A PROJECT FOR TRAINING AREA SPECIALISTS

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP55-00001A000100050029-0
• Release Decision: RIFPUB
• Original Classification: K
• Document Page Count: 16
• Document Creation Date: December 12, 2016
• Document Release Date: February 22, 2002
• Sequence Number: 29
• Publication Date: March 6, 1951
• Content Type: REPORT

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A PROJECT FOR TRAINING AREA SPECIALISTS
THE NATIONAL NEED
In the present crisis, the United States is faced with
the urgent need of specialists with knowledge of the languages
and peoples of major world areas and competent to work on
economic, political or social problems of these regions. Per-
sonnel so trained is needed by the Department of State, the Central
Intelligence Agency, the Department of Defense and other Federal
agencies.
Facilities exist in a number of our major universities
for training area specialists. These facilities can be enlarged
and put to more intensive use. Their training capacity can be
more than doubled.
Unless immediate steps are taken the staffs of existing
area centers will be drawn off by governmental agencies. This
personnel is far too limited to meet the existing demands and if
the training staffs are dispersed we will be unable to provide
the substantially larger number of trained younger men.
The problem therefore is to work out the means and
procedures for building a competent group of area specialists
While our universities are still in a position to provide the
government with this service.
PROPOSAL
1. That the Federal Government provide rands for the
training of 1,000 university graduatefstudents as area specialists
over the. next three years.
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2. That this be arranged through a contract with
the Social Science Research Council.
3. The contracting agency would establish an eight-
man board composed of leading area specialists from the major
participating universities in order to maintain uniform standards
and coordinate activities.
L. The board would assign to the appropriate area
training centers in the universities the number of specialists
to be trained for each of the major world areas, as for example,
of the 200 specialists to be trained on the Far East, Yale
University might be responsible for 50.
5. The board, with the cooperation of the training
centers, would be responsible for the selection of trainees.
6. Each area trainee would agree at the outset to
make his services available to the government upon the completion
of his training.
7. Since the trainees would be potential government
employees, every effort should be made with the proper manpower
authorities in the Federal Government to give the trainees a
status that would keep them in training for a three-year period.
This would call for some agreement with officials of National
Selective Service for draft deferment and with the Department
of Defense insofar as reserve officers are concerned.
8. In addition to the two years in residence at the
university, a year of field experience is recommended.
9. The level of training needed would be equivalent to
that required as preliminary for the Ph.D. degree) that is it is
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expected that all work necessary for that degree except the
dissertation would be completed.
The above provisions have been discussed in a pre-
liminary way with representatives from the major area training
centers. From the standpoint of the universities, the program
is feasible and can be started in June, 1951, if funds are pro-
vided, and if a decision is reached by March 1, 1951. The time
to secure commitments from the universities for such a program is
now.
AREA PRIORITIES
All major world are should be covered, althongh the
emphasis will be placed on immediately critical regions. A
tentative breakdown for the first 1,000 would be as follows:
250 U.S.S.R.
200 Far East
100 South Asia
100 Southeast Asia
100 Middle East
150 Central and Western Europe
60 Latin America
40 Africa
SOB-AREA SPECIALTIES
National and other significant subdivisions of the
gross areas will be recognized and certain students assigned to
each. For example, of the 100 students for Southeast Asia, some
will specialise on the language and background of units like Burma,
Thailand, Indonesia, Philippines, etc.
DISCIPLINE SPECIALTIES
Students will be selected also on the basis of subject
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matter interests, such as sociology, political science, economics,
anthropology, psychology, history, linguistics, etc. The numbers
for each category can be determined by the board in the light of
national needs.
AREA TRAINING
The area training will include intensive language,
general background, advanced research, and specialised courses,
following the patterns already in practice in area training centers.
DISCIPLINE TRAINING
Each trainee will continue study for the requirements of
a doctor's degree in his own subject, be it anthropology, economicts,
psychology or other. This combination of area and disoipline train?
ing is consistent with current practice. It will serve to meet a
constant government need, namely, for an economist with knowledge
of China, etc.
TIME REQUIREMENT
The training program covers three years, two at the
university and one in the field. However, for the first group
the time period could be cut down by selecting more advanced
graduate students, and by giving priority to those who have already
had certain language and background area instruction.
UNIVERSITY ASSIGNMENTS
Centers for the study of most of the major world areas
are already formally organised in many universities. In the few
cases where adequate facilities do not exist, they can be created.
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!Or illustration, some of the universities with known facilities
for special areas are cited:
U.S.S.R.
Columbia, Harvard, Indiana, Washington, Yale,
California
Far East
Michigan, Washington, California, Chicago, Harvard
Columbia, Yale, Stanford
South Asia
Pennsylvania, California, Cornell
Southeast Asia
Yale, California, Cornell, Minnesota
Middle East
Pennsylvania, Princeton, Michigan, Columbia,
Jahns Hopkins (School of Advanced International
Studies)
ESTIMATED COSTS
For a three-year training period for 1,000 students,
a sample cost estimate is giyent
1. Instructional costs for students for
2 years, at $2,000 per 12 month year....$4,000,000
(This figure assumes: tuition at
$1000 per student, and $1000 for
employment of new faculty, extra
pay for extra time of existing
faculty, new space, etc.)
2. Maintenance of students for 2
years, at $200 per month 4,800,000
(This figure would be reduced to
the extent that students already
at the graduate level are in-
cluded.)
3. Travel and field work for I year, at
$5,000
4. books, teaching materials, etc
5. Strengthening of instructional offerings
at some centers
(A request might be made for
foundation funds to cover items
4 and 5.)
6. Administration of program for
3 years
Total
5,000,000
400,000
1,000,000
3001000
$15,500,000
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DEPaRTNENT OF STATE
1ashington
March 6, 1951
CTIV
my dear Staats:
We have further considered the proposed program of the
Social Science Research Council for training language and
area specialists at the graduate level designed to meet the
urgent need for such specialists, particularly by such federal
agencies as the Department of State, the Central Intelligence
Agency, and the Department of Defense.
The. Government, including the Armed Services, has an
urgent need for language and area specialists for work essen-
tial to the national interest. We concur with the Councilgs
view that the college and university staffs in the language
and area training field will be dissipated .unless a reasonable
flaw of students or trainees is continued to these training
centers. With its responsibility for effective diplomacy in
the present "cold war," the Department feels that it must have
in the universities educational programs which will produce
the kinds of trained specialists needed for work in critical
areas of the world? Such specialiste are no ler vital to the
national interest than highly trained physical scientists?
Consequently, we believe existing facilities for language and
area instruction should be both maintained and if possible
strengthened to meet this important national needa
Despite some of the obvious difficulties we believe the
plan proposed by the Social Science Research difficulties,
with
certain modifications, merits the support of the Government
agencies conoerned. In additions we believe a substantially
increated language and area training program should be pre-
vided for more mature and experienced persons already employed
by the Government. In view of the problems reealting from the
manpower mobilization program, especially the deferment of
college students, we believe this latter approach can be imple-
mented with greater assurance of success? There is enclosed a
staff
At. Elmer B. Staate,
Assistant Director,
Bureau of the Budget
WaeLington 25a D. C.
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staff study which outlines the Denartmentos views on this
general nroblem in somewhat greater detailo
I have asked Mr. Frank S. Hopkins and Dr. Henry Leo
Smith, Jr. of the staff of the Foreign Service Institute
to represent the Department in working with the Bureau and
other agencies on this problem
Sincerely yourst,
Acting Secretary
Enclosure:
Memorandum.
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DETAIL MGESTIUMS BY DEPARTMENT OF STATII"
nROJECT FOR TRAINING
AREA SPECIALISTS
An The Need for La:nonage and Area Snecia/ists
e-
The need for an aenreeiable number oflanguege and area specialists
for Government service has been accentuated by the national emergency,
CPAV leadership role in the "cold war" and our increased commitmeets abread
ham placed a high premium on persons who can speak.and read the difficult
laagnages involved, who possess expert knowledge about the critical areas
of the /road, and who can interpret the interrelated facts of economieai,
politics, culture, and geography... It must be assumed that the Soviet Unior
has placed as much importer= on this vital cog in its foreign affairs
thine as it has on machinery for disseminating propegande,
B3 Alternative Methods of Meeting Thia Need
The problem is one of formulating the means whereby the naede of
governmental agencies for such snecialistei can be met and securing the
neeessary support for such a program within the Exeoutive Branch and
before the Congrese. Three mewls of providing a continuing supply of
language and area experts are suggested as follows:
1. A student training program that vill produce an
adequate number of graduate students for Goverment ser6,
vi
20 A program for training persona already employed
by the Governmeat?
3, A third approach, whith may merit exploration, is
to establish a civilian reserve component to which persons
who already possess-pertinent qualifications but need addi-
tional training would be appointed for temporary periods
They would receive such training at Government expense sae
sect to an agreement to serve the Government if called upon
to do
Thtt Student Training Program
_
Tha program outlined by the Social Science Research Council is
hi?;?111y desirable and clearly in the national interest, Horever, [several
a4jor ebstaoles must be overcome before the program can to carried onto
aiee0 certain improvements are needed in the plan
1. Deferment of Students
Tho chief obstacle is the problem of obtaining deferments Under
Select:eau
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eelective Service The reserve officer problem can be dealt with if
Nt Defense Department agrees to support the program. Although a
uational policy on student deferments has not yet been arced up, it
meeme clear that few students who have not completed, a requisite
Period of military service will be granted deferment to take graduate
werk and that those who may deferred may be required to fulfill
their military service obligation upon completing their period of
studye In this connection, the language and area program will be
eompeting'with nrograms in the physical science field which are likely
to enjoy stronger supnert.
On the other hand, the Presidents recent statement of the National
Menpower Mobilization Policy provides a tangible basis on which the pee-
gram can be justified. Moreover, if the Defense Department supports
the program, it should be easier to obtain the necesaare public and Con,
gressional support.
2. Congressional Attitude
? _ . _
In presenting a student training program to the Congress, it should
made clear that without some measure of Government financial eupporta
the required number of specialists will not be available. In this
connection, full use should be made of funds supplied by foundationse
auch as the Ford Foundation, secondly, from the standpoint of student
dafermente a strong case must be made ow:corning the essentiality of
ltnguage and area specialists* Tbis need is only one of a neater of
eritical needs which collectively call for a national policy permitting
student deferment at the post-graduate level anplicnble to the physical
end social science fields. Unless a good job is done in Congressional
presentation, the program will run afoul of heavy weather. Those con-
cerned must be able to refute successfully the charge tent the program
is designed' to foster an "aristocracy of brains" at the taxpayers
eepense while the average young American is required to don a uniform,
3, Administrative Considerations
a:, Adequate provision should be made with respect to the
security and loyalty fitness of students obtaining grants under
the programa
!Inn The program should provide for more direct participation on
the part of the end war agencies in fixing standards for selection
of atudente so that those completing the program will, insofar at
practicable, meet the employment requirements of the agencies. In
the case of the Department of State, a premium would be placed on
securing well-rounded individuals willing to serve tbroad and able
to represent the United States in its foreign relationse
c. The
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c. The machinery for administering the program should have
a direct tie to whatever type of manpower authority is estabe
lished at the federal level,
de The American Council of Learned Societies should
participate in the program in view of the close relation
beteeen area studies and language training?
ee To the extent that government funds are used, the
participating end user agencies should not he expected to
absorb their pro rata share out of regular funde.
fe It will be necessary to work out methods and proce?
dures to assure that trainees are appointed to GoVernment sere
vice upon completion of their work. Obviously, the end users
will compete for the best students. Therefore, there would be
considerable advantage to designating trainees for ultimate
appointment to the end user agoncies.before they undertake the
training program. Not only can this arrangement be used to
more fully justify the expenditure of public funds and to support
deferment requests, but the training itself can be more closely
related to the eaecific needs of tne end userso
Do Treinimnfjovernawntal Emplanas
second approach to meeting the need for language and area
aeocialists for Government service is to provide training at govern?
neat expense for selected personnel already on the rolls who possess
demonstrated aptitude for and an interest in these fields of study.
F..lunh training should be provided thrcugh existing training facilities
of Government, such as the Foreign Service Institute as well as by
colleges and universities especially equipped to provide such train?
ing.
1. Legislative Authorityato Provide Training
a. As,regardi ageney authority to provideeuch training at
Government expenses the Foreign Service Act of 1946 permits the
Secretary of State to assign officers and employees of the Foreign
Service to educational institutions (including the Foreign Service
Institute) for training and to pay tuition and related expenses?
Consequently, the Department has the requisite authority to carry
on an expanded program of training in the language and area field,
provided (1) additional training funds are made available and (2)
additional personnel can be released for training ,
be In the case of Departmental officers, the Department does
not now possess such authority beyond assigning personnel to the
Foreign Service Institute for training ? It is hoped that the
sent
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present authorization for the Foreign Service will be extended
to the Department incident to effecting a number of oerfecting
changes in the Foreign Service Act of 39460
c. Neither the Fulbright legislation nor the SmitheMundt
Act permits funds to be used to send American citizens to educae
tional institutions in this country, The Smith-Mundt Act would
permit dollar expenditures to be made to send an Anerican citizen
to an educational institution in a foreien country under appro-
priate interchange arrangements. It is believed that this could
be done without violating dual compensation statutes in the case
of governmental employees. However* it is questionable whether
the type of training desired can be effectively secured abroad.
d. CIA appears to have authority under Public Law 700 to
assign its personnel to eaucational institutions for training
ae Government expense.
2. AdVanIqffln of IneServ,ce TrainicE_Progrem
An expended program for providing training at the universities to
governmental employees should be the primary means of meeting the
Governments need for language and area specialists. Although the
eeoblems of funds, Congreesional support* and deferment would still be
present,* the probabilities of effective implementation and the factor
oe simplified administration axe apparent. Each agency could more
iltelligently define its own needs. Deferment could be approached
oeeentially on an occupational basis rather than on an educational
Lasiso However, without sufficient funds to release the neceasary
poesonnel for training, the program would not,aucceed. For examplep
toere are now about 30 Foreign SOr7iCe officers engaged in the Depart-
meet's language and area training program. On a Departmental-eide
'weds, vie should have close to 200 officers enrolled in the program
eaeh year for the next four or five years. Tnis additional number
forthcoming anly at the expense of crippling essential operations
Establishment of a Civilian Reserve Corps
A third aeproach* and one which should be considered as a lone-
:eee eroposition, would be the establishment of a Civilian Reserve
C:?,2,T3 someohat analogous to the U. S. Public Health Service Reaerve0
r2eson5 appointed to this Corpe would agree to accept a call to active
.1A4y but would remain on inactive duty status until called. The
p-,eiod of appointment might run for flee years, subject to renewal()
so appointed would have pertinent basic qualifications, such
au foreign language proficiency and actual experience in a given areau
Neesver, they would be eligible to receive training at Government
expense designed to round out their skills and knowledgee 'then in
training status they would be considered as on active duty and would
paid salary commensurate with their rank*
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By this means it would be possible to build up a supply of per possessing critical skille who would be available for active
service at least for temporary periods in an emergenoy such as we now
faced (In point of fact, the Departmentlie own needs for additional
lenguage and area specialints are immediate needs which can beat be
eet by full time employment.")
The Foreign Service Act of 1946, in providing for the Foreign Ser-
vice Reserve did not contemplate a reserve pool comparable to that des-
cribed above? Additional legislation would therefore be required to
establish such a reservee
Conclusions
? ?
In cenclusion there is a critical national need for an increased
number of trained language and area specialists for Government serviced
This need cannot be met unless the staff e of the colleges and universie
tiem which are equipped to erovide such training are enabled to remain
on the job? Positive programs supported by Government funds are needed
now to assure a continuing flow of taeinees to the campus? These pro-
grama should provide both for atudent or "pre-entre training, and 'post
-
entre training, Ath the primary emphasis being placed at this time en
the latter approach? The plan proposed by the Social Science Researdh
Council with certain improvements merits the support of the Government
agencies concerned,
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March 12, 1951
-E-ORANDUer TO: Dr. Arthur S. Flemming
SUBJECT: Shortage of Laneuage and Area Specialists
During the past few months, the critical importance of scientists and ereeieeere
to the national defense prorram 4as been widely recognized. As a result, otedies
are now eoing forward to determine more accurately our manpower requiremente and
resources in scientific fields, and provisions are being made for continued
traininr and effective utilization of scientific and enrineering personnel,
Unfortunately, no comparable ennhasie has been civen to our requiremente and
resources of ,anpoeer havine other types (et' socialized knowledge to help ne
nation participate effectively in the conflict of ideas and non-militaey actiens
which are also of great importance to our national security.
One of our most critical manpower shortages at the present time is that of
persons expert in the language, geoeraphy, econopy? and psychology of the aeenn
in waich we must act to protect our national security. This seortace is exi;mmoly
acute with respect to Asiatic areas. It is practically impossible to find
Americans with a thoroueh knowledge of the Korean language and people; the
situation is even worse as it relates to Burma, Thailand, Viet Nam, and Central
Asia. Our manpower resources for understandinc and dealine effectively with
Middle Eastern countries are inadequate in the extreme.
Even with respect to Russia, our resources are below the danger point. Last eear,
for example, only seven Americans took Ph.Ds in Russian language and literature,
the field most necessary as a base for increasing our supply of Americans who
are exports on Russia.
These shortages cannot be corrected quidE17, Hot only does the training required
ter language and area competence rewire several yeare-ein many cases the mateoials
for conducting such training either do not exist or are entirely inadequate. e
chort time ago, the Department of the Air For sent a list of twentye-six
lenguaree to the American Ccurcil of Leareed Societies requesting information
on ellera Air Force persennel could be sent for training in these languages.
The vas informed the Air Force that instruction is offered in not more than
ten of tehe lenceeree anerhere in the United States and that there are no basic
materials available for teaching seme eight or ten of them. For example
several Etelish-foreign language dictionaeies which were in prodecticn
during
World rar II were discontinued at the end of the last ear. (Burmeee Iles one
of these, and it in still in cerdefi/e form.)
There are now only eieht or ten universities in the United States equipped
to give advanced laneuage and area training. Even these are staffed with a
bare minimum of cempetent specialists, and some of these, having reserve status,
are threatened with recall to active duty in the armed forces.
Many of the experts in this field are foreien born. Consequently, the difficeltY
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of obtaining security clearance on them is a very serious Obstacle to their
employment within the government.
Few facts have been assembled regarding our existing supply of Americans having
language and area competence. Equally few facts are known regarding our require?
ments for this type of specialized personnel. The only comprehensive requirementa
estimate Which has been made is that of Dr. Mortimer Graves of the AcLn. Adnittine
that his estimates are to a very considerable degree arbitrary, Dr. Graves
nevertheless bases his figures on his own knowledge and extensive contact :with
the departments of government using such personnel. His estimates of our minimum
needs are as follows:
Australia?New Zealand
Balkans
Brazil 0 ? ? ?
Central Africa.
? ? 20 Mexico 50
30 Moslem road 30
??30
20
Central AMerica 50
Central Asia
China 15
100
Eastern Mediterranean-. . 0 30
Eire ? e . 0 10
FranceeDelaium 50
Germany 50
Great Britain 50
India..? 0..? ? ? ore 50
Iran
Italy 10
50
Japan 30
Korea 20
Malaysia 20
Melanesia 10
? S S ? Philippines 20
Polynesia 10
Portugal. ? ? ? ? ? 0 20
Russia
100
Netherlands 10
Northern South America . e 30
Scandinavia 20
Siberia.
? . lp
......
South Africa 10
Southeast Asia ? . . 0 . . o 30
Southern South America ? ? ? 50
Spain
30
Turkey 15
West and North Slays . . . 30
West Coast of So America . 40
Western Aediterranean. . . 20
These estimated requirements total a mare 1200 Americans having language and
ar a competence to service the aeencies and enterprises through which the
United States eust exercise its role of world leadership.
Dr. Graves observes pointedly that "after all the forced draft of a total global
war arj a decade of worldwide activity, we are not equipped with even an appreed.
nation of this minimum."
In contrast with the bleak reeoure outlook in this highly important field, our
requirements are already pressing and growing rapidly. As our broad security
programs develop, need for specialists in foreign languages and cultures be
more urgently needed as advisors in policy formulation and execution, as adminis?
trators, as technicians in special problems, and as Observers.
The agencies of eovernment eilich are the principal users of manpower having
language and area competence are: The Department of State (including both the
Department and the Foreign Service Institute); the Department of Defense
(including Army, Navy, ani Air Force); Central Intelligence Agency; Economic
Cooperation Administration. To a lesser extent other agencies require thia type
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of personnel. Among these are: Department of Commerce, Deeartment of Labor,
Library of Congress, and Federal Security Agency.
In audition to these needs, there is the problem of American staff for the U.N.,
and for its specialized aeencies and mi.sions. U,doubtedly, additional needs will
develop in the economic and production plannine agencies of NATO and in connection
with the headquarters of General Eisenhower. As we move toward treaty arranee-
ments with Germany and Japan, the poesibility of a Pacific Pact, and participation
in such enterprises as the Colombo Plan for development of Southeast Asia, even
greater needs will develop for language and area spec;alists.
Requirements for such specialized personnel must include private agencies and
companies also. There is not available even a rough estimate of these present
and prospective reqpirements. However, they must be expected to became increas-
ingly important.
The above data developed by the /empower Office of the Resources Board point to
several areas in 'which action appears to be needed. These areas are:
1. Assessment of our present resources in manpower, materials, and tools.
2. Development of more adequate data on requirements of manpower, materials,
and tools.
3. /lore effective utilization of qualified personnel through measures designed
to place them in employment there their skills can be used most effectively
and their knowledge disseminated most widely in meeting both governmental
and erivate needs.
4. The accumulation and servicing of materials in the language and area fields
needed by these experts.
5. The development of teacaine materials and teceniquee in the language and
area training fields.
6. Developme.t of new or improvement of existing facilities for training.
7. Acceleration of a program of language training to relieve broadly trained
eeperte from routine work, such as translation.
8. Arranging for 'oreign-born e.perts to work upon open sources (perhaps in the
Librare of Congress) unt-51 security clearance on them has been obtained.
9. The encouragement of additional research in foreign cultures, earLicularly
those about which we now know very liutle.
While tee immediate vroelems indicated above are in process of solution, attention
should be elven to I.evelotment of the number and kinds of experts in languigee
and cultures which the United States needs to ustain its nosition of road
leadership. The expaneion of American activities abroad 'will in itself increase
the number oe persons with firsthand eeperience in foreign areas, To be most
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valuable, however, this experience must be coupled with a systematic program of
training through permanent institutes in area studies and integrated with such
measures as the Fulbright Act, Scitn-MUndt Act, and operations under Point Four.
Considerable resources for a broadened prograri of training opportunities abroad
nay be found in Treasury surpluses of unconvertible currencies which could be
appropriated for this purpose.
In addition to the governmental agencies having a direct interest in this problem*
there are many private agencies which are concerned, Chief among them are the
American Council of Learned Societies, the Social Science Research Council, the
Rockefeller Foundation, the Carnegie Corporation of New York, the Ford Foundation,
and the universities which are currently offering training in this field. Any
action taken therefore requires close coordination of a number of federal agencies
and several private groups.
Uhile each of the public and private agencies concerned is taking limited steps
to meet its individual problems and responsibilities, there is serious lack of
overall leadership and direction in dealing with the problem as a whole.
Consequently, I would like to discuss with you various measures which might
be taken to deal effectively with the language and area manpower shortage.
Robert L. Clark
Director, Manpower Office
Approved For Release 2002/03/20 : CIA-RDP55-00001A000100050029-0