(UNTITLED)

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP83-00423R000400580002-2
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 16
• Document Creation Date: November 9, 2016
• Document Release Date: January 11, 1999
• Sequence Number: 2
• Content Type: REPORT

S e is Enr lle . The group of twenty-four students included three
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enrolled in Agricultural Educations five in Business Educa'ion, three in Tome
Economics Education and thirteen in Industrial Education as follows:
Agrlgult? ral Ed, atio
Name & os' io Co t y
Maija-Liisa Ahtela (Miss), Teacher of Finland
Horticulture, College of Home Economics,
Jarvenpaa
Constancio Torres Medrana, Acting Supt.,
Mountain National Agricultural School
25X1A2g
G 16069
Philippines
Spyros Selianitis, In Charge Rural Youth Greece
Movement, Greek Ministry of Agriculture
I
Bu:ness Educ io
Gertraud Franziska Berner (Miss), Teacher Austria
of English and German Languages and Business
Correspondence at the Commercial High School
of Linz
Kirsti Liisa Cronhjort (Mrs,), Teacher, Finland
Commercial College of the Finnish Businessman
Anton Alois Habelt, Teacher of Commercial Austria
Subjects, Vienna
Olaf Leonard Benjamin Kran, President of Norway
Oslo Commercial College
Jean Srets, Inspector of Commercial Schools Belgium
USC, Secs" 7V3 and 79
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Nome E_c9nomics
Name & Position Count=
Lea Tuulikki Enckell (Mrs.), Teacher of Home Finland
Economies and Elementary School Teacher,
Helsinki
rial contains information affecting the nat:
of the Unito in the meaning of the esr!. .
of which in any manner to an unauth`
by law,
Daw Toke Gale (Miss), Deputy Inspectress of Burma
Schools, Taungyyi
Daw Hnit (Miss), Teacher and Assistant to the Burma
.Principolin General L.dministration at the Girls
? High School, Kemmendine
Industrial E ueation
Shmuel Avital, Teacher of Mathematics, Israel
Merchant Marine School and Trade School,
Haifa
Hermogenes F. Belen, Supervisor of Industrial Philippines
Education, Manila
Santosh Kumar Bhanja, Superintendent and India
Lecturer in the Cottage Industries Training
Section of the Visva Bharati University
Yusuf Demirmen, Section Director, Vocational Turkey
Education of Ministry of Education
Syed Shahabuddin Desnavi, Principal, Saboo India
Siddik Technical Institution, Bombay
Giuseppe Di?da, Professor of Electronics and Italy
Measurements; Institute Technico Industriale
Dov Graditor, Instructor of Practical Mechanics Israel
and Toolmak_i ir.g, Shewach Trade School
Kare Eugene Frolich Hanssen, Lecturer and Norway
Super'-isor, aaboratory Courses and Curriculum
Planning at Oslo Tekniske Skole
Misba!.ul Ha,-,,,, Headmaster, Gover:^u-Went of Pakistan
Pakistan TeG_nnical High School, Karachi
Per Norderhai.:g, Theory and Laboratory Teaching Norway
at Statens T(-,nologiske, Institutt
Instituto du 6.rtes Mecanioas
Albin,. Ruber de la Rosa, Professor of Spanish, Panama
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-S-
ame & Position Co tz:
Mahmud Hussain Shoukry, Director of Iraq
Technical School, Baghdad, Iraq
Cafer Tanyeri, Teacher, Technical Teachers Turkey
Training School
Eoxmal Courses. Members of the group were enrolled in regularly scheduled
courses in the four speviolized areas except that one course, "Seminar in
Vocational Education", was scheduled in which only members of the group of
students from other countries were enrolled.
From the point of view of both regular students enrolled at the college
and members of the group of students from other countries, there were many
advantages in having the students from other countries enrolled in the same
courses with the regular students. It provided an enriching experience for
both the regular students and the students from other countries. The "Seminar
in Vocational Education", enrollment in which was limited to students from
other countries, served a very effective purpose in coordinating the off-
campus field activities with the work of the courses on campus and in providing
an opportunity for the consideration of any special problems of interest to
the group as a whole.
Tin plan of ei--oll..ing the member,, of the group in regular courses made
it possible also to develop a program of coursework for each individual in the
group which would best meet his needs. Types of courses in which members of
the group wei?e enro,-led are (1) Curriculum Construction; (2) Trade and Job
Analysis; (3) While, ophy of Vocational Education; (4) Vocational and Educational
Guidance; (5) AduL Education: Organization, Types and Methods; and (6) Seminar
in Vocational Educat on,
To the extent possible, members of the group were enrolled in formal
coursework on Frida,i Saturday, Monday, and Tuesday, leaving Wednesday and
Thursday of each week free for field visitations.
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Fie d Visitations. Supervised field work included visits to vocational
and technical schools of the area, junior high schools and senior high schools,
trips through industrial plants, a tour through several farms and visits to farm
homes, visits to service clubs, a visit to Rockview Penitentiary, a visit to the
Bloomsburg Fair, as well as the famous Farm Show held annually in Harrisburg,
Pennsylvania, and participation in conferences of various kinds.
Visits to Schools, The visits to schools included a series of visits to
the Williamsport Technical Institute in Williamsport; junior and senior high
schools in State College, Williamsport, Clearfield and Tyrone; and vocational
schools in Hershey, Clearfield, Tyrone and Pittsburgh. Certain members of the
group, visited in smaller groups, various specialized phases of educational
programs in other towns and cities in the area.
Visits to Industrial Plans. Trips to industrial plants included a trip
through the Phildo Manufacturing Company in Watsontown; the Bethlehem Wire Rope
Plant in Williamsport; the C. A. Reed Company in Williamsport; the Clearfield
Foundry Corporation, Clearfield Fur Company, Kurtz Brothers Supply Factory, and
Harbison Walker Refactories Company in Clearfield; the Huber Colliery of the
Glen.4.lden Coal Company, the General Cigar Factory and the Blue Ribbon Cake
Company in Kingston:. Pennsylvania; and the Westinghouse Manufacturing Company
in Pittsburgh, Penn~.ylvania.
Visits t? Farn3. in Farm Hmes. Trips to farms and farm homes included a
tour through farms Centre County under the direction of the County Agri.
cultural Agent, Mary farm homes were also visited.
Visits to camp;.., Pr_,_,graMs. Group tours were arranged for visitations
through various phas.-,s of the campus program including a tour of the School of
Agriculture, its various buildings, both on the campus and on the College
farm; trip through the Garfield Thomas Water Tunnel, the largest experimental
water tunnel in world; a tour of the Agricultural Extension Services; a tour
of the Main Library and other points of interest on the campus,
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r Attendance at Conferences. Members of the group attended a numbor of
conferences including the Fifth Annual Conference on Industrial Education con-
ducted by the Department of Industrial Education at the College; the Annual
Convention of the American Vocational Association held in Boston, Massachusetts;
the District Conference of the Pennsylvania State Education Association held
in Williamsport; the meetings of the Cosmopolitan Club at the College; the
American Legion; the Labor Union of the Titan Metal Manufacturing Company at
Bellefonte; Service Clubs, including both the Rotary Club and Kiwanis Club, in
State College, Tyrone, Altoona, Clearfield, and Kingston and various other types
of meetings arranged especially for members of the group from other countries
on the College campus.
College Activities. The group witnessed the College football games and
participated in meetings of the Penn State Christian Association, the Cosmo-
politan Club, Phi Delta Kappa, and other student activities on the Campus.
Ent?rtainmen in Homes. Members of the group were entertained in a
number of homes, in several cases the entire group being entertained at the
same time; in many other cases individual members of the group being enter-
tained at various homes in State College and elsewhere in the area.
Vacation and Holiday Brio s. During the vacation period at Thanksgiving
time and Christmas time, members of the group combined sightseeing trips with
visitations through school programs in other areas including trips to Buffalo
Niagrra Falls, New "york City, the T.V.A. at Knoxville, Tennessee, and other
points throughout the country.
Studont R.eaetior to t e ro r . At the conclusion of the program, members
of the group were requested to submit in writing brief statements on (1) "What
I like in the United States" and (2) "What I dislike in the United States".
Materials submitted by members of the group on these two questions will be
found in the following;
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Things I like in the United States
1. The free and democratic practices which prevail in every aspect of
American life and consequently the respect for the individual.
2. The dignity of labor and consequently the capital-labor relations.
3. The remarkable organizing and planning ability leading to a high
degree of efficiency.
1.. Highly mechanized way of living in the country,, in the pity,, tan the
farm and in the home.
2. The well-started long-range school building program.
3, Good way of helping the poor and the helpless very old people as
shown in the different counties in the State of New York, where
a county home is available for the helpless people to live and
where their needs are provided by the people in the county.
4. Collecting articles charitable people can spare for charity pur-
poses for the people in undeveloped areas.
5. It is evident that the atmosphere here speaks of the interest of
the majority of the people to propagate the peace of the world,
6. The cooperative way of living is very distinctly shown in this
country.
1. The highly cooperative spirit of all ranks of people in supporting
a functional and effective system of local education.
2. The business-like, yet friendly, attitude of employees and officials
of the government and private enterprises in dealing with anyone
desiring information or service.
3. The mechanized system of doing things which consequently eliminates
laborious human labor. (This is a twentieth century wonder which
underdeveloped countries may yet strive to follow).
1. The community spirit. Perhaps this is a gift of the days when it
was essential if people had to survive. This spirit is the backbone
of the progress we see in the U.S.A.
2. The colleges and universities keep their instruction up-to-date and
spread the benefits of their research through extension programs.
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3. The Americans face some problems squarely, The corruption in
govermnient and legislative bodies or the use of narcotics by high
school students can be openly discussed by magazines of good status
like Life, Readers Digest, etc. This is the surest way of nipping
the evil in the bud,
Student E
1. The friendliness and willingness of the American people to help the
foreign students in every way that's possible. This has been greatly
appreciated by us and we can never forget such good will and kindness.
2. The sense of honor and the sense of responsibility of the kmericans
in general is to be greatly admired.
3. The system of education is very good indeed.
4. The college professors are very congenial.
5. Life in Simmons Hall is strewn with roses so to speak. Every material
comfort and care are given in Simmons Hail. The hostesses are such
pleasant and motherly individuals.
1. I am glad to see a large number of students who are earning at least
a part of their school expenditure by working in private homes,
restaurants and on the College campus. This shows that many students
value education and higher things of life enough to work for them.
2. I appreciate the care, consideration and responsibilities taken for
us by the Educational Authorities here in arranging our programs of
studies and field trips. Safety in travelling, systematic schedules
of trains and buses and Travellers Aid Department are admirable.
3. It does not escape my notice that democracy is practiced at home
between parents and children, in classrooms between teachers and
pupils, and between employers and employees everywhere.
1. Good will. I appreciate the kindness and assistance given to the
foreign students who are studying in this country.
2. I think it is wonderful. to have such fine equipment in the schools
and inmost of the homes.
3. I like friendly and free relationship between teachers and students
and the cooperation between them is remarkable.
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Student H --
1, The nice and friendly people.
2. The church as an important part of social life,
3. The relationships between the professors and the students.
4. The excellent equipment, tools, and laboratories.
5. The extra-curricular activities of the students.
6. The drug stores and cafeterias.
Student I --
1. The hospitality and friendliness of the American people,
2. The democracy in work,
3. The continuing research in every field and especially in the field
of education and formulated newer and broader concepts oPthe problem
and more appropriate methods of study.
4. The conveniences I saw and enjoyed in the U.S.
Student J
1. Every citizen is happy and faithful to his job and country, The
U.S.A. is really a democracy and has very excellent laws.
2, The tax law in America. Taxes enable the government to develop the
country -- every field in education, in health, in defense for
freedom, and happiness and welfare in all the world.
3. I like education in general, but especially the vocational education,
I visited many schools and found them well-equipped with successful
programs and courses of study to fit the needs of boys and girls in
useful jobs and preparation for boys and girls to understand and to
use all kinds of materials and tools and machinery. Girls are
trained for office and factory jobs; some are trained for homemaking
and child care and welfare. They become useful to society and their
communities and work side by side with men to develop the economy
and freedom and real democracy.
4. I like the beginnings of all kinds of meetings and dinner parties
where God is thanked for health and welfare and peace for all the
world.
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5. 1 like to see everyone dress well and go to church where he meets
with God. That is a very nice faith and provides a strong foundation
to hold a faithful and good spirit. When a person puts God in his
heart always and before his eyes, he will never do anything bad.
6. I like Thanksgiving Day because I always see man thanking God for
health and nourishment.
Student K -.-
1. Community mindedness and philantrophy of its people.
a. Most museums have been built and stocked by private endowments.
b. Most colleges and higher schools are organized and maintained by
private funds.
c. In places we visited people showed real pride in the achievements
of their communities.
d. The attitude towards us was always very friendly making us forget
that we are strangers speaking an alien tongue.
e. Appeals for help for the neediest run at Christmas Season by
most newspapers brought iaillibns of collard from young and old,
poor and rich alike.
2, Educational facilities for all.
a. Schools are free and compulsory up to college level.
b. In most of the schools we found efficient buildings and equipment.
c. Some of the newer buildings were magnificient, surpassing everything
imaginable.
d. Extension courses and evening classes in all types of education -?
most of them free or for a low fee enabling many people to raise
their standard of education, their cultural level and their
standing in the community.
e. Guidance and counseling play an important part in helping young
people get the best out of their potentialities.
3,. Efficiency and organization,
a. All arrangements at any office school or plant we visited were
always done efficiently to our best satisfaction.
b. Vocational schools keep close contact with industry and courses are
based on surveys of community needs.
c. Course of study and curricula are supplemented by job analysis
making for a most efficient shop instruction in the available
time,
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1. Great facilities for education. (Many universities, colleges, schools,
libraries, newspapers, magazines, museums, etc.)
2. Perpetuation and magnificence of the labor of the individuals. (Statues,
monuments, colleges, museums, parks, etc.)
3. The North Americans are united, very much united, as though a powerful
magnetic vapour maintains them in a lullaby in a gelatinous mass.
1. The marvelous progress in about all fields of human activities, particular-
ly in industries, that the people of this country have made in the course
of a very short time,
2. The friendly, courteous and sympathetic treatment of the people-with the
foreign visitors.
3. Their concerted and democratic way of attacking problems.
Think I Dislike in the United States
Student A --
1. The racial prejudice which exists in some quarters against Negroes.
2. The self-centered outlook of the average American which makes him oblivious
3.
of what the others are doing and thinking in the rest of the world.
An exaggerated value attached to money to seek happiness in life.
1. I believe those bad human behaviors shown by other people in other coun-
tries are also found, here. But, then, this is true with human beings.
Nobody is perfect. Hance, it can be said, that it may not appear right
for me to note down these points as these mistakes are common to all
human beings.
1. The over emphasis on mass production. I believe there are dangers in the
curtailment of the development of individual creative ingenuity due to the
extremely costly investment incurred for changing the makes or designs
of industrial products which are fed into the production line.
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1. The coaaunity spirit has perhaps worked the wrong way in certain spheres
of life., Local newspapers and radio have made people too much self-
cente.reu and hence they attach more importance to local. gossip and sensa-
tional aaccideits and suicides than to matters of more importance,
2. Legal (Smith--fiughes, etc.) have interfered with education principles,
thus perpetuating a certain way of thinking. I suppose educational.
thought has come to a stand-still since 1917 in the sphere of vocational
education.
3. Commun-.m has become a nightmare for the Americans. As a result of this
a bales d v_ w of the matter :ts not being taken. The cheap and shallow
way in which -',-,.he American Press ridicules communism is not a strong
weapon against it. A complete reorientation of thought may show some
way out, of the difficulty,
1. The dating system, to an Asian, is strange and is too free and frequent.
2. The attitude c;" the stude-nt.s to?ard.s their professors is a very friendly
one -- students seem to regard their professors and teachers as their
equals, I guess,
3. The fastness or the hustling-bustling life of the Americans cannot be in
tune with the Asians.
1. Being a student from a tropical country, I find it very hard and miserable
to experience such cold weather. I wonder if the Student Exchange Pro-
gram could be arranged for the Spring Semester.
2. Much "dating" is done here on this campus. To me it seems that too much
dating is injurious to one's health, morale and studies.
3. I cannot keep in pace with the speed and fastness of the people here in
the United States.
Student G -_
1. The ser:cegation of the Negroes from the white people.
2. I don` like the American taste in dressing.
3. Being a student from the cold North, I find that the rooms and homes are
too heated and warm for me.
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Student H --
1. To mak a speech an3 introduce myself.
2. The are..jtec ure in the ;mall towns is too much standardized.
3. The ch ap tr;_nkets, which are spoiling the taste of the young girls.
Student I --
1. My big question is how this very rich country (I mean with rich resources)
it is :)ecessa:.,y for the people to keep a definite standard of living
to fee' that they have to work more and more and as fast as they can.
I have the feeling that the American people of any occupation must run
in his thinking and acting any time because he will be pushed out of
his road from the people coming after him. Is it a kind of thinking
of the businessmen? Is it a kind of insecurity of the American people
in his economical situation?
2. I didn't like the cowboy programs in radio and television for small kids
with guars, shootings, deaths. I think those little creatures are psy-
cholog-":ally wounded in the beginning, losing their human sensitivity
in a ce:,:tain degree and having no good attitudes -- I did like the
Hallowe"en with skeletons and so on for the same reason.
Student J --
1. I don't care for the women in the U. S. A. when they spend so much for
dresses and rouge.
2. I don't think it nice to see the girls and boys on the main street kissing
each other.
3. I notice no respect from the young people to parents and older people.
Student K --
1. Standard of academic subjects in vocational schools.
a, In most vocational schools we visited the standard of mathematics
and science was kept too close to shop theory and their intrinsic
cultural and educational value was left out altogether. (This
surely does not include technical schools).
b. In some vocational schools the only aim seemed to be getting the boy
ready for employment - off.
c. Some teachers see in the vocational schools - the "dumping ground
of the community" - words used by a teacher in a vocational school
in Boston, Mass., sending to those schools boys with a low I.Q.
only.
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2. Little girls using make-up.
a. Some girls of 12 years of age already use lipstick giving them a
much older appearance.
b. Toy shops sell beauty tables for the use of very small children.
c. Sexual stimulation is too early evident and boys and girls relations
play too strong a part in teen-agers life.
3. Obscene literature printed and displayed in large quantities.
I looked for the beautiful book: Aims of Education by Whitehead (35~
only) and found it next to some awful stuff with a red-haired girls
in a form nightgown on its cover.
1. The North American women are losing rapidly, her fer.,linality and her
rights as the strong sex, and the men also, those of the weak sex.
This antimony is easy to explain.
2. The majority amuse themselves much more than in studying the profoundity
or the essence of things. Simply, the North American soul amuses itself
with the more simple things.
3. The mechanized logic has arrived to sublimate itself until the axiological
of the human action, celebrating the intrascendental things of an idle
brain, with like humor, as if one should treat it :i- a refined joke or as
a finished work of art.
1. There is too much love for mechanization -- the craze for having every-
thing automatic.
2. Their want of faith in the philosophy of simplicity in living.
3. Demonstration of love in the public, encouraging. and teaching 'dating',
etc. even in schools. There should be some restraint.
Ea-cu--11Y Reactions to the Program. A few members of the staff of the College
who had an opportunity to become acquainted with members of the group through
having them enrolled in their classes were requested to Aivuiit a brief statement
concerning their reaction to the group as a whole. These brief statements
follow:
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"It is difficult for me to say just what the College has contributed to the
trainees since I have had little part in it. However, the general reaction from
the students whn are in the program and who have been associated with me in other
activities indicate the following:
1. They have been given and have seen the application of the democratic
process, racial and religious equality, and. general over-all friendliness.
2. That we are as interested in ]mowing about their culture and way of living
as they are in ours.
3. The attitude, interest, and genera]. spirit seemed in all cases to be
excellent.
The students from other countries have contributed to us in several ways:
1. They have impressed many persons in a recognized provincial area with
the similarities between peoples of various lands rather than in the
difference.
2. They have left an impression that peoples from other countries are also
cultured and well-educated and in some instances seem to be working with
co uon aims but in different ways.
3. They have definitely broadened our views in several aspects and I think
have been successful in developing more mutual respect than we have
heretofore had."
111. Practically every student registered in this program has expressed his
appreciation for learning about American schools by first-hand experience.
2. It is obvious that many of these people have actually changed their
minds relative to our government program. It would seen that their
feeling has been changed from that of uncertainty to one of confidence
in America and its desires to assist other countries to improve their
own situations. In brief, it has been a successful experience in build-
ing better international understanding.
3. The college has contributed to the tranees development both from a social
and professional standpoint.
4. The trainees themselves have brought to the college a great many inter-
pretations relative to life in foreign countries.
5. The experience of having students from other countries and the experience
of the students themselves has given all concerned new ideas with respect
to advancing industrial eduction,"
-- Ralph 0. Gallington
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"1. These students contributed to a broader understanding of education and
educational problems in other nations, through formal course work and also
through discussions and informal conversations.
2. These students have added greatly to broader American culture generally--
one-world understandings.
3. The sage contributions (one and two above) have also occurred between the
students of the nations of Europe and those of Asia.
4. The foreign students have obtained better understandings of our 11,merican
Democratic education generally and of American families and family life
(not the American movies' representation).
5. These students have obtained broader understandings and some skills in
teaching and administering practical arts and vocational education, with
definite studies of situations necessary to meet the conditions in their
homelands.
Certificates. At the conclusion of the program certificates, with names
appropriately engraved, were presented to members of the group.
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recur ty Inforna.tion
o rRr! Into-rnati anal
SUBJLCTs Pro and Con Opinions of US Expressed by Participants in
Student Exchange Program
3 ATF' OF VIED: February 1953
soURC , s 25X1 X6
Prom September 1952 to February 1953? 21 foreign students from
15 countries were erarcl.led in our courses for vocational teacher
education, 4 report has been prepared giving their names; the
curricular and extra-curricular activities in which they
participated; anti their replies to the que tionss ghat do you
like about the M"? ? and W bat don't you like about the US?
Available on loan from the CIA Library is a copy of the report
escribed by source above. The authors of the replies given to
questions regarding the US are not identified. Should this
information be desired: it is likely that it could be obtained.]
c,-iai tC~r S ,.,. infcrr olio affec., ,, lhc `:aicr;ai .._
ur,r;uPhurized p2r~),! s5 pt'c:'r:;~..
F x cc ,?~ t info ut't n for YIS Offic Is
..)e nited w;
.{ cf 4. GL ,Lh U.: vA iYL1L ?^??. ?
?002-2
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