Adjustment for Americans in Society
This concentrated and revised course is designed to bring about
an effective strategy and techniques of personal adjustment to
by Agency personnel and their dependents. Skillful strategy and
effective techniques in personal adjustment are essential for effective
Agency work abroad;. their importance to dependents is no less vital
because family satisfaction in living abroad sustains-efficiency.
Personnel going to for the first time, or after a lapse of years,
are urged to register.
The course deals with the significance of similarities, differences,
and nuances of- societ:y and how to recognize them; it deals also
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25X1A
25X1A
25X1A
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Personal Adjustment for Americans in
Society (contd) 25X1A
the use of selected film slides as well as other illustrative materials.
The course will be given in Room 2925 Quarters Eye from 0900 to 1600
hours on 5, 7, and 12 May 1959. The afternoon of the third day is a
classified period and therefore for Agency staff only. Applications both
for Agency personnel or their dependents should be in the office of the
Registrar/TR no later than 21 April. For additional information, call
the office of LAS/TR, extension 4437.
Course Summary
5 May How to Win Friends and Influence
Morning
The Purposes and Importance of Adjustmental Strategy
Factors in Your Strategy for Adjustment
Problems for Americans in the Kinds of-Social Roles and
Interactions in - Society
Luncheon
(pay-as-you-go)
Afternoon
Life and Customs You Should Know
tuat onal Problems You May Meet
The Uses of the Language Available to You
7 May What Makes the ociety Tick
Morning
Traditional Forces Moulding Society
The Force of New Wine in Old Bottles
Afternoon
Shape and Direction of
Basic American Policies
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Personal Adjustment for Americans in Society (contd)
12 May Living, Work and Recreation for You in
Morning
The Physical Setting: Opportunities and Attractions
The Physical Setting: You and the Area of Your Assignment
Household Problems: Maids-Shopping-Community-Neighbors-
Education-Health
Afternoon (For Agency Personnel Only)
Strategy of Personal Adjustment - Special Mission Strategy
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American Management Association
The Research and Development Division, AMA, has scheduled a European
Science Forum for 30 March to 1 April 1959. This forum will be held in
The Hotel Astor, New York City. The main theme of the forum is Capitalizing
on European Science: How to Profit from World-Wide Research. Included:
Sponsoring Projects in European Universities and Institutions
Utilization of European Technology for the Department of Defense
Organizing and Managing a European Laboratory Operation
Liaison and Information Office Operation
Liaison Problems from the Position of the European Scientist
Coordinating Research Efforts
Effective Use of European Technical Literature
Contracting for European Representation
Capitalizing on European Science - How to Go About It
The Personnel Division, AMA, has scheduled a number of seminars in
April. These include:
Personnel Record Keeping, 30.April to 1 May - an orientation
seminar on installation of more effective personnel record
systems.
Appraisal As a Management Tool, 30 March to 1 April - workshop
seminar
How to Use Health Exams in Industry to Build Improved Personnel
Relations, 31 March to 1 April - workshop seminar
Selecting, Interviewing and Orienting the New Employee,
13 to 15 April - workshop seminar
Evaluating the Effectiveness of Personnel Administration,
27 to 29 April - workshop seminar
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Institute on Research and Development: Administration
The American University will hold its fourth Institute on Research
and Development Administration from 20 to 24 April 1959 at the Downtown
Center, 1901 F Street, N. W., 0900 to 1630 hours daily. The Institute is
a professional service of the School of Government and Public Administration
of the University. Lecturers and leaders will be members of the University
faculty and outstanding persons from industry and Government.
Scientists, engineers, and management personnel - both line and staff
from Government, business? and industry - are eligible to enroll in the
Institute.
Topics for discussion include:
How can creativity be induced?
What is the effect of size and organization structure on
productivity?
How can we develop and administer basic research?
What are the criteria to achieve balance in external and
internal research?
How can scientific consultants be used effectively?
How can programs be adjusted in objective, organization, and
content to meet changed conditions?
What are the significant new techniques in scientific information
classification, storage, and retrieval?
How can the transition from research to production be facilitated?
How can scientist supervision be :improved?
How should staff aids to research be organized?
What is effective leadership in research?
Summer Institutes for Science and Mathematics
The National Science Foundation has scheduled three hundred and fifty
Institutes at various colleges and universities for the Summer 1959. These
Institutes are designed to strengthen the subject-matter competence of
science and mathematics instructors. A number of these have been scheduled
in the metropolitan area. Among them are:
The American University
The History and Philosophy! of Science and Mathematics, 15 June to
24 July
Recent Advances in Chemistry and ]Physics and Laboratory Experience
Under Research Scientists, 22 June to 14 August
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Summer Institutes for Science and Mathematics (contd)
The Catholic University of America
Basic Concepts of Mathematics; Fundamental Mathematics;
Probability and Statistics, 29 June to.7 August
Georgetown University
Discrete Mathematics; Continuous Mathematics; Probability
acl Statistical Inference, 6 July to 14 August
Howard University
Laboratory and Field Technicues in Biology; Radiation Physics;
Radiation Biology, 15 June to 7 August
University of Maryland
Foundations of Number Theory; Foundations of Algebra; Seminar,
22 June to 31 July
Biological Sciences; Physical Sciences, 22 June to 7 August
Institute on Ocean Transportation and Port Operations-
The School of Business Administration, The American University, will
hold its twelfth Institute on Ocean ,Transportation and Port Operations
on 5 to 15 May 1959. The program is for executives who are responsible
for programing and directing foreign transportation operations. One
objective of the Institute is to show ways to effect close cooperation
in foreign transportation between business and Government.
Two Seminars: The Hotel Astor, Neiw.-York City
Building an Effective Communications System, 29 April to 1 May
How to Use Written Media to Communicate with Employees, 8 to 10 April
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Summer Institute-of Executive Development for Federal Administrators
University of Chicago
A preliminary announcement of the 1959 Summer Institute contains
the schedule of its program of Executive Development for Federal
Administrators planned for July and August. Copies of the program
will be forwarded to the 'Regist:rar/TR later in April.
dates are:
The announced
Two-Week Program:
29 Jun
13 Jul
3 Aug
17 Aug
- 10 Jul
- 24 Jul
- 14 Aug
- 28 Aug
Four-Week Program:
29 Jun - 24 Jul
3 Aug - 28 Aug
The subject of each of the two-week sessions, in order, is:
Decision-Making, Organizational Structure, Communication, and Human
Relations.
Any Agency employee who attends must have approval of his
respective Deputy Director. In addition, he should have completed
the OTR Basic Management Course.
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Information on courses can be obtained from Training Officers, the
Information Branch/R/TR, or from the OTR Catalog. Approval and sponsor-
ship of a supervisor are necessary to register in a course. Applications
should be submitted through Training Officers to Registrar/TR, by the
close of business of the date indicated.
Course
Close of
Re iat,r.ation Dates of Course
* Administrative Procedures 13 Apr 20 Apr - 8 May
136, 8 Jun 15 Jun - 3 Jul
Budget and Finance Procedures 30 Mar 6 Apr - 17 Apr
149, 8 Jun 15 Jun - 26 Jun
Clerical Refresher Program 20 Apr 27 Apr - 22 May
Hours arranged after completion 25 May 1 Jun - 26 Jun
of pre-test
508, 1016 16th St.
Pre-testing for the Clerical Refresher Program is scheduled
in Room 508, 1016 16th Street as follows:
23 April
28 May
Typing 0900 - 1000
Shorthand 0930 - 1100
English Usage 1100 - 1200
Communist Party Organization 30 Mar 6 Apr - 1 May
and Operations 1 Jun 8 Jun - 3 Jul
Daily
0830 - 1230 hours
2202 Alcott
Conference Techniques 13 Apr 20 Apr - 27 May
Monday, Wednesday
0930 - 1130 hours
2025 R&S
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Close: of.
Registration Dates of Course
Dependents' Briefing (Consult 7 Apr - 8 Apr
117 Central Training 5 May - 6 May
Officer) 2 Jun - 3 Jun
Instructional Techniques ---? (Scheduled upon request)
* Intelligence Orientation
DDI, DDS 6 Apr 13 Apr - 8 May
DDP, DDS 4 May 11 May - 5 Jun
DDI, DDS 1 Jun 8 Jun - 3 Jul
R&S Auditorium
Intelligence Research - Maps 11 May 18 May - 5 Jun
Monday, Wednesday, Friday
0900 - 1200 hours
2029 R&S
Management - Basic
GS 13-15
6 Apr
13 Apr - 24 Apr
GS 11-13
18 May
25 May - 5 Jun
Daily
0830 - 1230 hours
155,E
* Operations Support
4 May
11 May - 12 Jun
136, ~
Supervision - Basic
GS
12-14
23 Mar
30 Mar - 10 Apr
GS
9-12
20 Apr
27 Apr - 8 May
GS
5- 7
1 Jun
8 Jun - 19 Jun
Daily
0830 - 1230 hours
155,
Supervision - Introduction to 11 May
GS 9-11.
Daily
0830 - 1230 hours
155,M
27 Apr
18 May - 22 May
4 May - 28 May
1st Wk: Monday, Tuesday, Thursday
Last 3 Wks: Tuesday, Thursday
2027 R&S
* Please indicate phase in which employee is to be enrolled
Writing Workshop
0900 - 1200 hours
SECRET
CIA INTERNAL USE ONLY
Approved For Release 2001/06/09 : CIA-F41DP78-03921A000200360001-6
 Approved For Release 2001/06/09: CIA-RDP7 -03921A000J 1 1AL
T
C A INTERNAL USE ONLY
"0" Courses
Titles of "0" Courses are identified in the OTR Catalog (TR CC 100-1)
January 1957.
Close of
Registration Dates of Course
0-2 23 Mar
6 Apr - 15 May
30 Mar 6 Apr - 24 Apr
4 May 11 May - 29 May
0-6 27 Apr 4 May - 29 May
0-8 27 Apr 4 May - 15 May
0-10 30 Mar 6 Apr - 17 Apr
0-12 27 Apr 18 May - 17 Jun
(T-22)
Immediately 23 Mar - 10 Apr
20 Apr 27 Apr - 15 May
23 Mar 6 Apr - 1 May
0-24 4 May 18 May - 12 Jun
23 Mar 30 Mar - 17 Apr
4 May 11 May - 29 May
13 Apr 20 Apr - 1May
11 May 18 May - 5 Jun
20 Apr 27 Apr - 1 May
25 May 1 Jun - 5 Jun
23 Mar 6 Apr - 1 May
30 Mar 6 Apr - 24 Apr
CIA INTERNAL USE ONLY
AIL
Approved For Release 2001/06/09 : CIA-RU'78-03921A000200360001-6
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CIA INTERNAL USE ONLY
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Approved For Relea
O'Ifff P7 1 Pe~f 60001-6
IV E
MNFIDENTIAL