F. . ' \.-O "I” "\ 'Il’ OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: N Place in book return to remove charge from circulation records AN EVALUATION OF THE SCHOLARSHIP PROGRAM OF THE PHILIPPINE HOAHD OF SCHOLARSHIPS FOR SOUTHEAST ASIA ANDRES Z. ABEJO A DISSERTATION Suhn1tted tO the School of Graduate Studies Of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree or DOCTOR OF PHILOSOPHY Department Of Administrative and Educational Services 1959 ' -w . I l I .'-v' ls 1/ ,— '.4 ’. . . ACKNOWLEDGEMENT An.evaluation of the positive or negative effects of a scholarship grant awarded to an individual who comes to another country and studies there through the aid of the grant can.be one of the most difficult tasks, since it involves the study of changes in.attitudes, of intellectual growth, and of the broadening Of social contacts, views and horizons. If the task is difficult in the case Of one indivt dual, it becomes the more difficult when the study involves many participants. The difficulty increases in.geometric progression in.relation to the number of individuals whose differences in circumstances, character, social background and many other things come into play. The task then of evaluating the scholarship program of the Philippine Board of Scholarships for Southeast Asia is not an.easy one. Although it involves less than a hung dred grantees, these peOple come from ten.Asian.countries, of varied cultural, religious and social backgrounds. It may even.be said that this study must necessarily touch the surface merely. . Of this particular program this is the first evaluation study. Few studies have been.made of other programs. Other researches of this kind are currently being undertaken by the International Research.AssOciates, Inc., of New York Ike with financial backing_from, and under contract with, the U. S. Department of State. This evaluation Of the scholarship program of the Philippine Board of Scholarships for Scuthe east Asia was assisted by_a grant from The Asia Foundation, San Francisco, California. The drafting of the questionnaire alone underwent four stages and changes before it took its final form. For their sympathetic encouragement and invaluable assistance, deep gratitude is due the writer's doctoral Guidance Com- mittee. . Great thanks are in.order for Dr. Walter F. Johnson, Professor of Education of the Michigan.State University,who despite his multifarious duties as President of the Ameri- can Personnel Guidance Association, guided and stayed with the writer during the most trying days. The writer is equally grateful to Dr» John X. Jam- rich, of the College of Education, Michigan.State Univer- sity, who was instrumental in the choice of the research project. . The writer's indebtedness to Dr» John.F.A. Taylor, Professor of Philosophy of the Michigan.8tate University, who gave much of his time and assistance beyond what the writer could rightfully expect, becomes a pleasure to ac- knowledge. The writer also feels deeply grateful to Dr. Fred J. Vescclani, Of the College of Education, Michigan State Uni- versity, who deSpite the many tasks his election to the pres- idency of the Michigan.Education.Association.called for,_a1- ways showed kind interest and gave the sought for advice. The writer also wishes to express his gratitude to Dr. Hebert L. Hopper, Head of the Department of the Administra- tive and.Educational Services of the College of Education, Michigan.State University, in.whose department through an.as- sistantship grant the writer had the rare opportunity of see- ing at close range American.educators at work. Finally, the writer wishes to take this opportunity to thank the Michigan.State University for two scholarship grants the second Of which immensely assisted him during the final stages of his doctoral program. A. Ze A. Andres Z. Abejo candidate for the degree of Doctor of Philosophy Final examination, August 6, 1959, 3:00 p.m., Department of Administrative and Educational Services. Dissertation: An Evaluation of the scholarship Program of the Philippine Board of SOhOlarships for Southeast Asia. Outline of Studies Major subject: Education (Administrative and Educa- tional Services) Minor subject: Philosophy Biographical Items Born, October 17, 1913, Tagoloan, Oriental Misamis, P.I. Undergraduate Studies, Sacred Heart College, Novaliches, Rizal, Philippines, 1939-l9hh, Bachelor of Arts Graduate Studies, Sacred Heart College, Novaliches, Rizal, Philippines, l9hh-l9h5. Master of Arts Experience: Teacher, St. Mary's School, 1931-1937; Secretary to the Bishop of Cagayan, 19h6- 1947; Instructor and Dean of Men, Ateneo de Cagayan (now Xavier University), 19h7- 1948; Instructor and Dean of Men, Ateneo de Tuguegarao, l9h8-l9h9; Theology Student, Woodstock College, Md., U.S.A., l9h9-l950; Instructor and Dean of Men, Ateneo de Davao, 1950-1952; Assistant Professor and Dean of Men, and concurrently Coordinator of Student Personnel Services University of the Phi- lippines, 1953-195é; Fulbright Grantee to Michigan State College, 1954; Executive Secretary of the Philippine Board of SOho- larships for Sowheast Asia, 1955-1959; Philippine Delegate SEATO Seminar, Baguio, 1957; Graduate Assistant, Department of figginistrative and Educational Services, AN EVALUATION OF THE SCHOLARSHIP PROGRAM OF THE PHILIPPINE BOARD OF SCHOLARSHIPS FOR SOUTHEAST ASIA By ANDRES z. ABEJO AN ABSTRACT Submitted to fine SleOl of Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR (F PHILOSOPHY Department of Administrative and Educational Services 1959 Approved m 7' W ANDRES Z. ABEJO ABSTRACT This study is an evaluation of the sdholarship pro- gram of the Philippine Board of Scholarships for Southeast Asia. At the time of survey, the program had been in ope- ration in Manila for five years (1953 to 1958) assisted financially by The Asia Foundation, San Francisco, Cali- fornia. Recipients of the Board's scholarShips came from Burma, Ceylon, China (Taiwan), Hong Kong, India, Indonesia, Japan, Korea, Okinawa, Pakistan, Thailand and Vietnam. Eighty-one students from these countries participated in the program during the period covered by this study. The program aimed to promote goodwill and underStanding among fine Asian nations. Details of the program included promotion of cul- tural exchange, of better knowledge of democracy as prac- ticed in the Philippines, and of Asian neighborliness. Par- ticipants were also assisted and encouraged to earn a col- lege degree if this was possible within the given time so that ultimately they may be of greater service and assist- ance to their communities. With these goals in mind, a survey was made of the participants' attitudes prior to and after their visit to the Philippines concerning Philippine cultural, social, governmental and academic life. The survey was conducted by means of a ouestionnah'e realesting for answers which would indicate under one column attitudes prior to the visit ANDRES Z..ABEJO ABSTRACT to the Philippines, and under another column attitudes af- ter the visit. Of the eighty-one questionnaires sent, sixty- two were answered and returned. In order to verify or re- enforce whatever findings might be discovered from the ans- wers of the grantees, an open questionnaire in the form of a personal letter was sent to faculty members of the Uni- versity of the Philippines where most of the recipients of the scholarships studied. The survey revealed that a great number of grantees while in the Philippines took the Opportunity of going to musical concerts, of visiting art exhibits, and of attend- ing dramatic and operatic presentations. Also found was a noticeable appreciation by grantees of the efforts of Phil- ippine artists. The exchange students also expressed better knowledge of the education and aspirations of the Filipino peOple. lost of the participants took part in the Asian students' conferences, national students' meetings, and other organizational processes. Better appreciation of procedures of such meetings were expressed by the partici- pants. The results of their involvement in conferences and of their Observation of free elections and of the partici- pation of women in governnent brought appraisals of desira- bility of such systems. Almost all the students expressed ANDRES Z. ABEJO ABSTRACT appreciation of the freedom of the press nni the radio as practiced in the Philippines. As a result of the hospitality of Philippine fami- lies, the former grantees became more friendly to other na- tionals in their own communities. More interest regarding the Philippines were shown by the friends ani neighbors of former grantees. Some exchange students organized cultural and international societies saying that they became inter- ested in aich goodwill organizations only after their return. Most of the exchange students earned a degree through the assistance Of the grant. While most Of them returned to their forner positions, they indicated a broadening of their views and training. From the other phase of this study, the answers of professors indicated great satisfaction with the scholar- ship program, and endorsed continuation of the program. The program during the first five years attained some of its aims, albeit, in a limited way. The time spent by the architects of the program, the money contributed by The Asia Foundation, and the services and facilities offered by the Philippine government were sound investments. Implications for fUrther research.and recommenda- tions regarding the program are presented. TABLE OF CONTENTS CHAPTER I. MPROBW "OOOOOOOOOOOO0????OOOOOOODD Statement of the Problem .33.......... Importance Of the Problemf;;...;...... Methods and'Pi‘Oéédui‘OS ‘ 883333633386383 The Sample .....o............3....3.3. Organization or Dissertation 0.0.0.... ............. II. BACKGROUND OF THIS STUDY'...............' A Brief History of the Philippine Board of SOholarShipS'for'SouthA‘ .eaSt A31a eeeeeeeeeeeeeeeeeeeeeeeee The Philosophy Behind'This and """" "Similar'Programa'.................. Some Difficulties Connected with such: student Exchange Programs ......... What the Board.DoeS'tO‘Implement """ I It3 Program»....................... Recent'Studies'EvAIuating'Similar """ Prcgrflms eeeeeeeeeeeeeeeeeeeeeeeeee III. ANA-I’BIS OF THE DATA .....OOOOOOOOOOOOOO. Part 1: Analysis of the ReSponses of the Exchange Students to the Questions Concerning the Various Aspects of Their EIperiences While at the University of the Philip- pines on the Scholarship Grant ... Student Returns eeeeeeeeeeeeeeeeeeeeeee Cultural A0t171t193 eeeeeeeeeeeeeeeeeee conferences and meetinga ......ogoeoogg Social BODiVities eeeeeeeeeeeeeeeeeeeee Earning a degree and its results ...... Page CDGRRFVF' pa pl 11 13 23 26 53 0.00.00.00.00 CHAPTER Part 2: Synthesis of the Reactions of the University Faculty Members to the.$cholarship .......... Program as It Had Been DQVQIOPed 9009999999999999990099999! The firat question 99999999-909-9999099999 Th3 second qu33t1°n 9999999-99999-999-9999 The third. question eeeeeeeeeeeeeeeeeeeeeee The fourth question ...................... IV. SUMMARY, CONCLUSIONS AND IMPLICATIONS FOR FURTHER.RESEARCH_........................ Summary ......oo-geoo-09.900999-9999900999 The Prdblem 099999.9°°9PPOPO‘OQPPPQOO Sample and methOdOlogy eeeeeeoeeeeeee The findings.99.9.9999-99999o~9~9999. 00110111810118 eeoeeeeeeeeeeeeeeeeeeeg90eeegc Implications for Further Research ......... BIBI'IWMPIH 0.0.0..........OOOOOOOOOO000.00.00.00 APPENDICES 9999999099990-009999°°9°°9°°9-90909-9 QQQQQQQQOQQQecoeeeeeeeeeeeeoeeeoeeeee QQOOQQOOOOOOQOeeeeeeeeeeeeeeeeeeeeeee ,990900900000000000900eeeepeeeee00090 on i: (2 tr >- Page 101 103 106 110 120 122 12“ 139 CHAPTER I ‘THE PROBLEM This chapter treats of the statement of the problem, the importance of the problem, methods and procedures, the sample and the organization of the dissertation. Statement of the Problem The Philippine Board of Scholarships for Southeast Asia has been conducting a program of scholarships for Asian students for five years now (1953 to 1958). Assisted by the Asia Foundation, San Francisco, California, the Scholar- ship program is still in operation at the time of this writ- ing. Through this program, some graduate students, from Asian countries, in the field of the Humanities and Social Sciences, (and in a few cases some B.A. senior students), were assisted with their studies in various universities in the Philippines, mostly in the State university. Recipients of the Board's scholarship grants during the first five years came from Burma, Ceylon, China(Taiwan), Hong Kong, India, Indonesia, Japan, Korea, Okinawa, Pakistan, Thailand and Vietnam. About twenty grants were awarded each year, each grant with a tenure of ten months from June to March, but with a possible extension of the grant for seven months from.April to October. The overlapping of the grants therefore brought together in Manila, Philippines, during the five months from June to October about forty grantees from ten.Asian nations. Approximately half a mil- lion pesos ($250,000) have been donated by The Asia Founda- tion to assist the financial part of the program. From the side of the Philippine government, courte- sies of the port, visa, immigration and miscellaneous alien fees, university tuition, dormitory facilities, infirmary, out of State and various college fees, have been offered the grantees, gratis et amore. The general overall aim of the program is to promote goodwill and understanding among the Asian nations, particu- larly towards the Philippines. The program envisions the at- tainment of the goal by the promotion of cultural exchange, of better knowledge of democracy as practiced in the Philip- pines, of Asian neighborliness, and, incidentally, of the at- tainment of a college degree by the grantee, if this is pos- sible within seventeen months, so that ultimately he may be of greater service and assistance to his community. With these goals in mind, an hypothesis was formulated that if the exchange students, while enjoying the scholar- ship. A. participated in cultural activities and, in so doing, (l) learned something about Philippine culture which they did not know before, and (2) gained a better appreciation of such culture; B. participated in conventions, conferences, meetings, and, in so doing, (1) learned about democratic processes which they did not know before, . (2) observed the extent of the freedom of speech, the press, and the radio in.the Philippines, (3) observed how these democratic processes and the freedom Of speech operate in.the governp ment, and _ . (A) come to think of (l), (2), and (3) as desir- able: C. were invited (and did accept invitation) as guests to student social affairs, to Philippine homes, to various schools and colleges, and, after returning from the Philippines, as a result, . (l) were (more) hOSpitable to Filipinos, (2) organized or participated in goodwill clubs (9.8., the ”Pakistainhilippine Club“), (3) Spoke favorably about the Philippines, form- “ ally or informally, and (4) maintained constructive contacts with Filip- inos in the Philippines on a personal or pro- fessional basis; D. Obtained a degree (through the scholarship) which helped them get a significant or better jOb; the program shall have attained its aim. Importance of the Problem Since much time and effort and money have been spent on this project, and participants during the first five years have gone back to their respective countries, it is deemed worthwhile to evaluate the program. While a scholarship program such as this under study may not forever expect endless financial assistance from any Foundation, favorable findings derived from an evaluative study could be a basis for the Philippines legislative body to find ways and means to underwrite the financial phase 'of the program. Unfavorable findings could lead to further studies to discover why such a program failed. On paper it looks like an excellent program. In the- ory, it should succeed. But just because people are awarded scholarship grants and are enabled to visit another country where they are assisted with their educational endeavors, doses % not mean that goodwill and understanding will be attained. Each grant involves a human being. While the Philippine Board of Scholarships for Southeast Asia may do everything that it considers conducive to the attainment of its goal, there are many other factors involved. The background of the prOblem is discussed more comp— rehensively in Chapter II. Methods and Procedures As previously mentioned, the Philippine Board of Schol- arships for Southeast Asia was conceived with the idea of en- couraging cultural exchange among Asian nations with the further aim of promoting neighborliness among these nations and of ultimately cultivating international understanding. Scrutinizing the program further, the greater share of the desired results would lean towards the Philippines in terms of good feeling and goodwill for the country. In addition to cultural exchange, the visits Of grantees would promote better knowledge of the way, particularly of the democratic way of life, of the people of the Philippines. This would understandably enough encourage Asian neighborliness. A considerable difference between the Philippine Board's program and many other projects must be noted. While the primary objective of many projects is for the grantee to earn a degree, the program of the Philippine Board considered this as a secondary goal. A ten-month basic grant was awarded for studies in a Philippine univer- sity. The studies could be applied for course credits as the students invariably did. Only when the student showed that an academic degree was within his reach with a seven- month extension of the grant was the scholarship extended. A request for extension from the grantee was supported by a quasi-guarantee from his own enrollment Officer and professors. Student questionnaire. Around the above mentioned hypothesis then was built an eight-page questionnaire of twenty-three structured questions and seventeen Open que 5- tions. The questionnaires were mailed to the grantees of the scholarship program of the Board. A difficulty was in the way immediately. Eight pages of bond paper would be very costly to airmail from any Southeast Asian nation to the United States. The writer, instead Of sending the re- quired stamps, which would have been quite difficult be- cause of the different nations involved, wrote a personal letter to each participant indicatirg that in lieu Of the stamps which would ordinarily be enclosed with a que sti on- naire such as he received, some article would be sent by surface mail from the United States. Consequently, a 50' by 38' colored map of either Asia or the World was sent to each recipient who could not be provided with stamps from his own country. 1See Appendix A In these days of so many questionnaires sent out by numberless researchers, an eight-page questionnaire with twenty-three structured questions and seventeen cpen ques- tions would seem doomed to failure. The imminence of fail- ure seems greater if the questionnaire were accompanied by a self-addressed airmail envelope but without the necessary postage stamps. This indeed seemed foolhardy. But for a former grantee to answer so many questions and send the answered questionnaire even by surface mail would be a proof of a sincere desire for cooperation, and a sign of goodwill towards the program, or at least towards the evaluation study. Faculty questionnaire. In order to verify or reen- force whatever findings might be discovered from the answers of the grantees, an open questionnaire in the form of a personal letter was sent to faculty members of the University of the Philippines where most of these guest students stud- ied.2 The combined answers of these faculty members from such vantage points would somehow indicate the extent of satisfaction they were experiencing with the program. At this point one fact must be stated. The present writer was Executive Secretary of the program of the 28cc Appendix B Philippine Board of Scholarships for Southeast Asia from 1955 to 1959. How much his past close contact with the grantees had influenced their answers to the questionnaires, one way or the oflner, would be difficult to detenmine. It is hoped that the responses of the faculty menbers would provide some control of personal bias of the investigator. The Sample Exchange students. From 1953 to the academic year 1958-59, eig1ty-one grants had been awarded to Asian students from Burma, Ceylon, China, Hong Kong, India, Indonesia, Japan; Korea, Okinawa, Pakistan, Thailand and Vietnam. To each of the eighty-one recipients of grants during this period, a c0py of the questionnaire with a letter3 was sent. Faculty members. From amorg the faculty members of the University of the Philippines, twentysfive were re- quested for their opinion and appraisal of the Board's program. The twenty-five were chosen on fine basis of their close contact with the guest students in.the classroom, in their offices, and in social affairs. Among the faculty members contacted were the secretary to the university pre- sident, the president's executive assistant, the registrar, 3See Appendix C .\ the dean of the College of Education, the heads of the de- partments of history, political science, economics, botany, and social welfare, the director of the Institute of Devel- opment and Research, the assistant director of the Univer- sity Health Service, the secretaries of the College of Ed- ucation and of the Institute of Public Administration. The head of the Cultural Affairs Division of the Department of Foreign Affairs of the Republic of the Philippines, (who happens to be a faculty member also of the university) and her assistant, were likewise contacted for their opinion , impressions, reaction, or evaluation of the program under study. ~erms "exchange students", ”guest aormer grantees", "participants', scholars", "exchange scholars“, 'foreign students" will be inter- also be used to refer to the exchange : word is preceded by such modifiers as opine", or same other clearly distin- ‘3 . ‘. , . u . I J u r , ... w '1 ., 'r -'\ , . -c - u u . . - . ‘ 'v. ' .- ,. . . " . . , -. - ... A . - ra- -, .4 . - . - || u. .. , . r 1"- ...... . ,. . _ . v. e o CHAPTER II BACKGROUND OF THIS STUDY This chapter presents a brief history of the Phi- lippine Board of Scholarships for Southeast Asia, the philosophy behind this and similar programs, some dif- ficulties connected with student exchange programs ,what the Board does to implement its program, and recent stu- dies evaluating similar programs. A Brief History of the Philippine Board of Scholarships for Southeast Asia The story of the Board began in the summer of 1953 when Dr. Vidal A. Ten, then President of the University of the Philippines, and Mr. William T. Fleming,Representative of The Asia Foundation (then The Committee for Free Asia), discussed possible ways and means of encouraging cultural exchange among Asian nations with the further aim of pro- mating neighborliness among these nations and of ultimate- ly cultivating international understanding. During these discussions,it was pointed out that the cultures of Europe andthe Americas have been over-amtnsized while the cultural heritage of many Asian countries had been relegated to the background. In an effort to bring 12 these heretofore de-emphasized cultures to the foreground, a program of scholarships and exchange of professors between the Uhiversity_of the Philippines and universities of other Asian.nations was born. The participation of other Philip- pine universities were also invited. It was thought that through educational contacts, personal friendships and close observation, an awareness of the way of life of the neighbor- ing nations of Asia could be developed. The Asia Foundation pledged sixty thousand pesos to start the project of inviting students and professors from nearby Asian universities to the Philippines. The fields of concentration decided were Oriental History, Oriental Liter- ature, Oriental Philosophy, Economics, Political Science, and the.Arts. The emphasis on the Humanities and Social Sci- ences was an effort to avoid duplication of programs that em- phasized technical science. While exchange of professors was part of the program, the governing body was called the BOARD OF SCHOLARSHIPS AND EXCHANGE OF PROFESSORS FOR SOUTHEAST ASIA. It was later de- cided to operate the program purely for exchange students, and to drop the ”exchange of professors“ phase of the program. The Minutes of the 32nd meeting of the Board records that an March 19, 1957, the original name became THE PHILIPPINE BOARD OF SCHOLARSHIPS FOR SOUTHEAST ASIA. The souvenir program of the Board-sponsored Fourth.Ina- ~00 - l3 ternational Students‘ Festival (February 16-18, 1959) listed eighty-one recipients of the Board's scholarship grants dis- tributed as follows; Burma, 1; Ceylon, 5; China (Taiwan), 2; Hong Kong, 6; India, 8; Indonesia, 9; Japan, 5; Korea,_ 9; Okinawa, 2; Pakistan, 15; Thailand, 16; and Vietnam, 3. The number does not include Filipinos on scholarship grants from the Board for research work in.neighboring.Asian.universie» iies. Neither does the number include professors who were in- vited to the Philippines during the early stage of the pro- gram, nor Philippine professors who gained travel grants, from the Board to observe Asian educational institutions. The PhilosOphy Behind This and Similar Programs The Philippine Board of Scholarships for Southeast Asia is not alone in this field of scholarships programs with such a far reaching aim as promoting international good- will and understanding. Even.before WOrld War II, a program of this sort was already conceived by leaders of nations. The idea gained more and more attention immediately after the second World War. 'Peace or perish". This was the thought that haunt- ed the writings of foresighted men during the last few years. Without the hydrogen bomb nor the intercontinental ballistic missiles, many nations saw and felt the desolation of World War I and the horrors of World War II. 14 From the grim possibility of losing all that has been gained from years and years of study, labor and progress, there arose a shining hope for peace. A union of nations brought together in that historic l9#5 San.Francisco meet- ing, unanimously agreed towards the earnest pursuit of peace. Affirming this desire resulted in the formation of The United Nations whose lofty determination.was expressed in the solemn Preamble of its Charter.1 Through the Preamble, the basic aims of the United Nations are enunciated: the preservation of peace, reaffirms- tion of faith in fundamental human rights, and the establish- ment of conditions under which Justice, progress and freedom can thrive. For the preservation of peace, the United Nations established an arm which has been.very active in pursuing this primary aim. Adopting a new course of action, this branch of the United Nations worked to promote peace and security through cooPeration among nations in their educational,sci- entific and cultural endeavors. This United Nations Educa- tional, Scientific and Cultural Organization is new official- ly and popularly called the Unesco, a name composed of the initials of the words in its full name. The beginnings of the Unesco may be traced before the ULie, Trygve (with others), Peacezgn_za;§h, Hermitage House, New York, 1949, pp. 159-1 0. ]5 organization of the United Nations, for under a different name it can.be associated with the defunct League of Nations. It was then.known.as the International Institute of Intel - lectual Cooperation, With the outbreak of World War II and the natural death of the League of Nations faded the fledg- ling and promising institute.2 People who know about the early organization under- stood the force of its inspiration. Peace was to be pro- moted not only through political maneuvers or across am- bassadorial conference tables, but through the_more lasting and loftier levels of ”culture and reflection“.3 In.November 1945, the Unesco was formally organized and approved by the representative nations of the U.N.n The Preamble of the Constitution of the Unesco is worth quoting: THE GOVERNMENTS OF THE STATES PARTIES TO THIS CONSTITUTION ON BEHALF OF THEIR PEOPLES DECLARE, that since wars begin.in.the minds of men, it is in. the :ésds of men that the defenses of peace must be construct- that ignorance of each other's ways and lives has been a common cause, throughout the history of mankind, of that suspicion.and mistrust between the peoples of the world through which their differences have all too often.broken into war; 2Besterman, Theodore, Unesco Pegge in.the Minds 9: Men. Frederick A. Praeger, New York, 1951, p. . 31b;do, p. 2. l'Besterman, Unesco . . . . M" p. 1+. 16 that the great and terrible war which has now ended was a war made possible by the denial of the democratic prin- ciples of the dignity of men and constitute a sacred duty which all nations must fulfill in a spirit of mutual as- sistance and concern; that peace based exclusively upon political and economic arrangements of governments would not be peace which could secure unanimous, lasting and sincere support of the peoples of the world, and that the peace must therefore be founded, if it is not to fall, upon the intellectual and moral solidarity of mankind. For these reasons, the States parties of this Con- stitution, believing in full and equal opportunities for education for all, in the unrestricted pursuit of Object- ive truth, and in the free exchange of ideas and knowledge, are agreed and determined to develop ani to increase the means of communication between their peoples and to employ these means for the purposes of mutual understanding and the truer and more perfect knowledge of each other's lives; In consequence whereof they do hereby create the United Nations Educational, Scientific and Cultural Or- ganization for the purpose of advancing, through the ed- ucational and scientific and cultural relations of the peoples of the world, the Objectives of international peace and of the common welfare of mankind for which the United Nations Orgagization was established and which its Charter proclaims. Having stated its aim, it remained for the organiza- tion to devise ways aid means to attain that aim. Article I of the Constitution sets down the following measures design- ed to fulfill the purpose of fine Unesco: cooperate in the ad- vancement of the various peoples' knowledge and understanding of each other through mass media for which means the adopt- ion of mutual agreements will be recommended to nations if w— 5Unesco, Constitution of flie_United Nationstducational, Spientific and Cultural Organization, US, New York, 19h7, p. 1 1? needed for the free flow of ideas through audio-visual aids; invigorate the peoples' desire for popular education and the enhancement of culture through cooperation.with, and if re- quested by, member nations in the various educational pro- Jects; encourage equal educational opportunities for all re- gardless of race, creed, sex or social status, and thus through suggested effective means equip the future citizens of nations for responsible participation in.a free ‘world; preserve, increase and spread knowledge through the pre- servation of libraries, and collections of the works of art- ists and scientists; promote international conventions, ex- change of scientists, artists and educators, and the inter- change of materials either informative or artistic, and of published or printed literature.6 Forestalling any fear that the Unesco might place the varied cultures of member nations into a stereotyped mold, “with a view to preserving the independence, integrity and fruitful diversity of the cultures and educational systems of the States Members', a section.was added prohibiting the Organization from “intervening in matters which are essent- ially within their domestic Jurisdictionlv Working along the same line and on the same philoso- 6Unesco....Constitut;on....,op.__cit., Art. I, See. 2. 7mg” ....Art. 1:, Sec. 3. 18 phy, the United States of America has embarked upon.gigantic projects that involve millions of dollars in more than.a score of nations. During the First Session of the 79th Congress, U.S. Senator Fulbright introduced a bill (s. into) which author- ized “the use of credits established through.the sale of sur- plus properties abroad for the promotion.of international good will through exchange of students in the field of education, culture and science."8 Appealing to his colleagues, the sens ator said, “If this bill is approved, the funds will be ut- ilized for exchange students, create better understanding of our mutual problems, and promote friendly relations..."9 "To enable the government of the United States more effectively to carry on.its foreign relations by means of pro- motion of interchange of persons, knowledge, and skills be- tween the people of the United States and other_countries" , Representative Mundt introduced another bill (H.R. 3342) dur- ing the First Session of the 80th U.S. Congress.lo Speaking for the bill, the representative made the following remarks: 800 asio 1 Re ord, 79th Congress, First Session,Vol.9l, Part 7 U.S. Government Printing Office, Washington, 1945 p. 9045- . . 91bid., ...p. 9044. _ . 1OCoQggessionalRecorg, 80th Congress, First Session, Vo1. 93 Part 7, U. . Government Printing Office, Washington, 1957. p. 8996. . 19 ' The world is faced today with a conflict in.ideol- ogies... This is truly a war of ideas and In carrying on a war of ideas, the Iiue facts should be laid before the people of the world. During the debates that ensued regarding H.R. 3342, the philosophy that the Unesco solemnly declared in.the preamble of its constitution resounded in.the halls of the United States congress. On.June 6, l9h7, Mr. Mundt spoke: The educational exchange will operate to win friends ....for less than.one fourth the cost of a single modern battleship, we propose through this program to try Just once in a long bloody history of war torn relations between countries to give truth and understanding and friendly feel- ings an opportunity to help put an.end to the continuing ‘ wars which have brought civilizatign to the abyss of an atompbomb-accumulating armistice. While it might be admitted that economic interests were intermingled with her goal of preserving peace and pro- moting good will, the United States, it must be stated, had a headstart on the idea of educational exchange long before the organization of the United.Nations and its agency, the Unesco. The International Technical Cooperation authorized by Public Law 355 (1939) was actually the beginning of formal participation of the United States in the projects of other 11M” 99- P0 8996,- 12Ibid., ... Vol. 93., part 5, ...p. 65u8. 20 13 nations, particularly those of Latin-America. This act- ive interest of the United States government culminated in a series of inter-American conferences and resolutions which called for an exchange of scientific personnel and materials. . Enlarging this program, the 80th U.S. Congress auth- orized the launching of bigger projects not only in.the countries of LatinnAmerica but in some countries of the In Middle East and Asia. President Truman, desirous to extend the benefits of this idea to a wider area and to a greater number, in his l9h9 inaugural, said: We must embark on a bold, new program for making the benefits of our scientific advances and industrial progress available for the improve- ment and growth of underdeveIOped areas... We should make available to peace-loving peoples the benefits of our store of technical knowledge in order to help thig realize their aspirations for better life.... Through the exchange of persons program of the laU.S. Statutes'at Large, 76th Congress, lst Session, 1939,‘Vol. 53, Part 2,.Public Laws, pp. 1290. 1A1bid.,...80th Congress, 2nd Session, 1948, Vol. 62, Part I, Public Laws, p. 137. lsIfiasurelAddresses_iof-tmi_hesldénts of-the._U_._..S from George Washington to Harry S. Truman, authp ' orized by the 82nd Congress, House Document No. 540, 21 United States, thousands of students, educators, govern- ment officials and leaders of innumerable professions from about sixty countries, were enabled to see for them- selves the progress and projects of other nations in the ultimate hope that these people after seeing the hopes and goals and aspirations of their neighbors might fur- ther spread the idea that peace is the better read. Besides the projects of the United Nations and the United States, there are other similar programs spon- sored by other organizations following the same phil- osophy. The Colombo Plan.was the result of the meeting of Commonwealth.Foreign Ministers at Colombo, Ceylon, in January, 1950, which created the Consultative Committee which in.May of the same year established the Technical Cooperation Scheme.1 The original members of this Consultative Committee were Australia, Canada, Ceylon, India, New Zealand, Pakis- tan and the United Kingdom, but at the 1950 London meet- ing, Burma, Cambodia, Laos, Vietnam, Indonesia and Thai- land were represented. Later, other nations participated in the meetings and became full members of the Plan, 16ThemColombo Plan, For Co-operative Economic Bevel: 9pmentgin South and SouthAEast Asia, Fifth Annual Report, Her Majesty's Stationery Office, London, 1957, p. 2. 22 including Japan, Nepal, the Philippines, and the United States. The Plan provides for exchange of "technical as- sistance between participating countries".17 On another plane are the big Foundations which have helped thousands of people from all over the world find significant places in their respective communities. Thus the Rockefeller, Ford, Kellogg and other Foundations are familiar to peoples of many nations. The beneficiaries of grants from these Foundations are new in various strategic positions in legislatures, the Judiciary, the fourth state, the business world and in many other government offices, all of which are indeed strategic sounding boards for the spread and promotion.of peace and goodwill. Further, on a smaller scale but nonetheless work- ing towards the goal of peace and understanding through technical aid, scholarships, travel, research and other inter-change of persons programs, are the smaller Found- ations and organizations. In.a list compiled by Ward Morehouse for the Conference on Asia Affairs, Inc., no less than six hundred programs of universities, relig- ious and educational organizations are included which lzThe Colombo P1an,...op, cit.,...p. 3. 23 engage in.a variety of activities dealing with Asia alone. These activities include teaching and research programs, technical assistance projects, assistance with college and university extra-curricular activities, assistance in med- ical services, collection of arts, lectures and cultural presentation activities.1§ In the publication, American.Foundations and_$hgiz Fields, out of the 4289 organizations listed, 72 are ex- plicitly established for intercultural relations, and 85 are expressly founded for international understanding, ”to_promote self-development and better standards of liv- ing, together with understanding and cooperation among peoples of the world".19 Some Difficulties Connected with Such Student Exchange Programs _ Exchange of persons programs involve big sums of money. And yet greater success of the program is not guaranteed by a greater amount invested. If this were 18Conference on Asian Affairs, Inc., American.Institu- tions and Organizations Intergsted in Agai_a_, edited by Ward Horehouse, Taplinger Publishing Co.,Inc., New York,l957, p. Viii. l9Rich, Wilmer Shields, Amerigan.Foundat;Qns and Thai; Fields, 7th edition, (American Foundations Inform- ation Service), Connecticut Printers, Inc., New York, 1955. p. 324., 24 true, the most successful program would be that of the U.S. International C00peration Administration which had an ap- propriation of $2,703,000,000 in 1956, $3,767,000,000 in ' 1957, $3,865,ooo,ooo in 1958 and expects to spend another $3,298,000,000 in 1959 with an appropriation request for S3,930,000,000 for 1960.20 By the measure of these staggering sums, the little baby foundations should have little reason to exist. And yet, occasioned by a mere novel, though probably based on some facts, there has been some recent consternation about the huge U.S. expenditures abroad.21 Eloquent senators, altruistic representatives, pol- ished diplomats, can with grandeur talk of their tower of peace. How easy and with how little an effort it takes to blow up this tower; for even a clerk in the immigration office can destroy that which is built with patience, la- bor and money. Possibilities and actual cases can be cited to show how such distressing scenes happen. No matter how carefully a grantee may be chosen, the case of a person of a different culture leaving his 20Departments of State and Defense, The Mutual Security Program, A Summary Presentation, U.S. Government Printing Office, Washington, 1959, p. xxii. 2 . 1Lederer, William J. & Bordick, Eugene, The Ugly .American, Norton & Co., New York, 1958, passim. 25 own homeland to go to a foreign, if not a strange, country causes some strain on the human.being. From the physical standpoint, there are the changes in climate and weather conditions, food, environment, daily ways of life. The student may have left a job, his busi- ‘ness, or even a family. He may know enough.English to com- municate with the people he meets, but there are finer nu- ances which he would like to express but cannot. Socially, the exchange student's ways are different, and being usually an adult he is set in his ways and firm in.his views. It may then happen that he will withdraw from social activities and thus create a prdblem for him- self. On the other hand, a social affair instead of giv- ing therapeutic assistance can be a source of bewilderment. Modern dancing and dating are new to many exchange students. The color problem sometimes works both ways. The guest student may happen to be in a locale where color discrimination is very pronounced, or he may have had some traumatic experience which left in him some scars of in- feriority feelings. Religion has given rise to some difficulties to an exchange student during his stay in another land. His room- mate may look askance at his religious practices and this may cause him to neglect his religious obligations. On the 26 other hand, he may be puzzled as to why Christians go to different temples that are but ten meters away from each other. The system of credits and units in the newly met educational program may mystify him and he may have a dif- ficult time to adjust himself. The very democratic, matter- of-fact approach by teachers in.the American classroom has brought mild astonishment to many an exchange student. Many overseas students leave their fatherland to study, say, in the United States, convinced that they would gain technological experience, artistic, or trade skills, and professional experience. They dream to return later and be of service to their community. However, due to language differences, lack of the proper background, and many other factors, some might not realize their goals. What the Board Does to Implement Its Program Each year during the operation of the scholarship program of the Philippine Board of Scholarships for South- east Asia, a Trust Agreement was signed by the President of the University of the Philippines and the Representa- tive of the Asia Foundation in Manila. The contract laid down conditions for the Operation of the program and spec- ified the amount that the Asia Foundation was to transmit 27 to the University of the Philippines to be administered by the Board.22 The Scholarship grants were offered to graduate stu- dents of the Asian countries involved through.newspapers advertisements, university bulletin boards, Philippine dip- lomatic posts in the said countries, and by letters or word of mouth through professors and university officials of the same countries who may have had contact with the University of the Philippines. Applicants were required to send with their application notarized copies of records of their school work, a physician's certification of the applicant's good health, a certification of sufficient knowledge of English for courses in Philippine universities (this to be Obtained from the cultural attache of the Philippine cone sular office in the applicant's country or from the appli- cant's English professor), three names of school, church or government officials who were contacted for an appraisal of the candidate's qualifications. On the basis of the documents received by the Board's office in Manila, the Selection.Committee, as provided by the Trust Agreement, composed of the Chairman of the Board and two other members, considered all applications, made 22See Appendix I) 28 recommendations to the Board which in turn made final se- lection on the basis of leadership, scholarship, and pos- session of academic prerequisites for the study of curric- ulum desired.23 Notarized copies of school records had been previous- ly filed with and evaluated by the Registrar's office for proper college admission arrangements before final decisions were made by the Board's Selection Committee. Immediately after the Selection Committee and the Board had made the selections, the Executive Secretary sent a contract form to each chosen applicant for signature. With the contract form were further instructions prior to departure for the Philippines in case the selected candidate should sign the contract which at the same time indicated his decision to accept the grant and to come to the Philippines for the curriculum desired, or for the courses outlined by the Re- gistrar's office. Schools open in June while notification of selection were usually sent in March. Dormitory or housing reservations were made by the Executive Secretary upon receipt of the signed contract. The 1958-59 Trust Agreement between the University of the Philippines and the Asia Foundation provided as a require- 23Trust Agrcement, Article VII, Section B. 29 for all participating institutions to provide free tuition and fees for students studying in their campuses and to make arrangements for proper food, considering the religious beliefs of the students. The University and the Board will require all participating institutions to house students for modest charges in a manner per- mitting reasonable privacy and Opportunity for study, and, in any event shall ROt house more than.two students in one room.2 Travel arrangements, insurance, Obtaining Of visa and fulfillment of immigration and miscellaneous require- ments were made ahead in Manila, Philippines. To facili- tate fulfillment Of details and to expedite entry upon ar- rival in Manila, the Philippine government issued, through then incumbent Secretary of the Department Of Foreign Af- fairs Raul S. Manglapus, Foreign Service Circular NO. 501 authorizing exemption from visa and other alien fees all 25 participants Of the Board's program. To complement the circular and to give the arriving guest student a pleasant reception at the airport, the Executive Secretary of the Board and his staff were given special passes giving them free access to the Customs and Immigration inspection areas 2"(Trust A reement, Article VII, Section F. 2 58cc Appendix :3 for F;S. Circular NO. 501. 30 when meeting or seeing off participants of the Board's program. In addition to a free round trip plane transport- ation, free travel and accident insurance, and the other exemptions from miscellaneous university fees, an ex- change student was allowed two hundred pesos ($100) month- ly for food and incidental expenses, plus seventy-five pesos ($37.50) for books every semester. If a thesis was required at the end of the course, expenses connected with the thesis were also defrayed. Free infirmary services were accorded exchange students Just like the rest of the students of the Uni- versity of the Philippines. The few grantees who were en, rolled in other universities or colleges received the same privileges. For extraordinary illness, the Board from the funds provided for medicines, medical treatment and hos- pitalization expenses.2 The guest student was usually met by the Executive Secretary or a member of his staff on arrival at the air- port. On departure, besides the Executive Secretary or his representative, a host of friends gained during the grantee's stay in the Philippines also saw the guest 26Trust Agreement, Article VII, Section H. 31 student off. When any of the exchange students was confined in the university infirmary or the hospital, the Executive Secretary or some members of the staff made it a point to visit him to cheer him up and to find out his needs. Be- sides the Board officials, compatriots, classmates or friends usually visited a sick guest student also. While the university socials might not have been attractive to the overseas student, other activities were planned for him. The annual reports of the Executive Sec- retary for each of the first five successive years of the Program's operation listed such activities as: Annual Int- ernational Students' Festival, International Choral Group invited to sing before clubs, schools or social affairs, ''Know Your Neighbors” presentation sponsored by the Philippine International Friendship Organization and which was an occasion for the diplomatic offices of other nat- ions in the Philippines to exhibit handicraft, artistic works, and other native cultural accomplishments, “Fiestas" which are religious and civil celebrations of towns and barrios in the Philippines, Excursions to historical spots and places of interests outside Manila, National Day or National Heroes' celebrations, Film Festival, National Day of each of the Asian nations represented by guest students, 32 Conferences, Conventions, Receptions, Tours of the Philip- pines through the courtesy of the Philippine Air Force and the cooperation of the University of the Philippines alumni scattered all over the Philippines, Formal Calls on the President of the Philippines and other high Philippine officials, Picnics, Dinners offered by Philippine prom- inent families interested in the Board's program, etc. While big cities may be cold to foreigners and other scholarship programs too impersonal, the Diliman campus of the University of the Philippines has the atmosphere of a little town.with friendly residents, and the Board main~ tains constantly the personal touch in its dealings with participants of its program. The dormitory facilities of the University of the Philippines during the five years of the Board's program were admittedly not ideal from the standpoint of physical comfort, aesthetic appeal, and study conditions, but lo- cation.was close to the classroom buildings and the sete up offered many opportunities for friendly associations, frequent occasions for honest and straightforward dis- cussion of any problem or issue, and companions for con- tinued English conversation. Why did the Board, as it were, go out of its way to maintain that continued personal touch with participants 33 of its program? The foreign student, invited to another country, had come eager to know how other peoples live, what their aspirations might be, why they had come to such a level of economic state, but this interest did not mean conscious promotion of cultural exchange. He came as a student and wanted to excel in the classroom. His needs as a human personality had to be met before he could suc- ceed as a student. Natural, wholesome human relationships, brought about by common interests and an eagerness to learn, are the essential by—products of student exchange...The needs of our foreign students should be of equal interest and importance to college ad- ministrators,facu%ty members, student leaders, and community groups. 7 It is of extreme importance therefore that foreign students meet with successful social adjustment and some satisfactory classroom experience before they may be ex- pected to promote good will and understanding when they go back to their respective communities. Even with the most successful and pleasant social and scholastic re- lations, it is not to be expected that they purposely go around converting their brethren to whatever values they 27Blegen, Theodore C. (and members of Sub-Committee), Counseling_Foreignggtudents, American Council on.Ed- ucation, Washington, D.C., 1950, p. 6. 34 might consider desirable. They will show their diploma if they have won a degree, they will show new ways of doing things where this is called for, they will perhaps show new behavioral patterns. But even they who might have risen to a station of leadership will not be expected to proclaim to the people the things they learned from abroad. Expression of approval of things they saw in.another land, endorsement of a certain way of social conduct they liked during their stay away from home will come spontaneously as occasion shall arise, but this will be if they can look back with pleasant memories, recollect sincere acquaintances, re- member classroom life with a measure of satisfaction. On this philosophy lies the explanation of the Phil- ippine Board of Scholarships for Southeast Asia's efforts to involve the exchange students in social activities, and extracurricular projects, while at the same time encourag- ing the students to earn a degree. Recent Studies Evaluating Similar Programs If beneficiaries of the many exchange of persons programs are not to be expected to go around to proclaim the benefits of international goodwill and understanding, are the sponsors of such programs expected to continue pouring out effort and money without ever knowing whether 35 their time has borne fruit? Where then lies the criterion with which to gauge the success or failure of the program? How can that desired by-product be discovered? In.l950, following a long felt interest in the ef- fects of exchange of students regarding international re- lationships, the American Council on.Education in close collaboration with the Institute of International Educa- tion which is the major private agency concerned with stu- dent exchange with other countries in the United States, made a study of the subject. Supported by the Hazen Found- ation, a special committee was organized by the ACE and the Institute to push this study. The Committee was composed of Dean Theodore C. Blegen, Chairman, Mary A. Cheek, Leo R. Dowling, Clarence Linton, Forrest G. Moore, Harry H. Pierson, and George W. Rosenlof. Referring to an article ”Foreign Visitors on.Am- erican.Campuses" written.by James A. Peterson and Frank Riley and published in The Survey of August, 1949, the Committee said: Most of us would like to believe that inter- national student interchange has built up an im- mense reservoir of good will between the United States and foreign countries. Survey of Foreign 28 student opinion, however, seem to indicate the opposite. 28 Blegen,...op, cit. p. 46. 36 Again, quoting from Frank Aydelotte's "International Educational Exchange: Past Experience and Future Possibili- ties“ as published in the Proceedings of the Middle States Association of Colleges and Secondary Schools (19h5). Experience has shown that the mere provision of funds for large numbers of students to go from one country to another is not sufficient. It is perfectly possible for an international fellowship to fail in its effect, indeed to do more harm than good, unlesa it is administered with care and in- telligence. 9 At the time, the Committee admitted that the ”inter- change of students among countries is not new, but few attempts have been made to examine critically basic ideas underlying a foreign student program." The Committee further added: A realistic and quantitative approach is needed to evaluate the results of student exchanges and to indicate improvements and refinements of ‘0 methods helpful in planning future developments.“ While the special committee of the American Council on Education in cooperation with the Institute of Inter- national Education was given the task of studying the 29Ibid., p. #6. Borbido’ p. 6. 37 effects of exchange of students regarding international re- lationship, the committee's assignment was not exactly to evaluate any or all of the projects involving exchange of students. The committee's report, "Counseling Foreign Students“, as the title suggests, gave valuable suggestions and pointers to make each visiting student's stay as fruit- ful as possible thus enhancing the exchange of persons pro- grams. The preface of this report, signed by Dr. E. G. Williamson, Chairman of the Committee on Student Personnel Work (ACE) and Dr. Donald J. Shank, Vice-President of the Institute of International Education, concludes: It is our hope that this summary of evaluation of experiences will stimulate further exploration in the development of adequate programs for foreign visitors. We are interested not only in assisting foreign students with regard to governmental re- ulations. Rather, are we more concerned that our American students shall gain deeper insight into international relationships through the medium of interpersonal experiences with individual foreign stu- dents on our campuses. We are also confident that firsthand observation of our own experiences will be tranSported to the foreign student's own home and that they there will tend to broaden perspective in another culture.3 Meanwhile, as the many exchange of persons programs continued their operation, the need for "a realistic and l Blegen,... o . cit , pp. iv-v. 38 quantitative" evaluation as mentioned by the committee grew more and more. The growth of this need may be gauged from the fact that while one organization arranged for the admission of seven foreign students into American colleges and universities in 1920, the same organization arranged for the admission of 4,913 foreign students into 2,000 American colleges and universities in 1957.32 As early as 1952, therefore, another body known as the Committee on Cross-Cultural Education was formed by the Social Science Research Council. The new committee undertook a three-year program of research into the im- pact of American educational experience on students from other nations. Meeting at Cornell University in.August, 1953, the committee assessed their preliminary experience and made recommendations for further research. Several monographs were published by the Social Science Research Council as a result of the researches of the Cross-Cultural Educationcommittee.33 The New York Times of June 14, 1953, published a public report of the Hickenlooper Committee, a U.S. Senate 3zEditorial of the Saturday EvengngPost,Vol. 231, No. 29, Jan. 17, 1959, p. 10. 33wuson, Elmo 0., and Bonilla, Frank, ”Evaluating Ex- change of Persons Programs, Public Opinion Quarterly, V01. 19, 1955-56, p. 210 39 special body then investigating government agencies which had charge of information and psychological strategy. This report concluded that "it is generally conceded that the exchange of persons programs under the Smith-Mundt Act and the Fulbright scholarship program is among the most effect- ive instruments for the creation of mutual understanding and good will.” While the report did not specify facts on which it based this conclusion, a more factual study was made on the long term effects on Belgian nationals and their coun- try of sponsored sojourn in the United States. The study was undertaken by the Woodrow Wilson School of Public and International Affairs with financial support from the Rockefeller FoundationJBu Among the findings of this study was that most of those who had been abroad wanted to migrate particularly either to France or the United States.35 Other findings were that the grantees held more sympathetic attitudes towards United States policies and actions, but were more in favor of larger freedom of speech which would permit expression even of subversive ideas. The Belgians did BuRiegel, O.W., Residual Effects of Exchange-of-Persons, The Public Opinion Quarterly, Vol. 17 (1953), Princeton, NQJO, p0 3190 35Ib1d., p. 322. 40 not mind the noticeable propagandistic purpose of the grants. While virtually all grantees admitted usefulness of their United States experience, they had very little activity in terms of promoting international understanding either be- cause there were very few opportunities or means, or they had very limited circle of influence. What was more, re- turned grantees soon lost contact with either American friends or American life. The major evaluation studies of exchange of persons programs were however undertaken.by the International Re- search Associates, Inc., under contract with the U. S. De- partment of State. As a huge investor on such programs which purportedly aim to attain the goal of better under- standing, greater respect and cordial friendship among peoples of the world and the United States, the U.S. gov- ernment, through the Department of State which has charge of the promotion of such relations, is understandably in, terested in the evaluation of the fruits of such invest- ment. In its preliminary studies, the International Re- search Associates, Inc., discovered that, even before using the modern methods and techniques of social research which 36Riegel, O.W., qpa_qi§.,...p. 325. 41 they used in the formal evaluation of the exchange programs, there were already indications of encouraging fruits borne by the many such projects with grantees and in the countries where such projects were in operation. The researchers particularly pointed out the professional competence, pro- ficiency and efficiency of the recipients of various grants and who were already back in their respective communities. The researchers took this as ample evidence that the trainees successfully absorbed the information and new methods or techniques which had been communicated to them while under training.37 Pointing out the difficulties that loom in the way of researches into the results or fruitfulness of such programs, the International Research Associates people wrote: These are questions which deal with problems of learning, opinion change, and attitude formation. We wish to know whether the exchangee, during his sojourn in the United States, has incorporated into his intellectual and emotional stockpile the facts, ideas, or postures which will strengthen the free world; and whether having returned to his own country, he is successful in leading others of his people to accept and act upon these principles. Research into these questions requires not only measures of opinion and attitude change in relevant areas among exchangees and their associates, but 37Wilson,....op, cit., p. 22. 42 consideration of the entire range of problems associated with studies of interpersonal comp munications and the ways in which the influ- ence of individuals mggiates opinion change and action in others. Simplifying the problem and summarizing the aim of the task of evaluating the effectiveness of such ex- change of persons programs, the research people pr0posed two questions: '(1) Has the exchange experience succeed- ed in implanting, broadening, or reenforcing the skills, information or attitudes which the program is designed to promote among exchangees? (2) Are returned exchangees effective in influencing people and events in their home countries in accordance with the objectives of the ex- change program?"39 With simple methods and sampling, an.evaluation study was made late in 1951 of the exchange program which.had been in operation in South.America under the 1940 Convention of Buenos Aires. Building the question- naire along the two general questions proposed by the researchers, the results revealed that: 38Wilson,...op, cit., p. 22. 391bid.,...p. 22. 43 (1) Most exchangees who had visited the United States testified that they had left with a more favorable opinion of America and our style of life than when they arrived. (2) This was confirmed by comparing their answers to certain questions about America with those of similar individuals who had traveled in the United States. (3) Their increased professional competence and the prestige of travel of the United States seemed to augment their influence among their colleagues on professional questions asuBell as questions related to the United States. Another study but with more elaborate methods was repeated in West Germany. This time, both students and leaders alike were interviewed and directed the questions. In addition to a more rigorous sampling, more people were interviewed. Precautions were carefully taken to assure reliability of answers. Direct questions concerning the exchange program which sponsored and gave the subjects' grant were studiously omitted to avoid any hint that the research was under the sponsorship of the particular ex- change program. Using a highly structured interview, the second study revealed that similar to the experience of the South American grantees the Western Germans gained better “OWilson,... op, cit., p. 23. 44 information about the United States and became better dis- posed towards America and her people than those of the same region who had never been to the United States. The exchange trip seemed more effective in arousing the political interest of teenpagers and in bringing them to accept democratic ideals than was the case among students at the college level or among visiting specialists. The latter, on the other hand, were considerably more impressed with the accomplishments of the United States in such fields as labfif-management relations and political organization. The case of the younger group drew the attention of the International Research.Associates since, admittedly, younger people would be more susceptible to new ideas, and might therefore be more zealous witnesses to demo- cratic ideals. Following this lead, a further research study of teen-agers who had been to the United States was made. Participants of a program that brought young peOple to study for a year in the United States, mostly 16 to 18, then became the subject of a thorough study regarding (a) The impressions that‘remained with them of their experiences in America; (b) The kinds of adjustment problems they had ulWilson, ....op. cit., p. 24. experienced on their return home and how these had been resolved; (c) The kinds of changes, if any, that the “2 exchange experience had made in their life plans. So thorough was this study that some of the inter- views for single individuals were conducted in several sittings totaling to as much as twelve hours. Besides the interview with the young exchangee, at least two other persons who knew him were also contacted and inter- viewed. On the whole, about one-third of the people con- tacted for information concerning the exchangees were their parents, one-third of the number were either teach- ers, employers, or ministers, and one-third were the echo mates, friends, brothers and sisters of the exchangees.43 In addition to the many suggestions concerning screening or selection processes, orientation, schedul- ing of activities, etc., it was discovered that the gen- eral objectives and goals of exchange of persons programs could not be achieved simply by working a unilateral change in exchangees and returning them to the old milieu. The American values which the exchangeaahad assimilated could not be transferred whole cloth into their lives at home. The returnees had to be 42Wilson,....0p. Cit.,....p. 25. uBEQiQn:o-o.p. 25 (Footnote) 45 ol- 46 forewarned and prepared for these problems. It was found, for example, that some teeneagers who re— turned bursting with news and ideas for innovations found themselves in frustrated isolation.because there were no other pro-democratic elements in their environment, or simply no intfigest whatever in hearing about their experiences. One significant upshot of this study was a slight modification of the program by cencentrating more on community leaders on the field of education, politics, and various civic activities, and more significantly on government and labor union officials. Persons who were active in more than one kind of endeavor got higher priority, with the phiIOSOphy that such a person could help and lead in the organizations or activities in.which he is active. To measure the effectiveness of this new phase of the Department of State exchange of persons programs, the International Research Associates, Inc., designed what the researchers called ”before" and "after” interviews, (a) with a total of 16 such groups of leaders, (b) with close friends and associates of the members of these groups, and (c) with the general population of the com- munities they represented. 5 “amide, ....po 250 u5Wilson, Op, git.,...p. 27. 47 To supplement the essentially quantitative character of this new study, a social scientist was assigned to accom- - pany a group of interviewers. This member of the group re- corded his observations and significant comments given.by the programs participants concerning their experiences while in.America. This social scientist was to stay with the interviewers from morning till evening, observed the reactions of those interviewed and was informed by the interviewers of their own experiences and reactions. Obviously, these 'before' and "after“ interviews, conducted by a group which in turn was accompanied by a social scientist, had a number of advantages over the form- er studies. Incidentally, the same idea was conceived by the writer of the evaluation of the program of the Phil- ippine Board of Scholarships before he came across this study of the International Research.Associates, Inc. As stated by Wilson and Bonilla, First, the researchers had a measure of attitudes prior to visiting the United States which was based on something more solid than the exchangees' recol- lections of what their state of mind had been at some time in the past. Second, the re-test, using nearly identical interview schedules on the second wave of interviewing some months after their return made it possible to measure, rather than infer, attitude change. Third, interviews with cross- sections of the local populations provided a means of determining to what extent, if any, the attitude changes observed in the exchangees and their contacts 48 could be attributed simply £8 variations in the general climate of Opinion. Looking at the other side Of the picture, the dis- advantage Of this study was that the interview before the grantee's departure could have aroused suspicion as to the purpose Of the interview. As the grantees at one time or another met and talked and mentioned such inter- views, before departure, such a revelation to each other could reduce the validity of the study. TO begin with, the group invited to the United States were already leaders in their respective fields and interested in the government, politics and public issues. They were more inclined towards the ways Of liv- ing Of the people of the United States. The study there- fore could not very much reveal shifts in ideology unless the shift be to the other side. The study however reveal- ed a better understanding of the ways and outlook of life in the United States. Particularly, the overplayed Negro- White relation in the United States frequently exploited by unfriendly writers was brought into better light after the visit of this particular group of visitors.“7 h6Wilson,....Op, cit.,..p. 27. “7Wilson,...op. cit., p. 28 ..... 49 Admitting such limitations as the study's inability to "constitute a definite evaluation of the program for exchange of community leaders", as the possibility ”that in some cases, or in some issues, opinion might not have crystallized fully within so short a period," as the impossibility Of measuring ”intensity of attitude“, which means that it is possible for the exchange experience to have reenforced an exchangee in his originally favorable attitudes without thisugffect being manifested in the study results, the researchers suggest "scaling techniques" for future evaluation studies. Another significant study of the exchange of persons programs was the research undertaken by the Bureau Of SO- cial Science Research Of the American University (Washing- ton, D.C.). Financially supported by contract with the U.S. Department Of State, a series Of mail surveys were authorized by the Board of Foreign Scholarships which is the U.S. President's committee appointed to supervise the administration Of the Fulbright Act or Public Law 584. This evaluation however was as it were to find out how the other side of the coin was. The object Of the “BIbid., p. 29. 50 study was the group of American participants of the Ful- bright program who had come back from more than twenty- five countries after a period of study, teaching or lect- uring, and doing research in various schools, colleges and universities abroad. The number was limited to those who received a Fulbright grant during the three academic years 1949-50, 1950—51, and 1951-52. There were 2,949 questionnaires sent out and of this 315 were returned to the senders for lack of forwarding addresses. The answered questionnaires numbered 2,211 or 88! per cent Of the possible replies were returned with complete answers for analysis.“9 The general consensus of Opinion is that a little over fifty per cent returns Of mailed questionnaires are considered good. Two major questions were in the mkds of the re- searchers and the questionnaire was built around these: A. How does the Fulbright grant experience affect the exchangee's status, activities and interests? B. Do Fulbright grantees share their experience with 5 the communities to which they return? In.what ways? ugMendelsohn, H., and Orenstein, Frank E., A Survey of Fulbright Award Recipients: Cross-cultural Education and its Impacts, Public Opinion Quarterly_Vol. 19, 1955-56, p. 402. 0 5 Mendelsohn,...op. cit.,..p. 401. a Mendelsohn and Orenstein computed 86 per cent. 51 Analyzing the results of the survey which was com- pleted in 1954, Harold Mendelsohn of the Bureau of Social Science Research at the American University, and Frank Orenstein Of the research section Of the International Educational Exchange Service, concluded that the impact of the cross-cultural educational pro- grams under the Fulbright Act, insofar as they are concerned with.American participants takes place at many levels, and result in a continuing, and possibly even increasing deggie of activity after the grant period has passed. Designating two levels of effects, Mendelsohn and Orenstein assigned to the first level observable effects on the professional knowledge of 85 per cent of those who gave complete answers, and to the second an enriching of the environment of the grantee, particularly in his aca- demic projects which then presented "richer classroom materials, lectures and discussions."52 Surveys of the types described concerning exchange of persons programs have many drawbacks. Completely ob- jective answers cannot be expected from every grantee. Among the participants, there are those who will give the best answers to perpetuate the program in the interest Of 51Ibid., p. 406. 52Ibido. p. #07. 52 posterity. There are others who would not wish to admit perhaps a fruitless trip under the grant. While it may be admitted that most of the exchangees chosen are respon- sible people there are some among these who in Order to show appreciation and gratitude for the privilege of going abroad through the assistance of the grant will perhaps to an ex- tent hard tO determine exaggerate the fine points and gloss over the rough Spots. With these difficulties suggesting themselves in the mind of the writer, a survey of his own was launched. CHAPTER III ANALYSIS OF THE DATA This chapter is concerned with (1) an.enalysis of the responses of the exchange students tO the questions concerning the various aspects of their experiences while at the University of the Philippines on the scholarship grant, and (2) a synthesis of the reactions Of the uni- versity faculty members to the scholarship program as it had been.developed. The section.concerned with analysis Of student responses includes a consideration Of their participation and reaction to cultural activities, to conferences and meetings, to social activities, and to the academic program. The second part summarizes faculty reactions to the scholarship program. Part I Analysis of the Responses of the Exchange Students to the Questions Concerning the Various.Aspects of Their Experiences While at the University Of the Philippines on the Scholarship Grant As stated in the introductory paragraph, the various aspects of the experiences Of the exchange students while in.the Philippines on the scholarship grant are presented 54 here. It might be noted that of the eighty-one question- naires sent to students, six were returned to the sender because the addressees were out Of the country and/or had not left a forwarding address. Out Of the possible seventy- five returns, fifty-eight came back with all the questions answered, while four were returned with some questions left unanswered. Thirteen questionnaires which apparently were delivered to the addressees were not returned. Student returns. Table I reveals that 100% returns came from Burma, Taiwan, Japan and Okinawa. From Korea, 89% came back, 88% from India and Thailand, 83% from Hong Kong, 66% from Vietnam, 60% from Ceylon and Pakistan, and 44‘ from Indonesia. . Concerning the very low returns from Indonesia, a portion of a letter of June 23, 1959, from one of the parti- cipants gives some explanation. The writer says: "Foreign exchange rates in Indonesia have become incredibly high. One U.S. dollar already sells for Rp 200-. in the black market. If I then tell you that postage for letters to the U.S. is Rp 6-. per five grams, and that the average income of a high government Official is between Rp 1000-. and Rp 3000-. a month (a full minister earns arOImd Rp 3000-. per month), I trust that you will fully understand my r. TABLE I QUESTIONNAIRES SENT AND RETURNED U.S.-llfllllllgl III-IIIIII-II.IIll-III...BIRCH-IIIIIIIIII- 'Ques- 'Ques 'Number'Number 'Number‘ % ition Ition 'Of pos- ! retumedtun- tof Countries'nairesinaires 'sible 'with. Iheard 're- tsent 'returned !re- 'answers'from. 'turns t Ito senderIturns t '(Toball' Burma 1 0 1 1 0 100% Ceylon S 1 4 3 2 60% Taiwan 2 0 2 2 0 100% HongKong 6 l 5 5 1 ~ 33% India 8 l 7 7 I 88% Indonesia 9 1 8 4 5 W Japan 5 0 S 5 0 100% Korea 9 0 9 8 l 89% Okinawa 2 0 2 2 O 100% Pakistan 15 l 111 9 6 60% Thailand 16 o 16 14 2 88% Vietnam 3 1 2 2 1 66% TOTALS 81 6 75 62 19 Per cent 7% 93% 77% 23% I 0‘ v. n ... vac..- a” -a o. n ~40 56 failing to comply promptly with your otherwise quite modest request.“ Cultural activities. From the 1957-58 Annual Report of the Executive Secretary of the Philippine Board Of Scholarships for Southeast Asia, it appears that, in keep- ing with the conviction that foreign students should meet with successful social adjustment in order to make their so- journ profitable, the Board went out of its way to involve the guest students in.aocial and cultural activities, in.addi- tion to academic and university extracurricular projects. The Report cited lists fOr that academic year sixty-seven. social and cultural group activities which were available tO the exchange students. TO determine the extent Of the participation of the grantees in these cultural activities, Question l-a was included in.the Questionnaire.1 In the survey, the grantees listed.an.aggregate attendance of sixty-six symphony or- chestra concerts, forty-seven.piano concerts, forty operas, sixty-three art exhibits, seventy-three dramatic presenp tations, fifty-five musicals and thirty-five miscellaneous cultural activities. Fifty-three grantees participated in the activities of the annual International Students' Festival. 1Seedppendix A 58 Ldterary-musical entertainments and ballet were listed among the miscellaneous cultural activities.(See Table II). Table II shows that five guest students did not list even one attendance at a symphony concert, eighteen.did not list having gone to a piano concert, twenty-two did not list attendance at an opera, one did not list attendance at a painting exhibit, and two did not list attendance at a dramatic presentation. The same table shows that Of the fifty-seven grantees who listed attendance at a symphony concert, five went twice and two went three times; forty- twO heard a piano concert once, one listened to two, and One listened to three; forty went to an opera at least once, fifty-eight visited an art exhibit once, one visited two exhibits and another visited three: forty-three listed other musicals attended while thirty-three mentioned participation in other cultural activities. The survey also revealed that twenty-seven had no conception.of Philippine music prior to their visit, twelve corrected misconceptions about Philippine music after the visit. Out Of this total of thirty-nine, thirty admitted having never heard any Philippine music before coming to the Philippines. Eighteen confirmed their correct conception which they had previously received from conversation Or from Philippine movies. A total of fifty-seven grantees TABLE II 58 STUDENTS' ATTENDANCE AT VARIOUS CULTURAL ACTIVITIES "'"""'7fiEnBe;'7fifihhs;'7fifihBEE3fiEnBEEITSEai"?‘%"" 'Of stu-twho Activities'dents 'who didtone 'notlisttattend-t ' even met ance twho tlisted tlistedtlistedtofflnse tattend- 'number twho 'three twho ted at I 9 I 1 tattendr ! least led at ionce Ileast 1(based Ionce ton 62) 'attende: 'ance Symphony orchestra 5 concert Piano concert 18 Opera 22 Painting exhibit l Dramatic presentation 2 Other light 19 musicals Miscel- laneous 29 cultural activities 50 AZ ho 58 50 35 31 57 92% uh. 7x% to 65% 60 97% 60 97% us 69% 33 S3 O. «1 b. on o. 59 either gained some new knowledge or_confirmed their idea about Philippine music after their 9 tay in the Philippines. Some of the impressions given.by the grantees may be of interest: I have very little knowledge about music but I enjoyed Philippine music very much. Native music is not given enough attention or importance and is made light of. Philippine music is melancholic yet not morbid. It is simple in form, romantic in appeal, emotional in effects. The tunes fer the folk dances are joyful, but the rest usually sad. I find similar mood in it as in ours, it might be called 'Oriental'. There is much foreign influence in native Philippine music. In.the Philippines, the young enjoy ”rock and roll” very much. The young seem to have less interest in classical music. Thirty-six students had no idea about Philippine paintings before their sojourn in the Philippines. Six cor- rected their conception after their sojourn. Of this total Of forty-two, thirty never had seen.any Philippine painting _ before while six got the wrong idea from books they had read. Sixty students either learned something new regarding paint- ing in the Philippines, or corrected some misconceptionS, or confirmed former Opinions. Some comments from guest students were: Philippine paintings are mostly traditional in style although there are some modern ones. I have great regard for Philippine artists and I ad- mire their creative ability. Influenced by the painters of Europe, your painters have shown.both ability and originality. The modern painters are laboriously imitative. Reactions to the styles of homes and public build- ings in Manila and the nearby towns were varied. This is understandable enough since students in their statements took‘into consideration land area, weather, climatic and other conditions. A few Of the grantees' statements follow: There is very great difference in style of the city homes and public buildings from the country homes. I found many advantages of the nipa house for the Philippine climate. Many big buildings are not suitable for our city where there is a limited land area. Style of buildings are suitable to the Philippines but not to our country because of climate. Most Of the exchange students came from countries where the educational systems were different from that of the Philippines and the United States. India, Ceylon.and Pakistan have very much of the English system. Vietnam 61 is influenced very much by the French, Indonesia by the Dutch. Japan has her own while Hong Kong has been largely influenced by the English. Eighteen of the exchangees stated having no knowledge about the Philippine educational system prior to their visit to the Philippines. Twenty- nine had the correct idea about the system prior to their visit. Fourteen of these got the information from con- versations with people, while fifteen got the idea from books they had read. After their sojourn, another group of twenty students changed and corrected misconceptions. Both positive and negative reactions were noted. Some Of the guest students said: I am sorry but I cannot agree to the present educational system Of the Philippines. I hope that the Philippines will establish a junior high school course between the elementary and the four- year high school. TOO much memory work, too little for the intellect. The system at the University Of the Philippines is ex- cellent. I think it left on me a permanent impact. In.general, there was praise for the higher level of edu- cation, but very little, if any, for the lower grades. Table III shows that regarding native music, sixty per cent of the grantees gained some knowledge which they did not have prior to their visit to the Philippines, sixty- eight per cent learned something new about Philippine art, 62 TABLE III ACQUAINTANCE OF EXCHANGE STUDENTS WITH PHILIPPINE CULTURE =====3=33=====I=ES=8==S=====S==2232:3383 'Number tNumber 'Number 7 % 'Of stu— tof stu- Iof stu-Iof stu- 7(based Branch Idents who 'dents who'dents Idents ion 62 Of culture' indicated 'changed Iwho did'who had 'replies) Ihaving no tides af- 'not haveno source 'who had 'idea aboxt tter Phi- ito cor-Iof infor- tno source 'particu‘lar tlippine 'rect :.'.s«mation tof infor- 'culture tgpjourn tides. Iprior to 'mation :2 5. 0|! '1" ? 1(Correctai' tvisit 'prior to 'nisconcep-I ! 'Philip- 'tion) 1 ! tpine visit Music 27 12 18 or 37 60% 29% Painting 36 6 18 11.2 68% Arehitecture, style of Question not structured, reactions varied Philippine homes Educational system 18 20 29 or 38 61% 47% ...‘v.- 63 and sixty-one per cent about the country's educational system. Twenty-nine per cent of the guest students did not change their conception about Philippine art and Philippine music, while forty-five per cent of the students confirmed the impression that they had had about the host country's educational system. Summarizing their cultural experiences, it was the common opinion of the guest students that what was commonp 1y called Philippine music bore some foreign influence, be it American, Spanish or European.in general. The commmn impression of art exhibited on various occasions was that there was predominance of local subjects, landscapes, sea- scapes, and portraits, in the traditional style. Almost every student expressed admiration and praise for the paintings they saw either an.exhibit or in the School of Fine Arts of the University of the Philippines. It might be noted here that an opera was presented to the students of the University of the Philippines on.an average of once a year at popular prices. On several occasions, complimentary tickets were given.to some of the exchange students. A dramatic presentation was staged almost every two months running three to four consecutive evenings. Egggerenoes and meeting . To determine how much the 611- exchange students participated in the conventions, cone ferenoes and meetings to which they were exposed, Question 5-a was included in the Questionnaire?t Listed by the students were an.aggregate total of attendances as follows: fifty- eight at an.Asian convention, fifty-four at a national students' convention, seventeen at an.inter-university confer- ence, thirty-six at a YMCA and one-hundred and twenty-two at miscellaneous meetings. It was the first such experience for fifty-seven.students who participated in an.Asian students' convention, thirty-six at a national students' convention, twenty-four at a YMCA and five at miscellaneous meetings where the topic touched some problems of Asia. Table IV shows that ninety-four per cent of the sixty-two guest students attended an Asian students' cons vention, eighty per cent participated in a national students' conference. Concerning the exchange students' acquaintance with the democratic processes in the Philippines, fifty-seven stated that they had never attended a meeting with students participating from other Asian nations. Thirty-eight said that they had no idea about how extensive was the freedom of the press and speech in the Philippines. Fifty-one students stated having no knowledge of the election processes in the host country. Sixty-two indicated that they did not ‘7 See App endix A 65 TABLE Iv ATTENDANCE OF EXCHANGE STUDENTS AT VARIOUS MEETINGS 'Number ' % 'Number ' %(based on 'of stu- 'of at- tof stu- ! .62 replies) Meeting 'dents 'tendance'dents 'for whom it attended twho 'based on'Who at- twas the first 'attended'62 re- ttended tsuch.experience ' 'plies 'such 1 ' ' 'meeting I ' 1 'for lst ! t I ttime I Asian students' conference 58 9h% 57 92% National students! conference 5h 81% 36 58% Inter- university meeting 17 21% In 23% YMCA conference 36 58% 2h 39% Miscel- laneous meetings 122 S 8% _ ~ , bl. -0 -o -. H~ ovu..—o.._¢ 66 know the extent that women participated in the governmental activities. Fifty-six guest students thought the proceedings during the various meetings and conferences they attended were desirable although two stated that many of the meetings were time-consuming. Sixty definitely stated that the freedom of the press and speech in the Philippines was de- sirable but two averred that in some cases this freedom.was abused to disadvantage. Fifty-nine said the election.process- es which they saw were good. Fifty-eight thought womanis participation in the elections was desirable. Table V shows that ninety per cent of the sixty-two grantees thought freedom of speech and the press was deSirable. Ninety-five per cent of those who responded thought that free elections of officials were desirable. Ninety-four per cent thought participation of women in the government was desirable. Some of the unfavorable criticisms are here quoted: In my observation, even in academic discussions or conferences, too much emphasis is given to resolutions which invariably tend to create more differences rather than facilitate accomodative understanding. Some people, both private citizens and government officials, are criticizing even the president's personality. There is too much waste of money before and during 67 TABLE V STUDENTS' ACQUAINTANCE WITH, AND REACTION TO, GOVERN- MENTAL PROCESSES IN THE PHILIPPINES III333I383============832:32:8832383238328:=8=====8=== 'Number 'NUmber 'NUmber '% (based tof stu- 'of stu- 'of stu- 'on 62 Item tdents 'dents idents 'replies) Iwho had 'Who had 'who 'who think 'no previous 'some 'think 'system is 'acquaintance'previous'the sys- 'desirable 'of item as 'acquain-itam is ' Ipracticed in'tance 'desirable! ' Philippines t t ' Asian students' conference 57 1 S6 90% Free elec-I tions of government 51 8 59 95 officials Women's participation 62 0 58 9h% in government Freedom of speech, the 38 2h 60 92% press, the radio - ... >- -» a.. ...-.0- I. -~--N 68 the elections. I thought the politicians Just invest their capital Just like businessmen to profit after getting elected. Too much freedom - abuse of freedom. Unrestricted freedom leads to personal vilification and creates lawlessness. The proceedings of conferences were useful, but occasionally preliminary speeches are too long. The very small percentage of attendance of grantees at YMCA conventions would be attributable to the fact that such meetings ordinarily attract only the Christians. The unclassified meetings under 'miscellaneous'I would not be of much value for percentage computation since some students listed attendance at as many as ten eh such meetings. On the other hand, the Asian Students' convention and the national students' conference would be a good index of the exchange students' attendance and participation since these two affairs were held annually and the grantees were given the opportunities and financial assistance to enable them to participate in such meetings. Sgcigl gctivities. To determine how much the guest students participated in social activities, Question.9-a was included in the Questionnaire. The guest students listed an.eggregate total of eight-hundred and thirty ins vitations to Philippine homes, sevenphundred and thirty- six invitations to society or club parties, three-hundred 69 and ninety-nine were accepted and attended. Table VI shows the average number of invitations to social activities received, and average number accept- ed by each student. Prior to their comdng to the Philippines, twenty- nine said they had no idea about the manners of the people of the Philippines. Eighteen.had prior conceptions about Philippine manners. After their visit to the host country, fifty-eight said that the people were polite and Obliging, 'while four thought many were brusque, snobbish, or ins different. As a result of these social invitations and contacts with Philippine friends and families, some of the grantees said: I became very grateful and resolved to be hospitable to foreigners in my own.country. I felt very happy indeed and somehow forgot my home- sickness. To translate my gratitude into action, I invited several students from various Asian countries to my home. The frequent social contacts with other nationals helped me get rid of my rudeness to students from other countries. I learned quite a lot how to get along with people of Other 118131 0118 0 Many of my friends who have never been to the Philippines were happy to know that I received kind treatment from the Philippine families. 70 TABLE VI TOTAL NUMBER AND PER CAPITA DISTRIBUTION OF SOCIAL INVITATIONS RECEIVED AND ACCEPTED BY STUDENTS 'Total 'Per capita.'Total tper capita Invitations tnumber re- 'distribu- 'number 3distribu- to: 'ceived by 'tion of 'acceptedction to 62 '62 exchange'invitations'by 62 lexchange 1 students 3 lexchangevstudents __v I I 'students: Philippine homes 830 13 528 9 Club or society parties 736 12 S99 10 Diplomatic social 383 6 331 5 affairs School or . university 516 8 399 6 socials Miscellaneous socials 102 2 96 2 TOTALS 2567 La 1953 32 nun-as .' ...-.-. ......qu...o~- 71 Filipinos seem to like very much to have as many con, tacts as possible with foreigners. Twenty-eight grantees stated that they did not know any Filipino before coming to the Philippines, but sixteen of these sought and found Filipinos after returning home. Five-hundred and seventy-three Filipinos received assistance from the exchange students after they returned. According to the grantees, the items of hospitality which they offered in their own respective countries to visiting or resident Filipinos consisted of little ser- vices and social amenities, among which were the follow- ing: guided visiting Philippine newspapermen.on.a tour of the city and on a shopping trip brought University of the Philippines dormitory matron around the countryside gave room and board free assistance to enjoy library privileges for facilities loaned money medical assistance hospitality to a group of lady visitors took a group to the institution which they were looking for took a group to spots of interest dinner and tea for Philippine guests a: h— (I) 72 introduced visiting group to government officials for official assistance assisted a researcher obtain necessary data assisted Philippine businessmen to accomplish requirements of the bank assisted Philippine soldiers with requirements of Foreign Ministry The grantees reported that societies or clubs with the aim to promote better relations among the cosmopolitan groups in their communities were organized. ‘Among the names mentioned were: Pakistainhilippine'Cultural.Associ- ation, Philippine-India Association, Philippine-Kerea Association, The Youth Association of Asia(Japan), Sinc- Philippine Cultural.Exchange Association, Philippine- Japanese Association, Philippine Vietnam Association, The Philippine Alumni Association of Thailand, and Interna- tional Friendship organization. Seven former grantees were organizers and eight were officers. 0f the sixty-two, who answered, fifty-five got interested in such.clubs only after they returned from the Philippines. To the question.whether their friends or relatives were interested in.the Philippines prior to their visit, forty-three said 'no', eighteen said 'a little' and one said 'very much'.(See Table VII) To the question whether I" 4‘ 73 Tilt! ‘VII INTEREST OF FRIENDS AND NEIGHBORS OF GRANTEES REGARDING THE PHILIPPINES BEFORE AND AFTER THE LATTER'S VISIT TO THE. PHILIPPINES - s=====:====:============================================ Interest IPrior to 'After the'Number of ' % based of friends,'the gran- Ivisit to Igrantees ion 62 neighbors itee's Phi-ithe Phi- twho indi- Atreplies regarding tlippine Ilippinesztcated posi- vof those the Philip-'sojourn: tnumber ofttive change twho indi- pines. tnumber of tgrantees iof interest icated po- igrantees I iamong frienttsitive : t 'neighbors tohange 1 t ire/ p.1, 1 . v tAFTER ' __ no interest h3 6 37 8&% Little interest 18 18 Much interest 0 22 Veryzmuch interest 1 l6 > O I ‘ U I - -. . . . . v- . A ‘C . i . . . 4 a ..u . . .. ., . . . . _ - . . ... .. . . . . . . ,. .i e D ’ ' ' K . ' O ' .. ' — '. I... e " -. I: ' ' ' - 1 . . 7 . 1 _! . '._ . ' : ' I I . L f I r e , . .’ t v 0 0 ¥ .' ' 2 -o- .~ .-->‘D..or--.v'e-‘IOIIOO-O—-‘ fi—‘O-h.‘—.-.‘. .“h‘-.--‘ -.0 s 0.. ... 0-.o -‘~.- I. “.q 71+ their friends or relatives were interested in the Philip- pines after their visit, six said 'no', eighteen.said 'a little', twenty-two said 'much' and sixteens aid 'very much'. Based on the forty-three who said 'no', eighty- six per cent changed their attitude positively. Table VIII shows that fourteen.students indicated no liking for the Philippines before the visit but had much liking for the country after the sojourn.. Eight others of the same feeling before geing to the Philippines acquired very much liking for the country afterwards. Ten students said they felt much liking for the islands and eighteen others said they felt very much liking for the country after the visit. These two g-oups totalling twentyeeight said that they had very little liking for the islands before going for studies. Six students said that while they had already much liking for the Philippines before going, their liking for the country became very much after staying there. Six others showed no change in attitude. Five of these said that both before and after their visit they-liked the country very much, while the sixth said that both before and after the visit he liked the country much. 0f the sixty-two students no one indicated a negative change, i.e., from liking the country prior to his visit to not liking the country anymore after TABLE VIII 75 "7 . ’ I /" C(MPARISON OF STUDENTS' ATTITUDE (LIKING) TOWARDS THE PHILIPPINES PRIOR TO, AND ATTITUDE AFTER VISIT ...-l-I-I.ICIIIIIIIII.I ...-ICI-IIIIII IIBIIB IIC§3====IIIIE Attitude 'Attitude 'Number of' Positive 1 Total number (liking) I(liking) tstudents ! or nega— t with positive prior to tafter the'with such! tive i change and visit: vvisit tchange ! change? ' percentage 9 t t . I based on 62 flan so i t I reSponses No No A O I (liking) (liking) No Very little 0 No Much 1h Positive no Very much 8 Positive Very little No 0 " " Very little 0 " " Much 10 Positive " " Very much 18 Positive luch No 0 Much Very little 0 Much Much 1 No change Much Very much 6 Positive Very much No 0 ' ' Very little 0 " “ Much 0 " " Very much 5 No change 56 or 92% .0 ’. .I 76 the visit. Table IX shows that only nineteen students liked Philippine weather, while seventeen expressed dislike for the way food was prepared by the restaurants. Thirty-nine students liked dormitory life at the University of the Philippines, while forty-six said they liked the educational system. In the light of their criticisms of the lower grades, this must refer to the college or university courses. Host of the students expressed liking for the student-student re- lation and the teacher-student relation that pervaded the campus of the university. Fifty students said they liked the school facilities and the library, and fifty-four students said they liked their professors. While only thirty students expressed a liking for government officials, twenty-seven were nonpcommittal. It would perhaps not be amiss to surmise that those who were nonpcommittal simply did not have much dealings with Philip- pine government officials and therefore did not feel compe- tent enough to express any reaction. while these items may not directly denote how satis- fied the guest students were with the program, they could be indirectly an indication of the discontent or contentment of the students during their stay in the Philippines. In the records of the Philippine Board of Scholar- ships for Southeast Asia, no serious illness occured amomg 77 TABLEDE SOME ITEMS LIKED OR DISLIKED BY EXCHANGE STUDENTS IN THE PHILIPPINES DURING SOJOURN 2:3388833338I3383282=====338338833333833333388332-1383: 'Number 'Number 'Number ' %(based Iof stu- 'of stu- tof stu-i on 62 Items Idents tdents tdents ' responses) twho (who dis-'who I who liked tliked Iliked twere I itam/ titom/ Iitem/ tnon- ' items titems Iitems toonmrflial.‘ The weather 6 l9 6 37 6 31% The food he 17 5 65% Domitory life 39 22 1 63% System of education he 16 o 7119:! Teacher-student ’ relation 53 3 6 85% Student-student - relation 514. 3 5 87% School facilities, ' . equipment 50 6 6 81% Library 514 6 2 87% Professors 5)... 1 7 87% Transportation . system 14.5 12 5 73% Board of Scholar- ships officials 57 1 I; 94 empanions 53 3 6 85% 27 W Gov' t officials 30 5 I-O ..— . a e ..i .— e n. v v. -e e , . 1 -.. 9‘” .- .n, ...- '0“ .~ . -. e D. e . ... --~e -. u 9. o 78 the guest students durirg their sojourn in the Philippines. One caught the measles, another had the flu, a few suffered stomach trouble, another suffered a sprained ankle when alighting from a bus, and many caught the common cold. An unpleasant incident might be well worth mentioning. One from Hong Kong was swindled by a taxi driver when, to change a twenty-peso bill, the driver returned wartime printed mo- ney. Another unfortunate incident was the loss of a piece of baggage by one when.the exchange students came down from the Baguio City national students' conference. The baggage was amply paid for by the bus company while the victim of the taxi driver became the beneficiary of money contribu- tions of his classmates.» Concerning the formal or informal talks of the re- turned grantees, eighteen indicated.that their comments were equally favorable and unfavorable, sinzerely criticizing what they did not like but praising what they liked. Thirty- eight stated that their comments were always favorable. While fifty-five students said that they had no Opportunity to speak about the Philippines prior to their visit, only four said the same thing after their'visit. Among the things the grantees did to promote better relations between their country and the Philippines or other nations after their return were: . . . i l o s . . . O . o , . . o I ' o e r . I H ' C e e . i v . . . O I . . 1 . r k . o o I I . - e e o e C e . . . e , e e o e o e . . is i . I , o c a s . . . I e u e v - ‘ e , . . e v o 79 organization of the Philippine-India Association, lectures about my stay in.the Philippines encouraged others especially students to visit the country sponsored an organization for the promotion of the aims organized a film show about the Philippines gave my friends some idea about the folk dances wrote articles in papers about the Philippines in the U.S., was member of Philippine-Michigan club helped organize Philippine-Pakistan club correspondence with Philippines help friends and relatives get Philippine pen pals gifts since I could not keep up correspondence with my friends in.the Philippines, I introduced them to my relatives who now keep corresponding with my Philippine friends disseminated information about my country discussed problems of other countries with respective nationals social activities with other nationals organized the international club invited Philippine friends to dinner often wrote articles about the University of the Philippines educational system always looking for opportunities to be of assistance to Philippine visitors informal talk with the PEN Club officials of Thailand informal conversation discussing the Philippines with lame. m d a I °‘ the 80 superiors and friends. offered hospitality to foreign visitors persuaded the Missions Committee of the ICU church to give assistance to the missionary activities in the Philippines article about union of nations published by Japan.Inter— national Christian University Foundation.in.New‘Iork, part of which mentioned in.Thanksgiving celebration introduced the Philippines to Korea in.the struggle for freedom talked about democracy in the Philippines always took every opportunity to speak about the govern- ment of the Philippines, emphasizing merits I have been freQuently invited to speak about the merits of the democratic processes in the Philippines often mentioned that the Philippine people are happy because of their democratic ways I have married a Philippine citizen.and we have already produced a baby girl I help my countrymen to get a better picture of the real Philippine life and how the country faces her problems I have given.a few talks to high school students about the Philippines I tried to give a clear picture of the Philippine people and told my audience about my fruitful and valuable experiences never tried to say after my visit that there is no distinction.between.peoples and barriers are unwise The gcademic program. One of the aims of the program of the Philippine 81 Board of Scholarships for Southeast Asia, albeit a secondary aim, was to assist exchange students earn.a degree if an individual student had the necessary qualifications and the capacity to earn the desired degree within a given time. The differences between.the Philippine system of education and the system of the other Asian.countries were some of the barriers that had to be hurdled by the officials of the Board on behalf of the exchange students as the latter started their courses. Although it was a requirement that the grantee be proficient in.English, both.in.writing and speaking before the award, the standard of proficiency was left either to the discretion of a Philippine diplomatic post cultural attache, or to the Judgment of former English professors of the applicants. The recommendations of either the cultural attache or the former English instructor coupled with satisfactory English courses grades which the applicant obtained in college were considered sufficient for acceptance. This did not happen to be an infallible system. And yet, Judging from the number who earned academic degrees, it seemed students from nations where English was very much a foreign language picked up the language fast enough to enable them to follow and profit from the courses. 82 Table X presents the positions held by the grantees before coming to the Philippines and after their return. Table XI.shows some data Obtained from the records in.the office of the Philippine Board of Scholarships for Southeast Asia. It shows that fifty-seven of the grantees earned a degree through the assistance of the scholarship grant. This is seventy per cent of the total of eighty- one exchange students. That the degrees earned and the experience gained from studies in the Philippines helped the guest students is expressed in the answers to the questions whether the Philippine training helped the students in.Job placement. The answers range from promotion.in.position.and salary to widening of academic and professional horizon. Among the answers are the following: I have made a special research in the capital formation in.the economy of under-developed countries and my findings helped me with my work at the Economic Bureau of the Foreign Ministry. my practical training in.Public Administration qualified me for a government position. not much in.placement since I am back to my old Job but I have learned a lot which help me in my profession. the degree I obtained from the University of the Philip- pines qualified me for further studies in.an.European university. I am not sorry for any moment that I was in the Philip- pines. Every day of my almost two years of stay added 83 TABLE .x POSITIONS HELD BY GRANTEES PRIOR TO, AND AFTER STUDIES IN THE PHILIPPINES Position I Number of I NUmber of I Number of I students I students I students I who held I who went I who got I the position I back to I new pc- I I same po- I sitions IPrior I After I sition I Student 18 ’ 7 ' Teacher~ 22 2h Gov't official 15 23 newspapeman 3 Librarian 1 Radio announcer 1 NHHW Registrar 2 so 11 .- '-' L! ".3 'I TABLE XI 8h ACADEMIC DEGREES HELD BY GRANTEES PRIOR TO, AND DEGREES EARNED AFTER AND THRU STUDIES IN P.I.* Number of I Number of students I students w/ degree I w/ degree Academic degree I I I I prior I I Total number I of students I who earned I a degree while I I I after in the Philip- ! pines throught I I_guent Under-graduate 1 l6 8 7 B.A. So 6 B.S. 9 3 M.A. 3 31 11.3. 3 M. of Public 10 Administration LL.B. 2 Ph. D. l Teacher's Certificate 1 Grantees who had a degree before visit but did not work for de- gree while in P.I. 19 55 or 68% we Data obtained from the records of the Philippine Board of Scholarships for Southeast Asia. “A. .I" C..- O‘ n o. a. “CC-fl“ -----. .- . p¢ . 35 to my professional experience. I got an instructor-ship in the State College of Education because of the degree I earned from the University of the Philippines. my library training won me a Job with a publishing company. obtained a better knowledge of nw field. not only specialization but also confidence. promotion in status. got a good Job directly as a result of articles which I published while in the Philippines and which were read by officials of the United States Information Service. ‘I now plan the curriculum. Considered by the writer a very significant question is No. lS-b: 'If your friend or brother can afford to study in the Philippines, would you advise or encourage him to go to the Philippines for studies?” This, in the opinion of the researcher, could be anf' indication of satisfaction or dissatisfaction of the grantee with his stay in the Philip- pines. Of the sixty-two returns, four did not answer the question, while three who gave a negative answer said: Frankly again I would prefer nw brother to go to England rather than to the Philippines or America. I suppose I am rather English in things and a little conservative. That should not mean that I don't like the Philippines or America. I shall not advise or encourage him, if he has an; Opportunity to go to Europe or America, because in Thai- land, those who hold degrees from Europe or America are I; See Appendix A 86 I given higher salary than those holding Philippine degrees of the same standard. I would not encourage him very much.because the place is too expensive. Of course I would tell him that the education system and facilities are much better than those of our own, If one can.afford to study abroad I have still a feeling to believe Western.countries can give us better education, The rest of the answers were complimentary to the Philippines. Some of the answers are quoted: Certainly, I myself am looking for another chance to go there. It is not too costly and at the same time get better training. Yes, he can learn a lot of things. The Philippines is in.Asia but her cultures are remarkably influenced by the West. It is a recommended place for Asians. I certainly would do so on.condition that the special field of study would not be offered in.Indonesia. Yes, definitely. There are more facilities there. Yes, before going to the United States. Yes. There are many things other Asians can learn from the Filipinos. I admire the lack of class consciousness, the great friendliness shown.to foreigners, the love for music and the freedom. Yes. The method of education in.Social Sciences creates a leader, a debater and a specialist in government. Yes, to study Political Science, Social Welfare or Public Administration. Yes, to study in.a world-recognized school such as the University of the Philippines is always a good thing. Surely. I have many friends who are or had been in the U.S. but almost no one from the Philippines. The 87 Philippines is one of the best countries of Asia for purposes of advanced studies. First, almost all the people speak English; second, they are quite hospitable and know how to treat foreigners; third, there is no danger of communism. ‘ Of course, but depending on his field of specialty. Yes. As I have mentioned, the Philippines has many fine points and academic advantages. Yes. He will know Southeast Asia more in the Philippines. Yes. More academic opportunities. Yes. Even if only to study the English language. Yes. The Philippines is the stepping stone for the better understanding of Western culture. Yes. It broadens views and presents many Asian.ideas. Yes. I believe the Philippines is one of the leading centers of culture in.Asia. It has a sound philosophy of education. The University of the Philippines is a symbol of democracy. I certainly would advise my friend or brother to study in the University of the Philippines not only because it has a very high academic standard but also because there through contacts with other foreign students one can understand Asia better. Of course. I think going to the Philippines is one of the best ways to promote friendship among Asian.nations. I will encourage him to go if only to promote better understanding between my country and the Philippines. Definitely because the environment and the atmosphere specially at the University of the Philippines with its beautiful and spacious campus are fitting for studies. The rest of the answers were plain.'Yes' without further explanation, 88 Forty students stated that they have continued COD! tacts with Philippine residents either on.a friendly or pro- fessional basis through former classmates, schoolmates, pro- fessors, and officials of the Philippine Board of Scholar- ships for Southeast Asia. .This is sixty-four per cent of the sixty-tw0‘who answered. 0f the forty, thirty-three said their contacts were on-a personal or friendly basis while the seven said their contacts were both on.a personal and professional basis. Twenty students said they should have had more cone sultations with the Executive Secretary of the Board, twenty-two with their_enrollment officer, and twenty-three with their professors. Some of the students said: I am very grateful to my professors. I am satisfied with the Board's program. A few subJects were unnecessarily taken for lack of consultations. Many difficulties could have been.avoided if there were more consultations. I think the University of the Philippines should have a director of foreign students. There seemed to be Jealousy among the foreign students. There were a few who said a kind word about the Executive Secretary. In.compliance with the request to add any infor- mation, or suggestion, which they thought would be of interest 89 one student wrote a very worthwhile answer: I have heard young Filipinos complain that there was no dignity of labor in the Philippines. This I found out was false. I was away_at a barrio with a friend and he used to feed the pigs regularly. Ho university student would do that in.our country. I saw a faculty member of the University of the Philippines carry a huge load from the bus station to his home. A university teacher in.our country would hesitate to do that. The teachers and the A senior students mix much more freely in the‘U.P. than they do in my country. While the attempt to evaluate the Board's achievements is laudable, I am not sure whether it is yet_not too early. Personally I feel that it is years from now that the pro- gram will really begin.to reap its fruits. If only twenty per cent of the trainees remember their experience and if only five per cent reach a higher level in their national life, I am sure, that would help to the building of a better world for their future generation. 90 Part II Synthesis of the Reactions of the University Faculty Members to the Scholarship Program as It Had Been Developed The following questions were sent to twenty-five faculty members of the University of the Philippines: 1. As a result of the guest students' close con- tact with Filipinos, would they (the guest students) be more friendly to us, more understanding of other VI‘lnations, and more sympathetic with our aspirations? Y 2. As a result of their trainirg in the Philippines, would the guest students upon their return be of greater service to their respective cormnunities? Why? 3. What, in yow opinion, did the guest students learn which they did not know before about our cul- ture, government, educational system, society and home 4. In general, was the aim of better understanding attained? 5 With their answers, twenty-four faculty members very graciously wrote back thanking the writer for the Opportunity to express their reactions concerning the scholarship program. Almost all the answers to the four questions showed satis- faction with the Board's project. Only one professor gave an answer which could be considered negative. To Question l. 5See Appendix B 91 the professor simply answered: “We have a long way to go." To Question.3 he said:"I am pessimistic. Unless they L had taken.a course in our history and/or our government before coming to the Philippines, I cannot see how being here ten.months or so, can.give than sufficient familiarity with our culture, government, educational system, etc., especially when some of them unfortunately were simply interested more in.a degree. Many a time I advised some of them to enroll or audit Philippine government. Before more than one student, I put this question.bluntly: “how will you answer or help in,a question put to you later on.’ about Philippine institutions, political, economic, social, religious, etc., you, who will more or less be referred to as an expert on the Philippines? I thought we should require foreign students here to either enroll or audit at least a course on Philippine government or Philippine history if they have not had a previous course." The first question. 'As a result of the guest students' close contact with.Filipinos, would they be more friendly to us, more understanding of other nations, and more sympathetic with our aspirations?'why?' All the answers were in the affirmative. Some of the answers are quoted here. They see our problems, our efforts to solve these. 92 I have invited them to my own home and during the course of conversation they remarked very favorably about the friendliness of the Filipinos. They admitted having gained deeper insights on our way of life. They told me about the long hours of conversation with our own.Filipino students in restaurants and snack bars and about the frank and liberal spirit that pre- vailed in these intimate discussions. my opinion.is that they have gained some understanding of our ways to attain.our aspirations not only in the classrooms but also in these close contacts with.Philip— pine students. They have come to realize the similarities between.their peoples and ours which bespeak a common heritage. I believe that they have been impressed by the numerous benefits that come with the democratic way of life... cleared misconceptions which they previously held about the Philippines. They understood how closely knit Philippine families are from which they found the explanation of the modesty Of our women, the self-sacrificing nature of the parents, the inhibitedness of mcst youths, the timidity of the poor. With personalized intimate contact with Philippine families, they would tend to think constantly of concrete relationships they established while here, and they would thus be less prone to generalizations, so often the cause of misunderstanding among peoples. my close contact with SEA and foreign students here since the program began.has convinced me that on the whole the recipients of grants from the Board have Obtained a ‘ greater understanding of the Philippines and her people, and have themselves imbibed some of our ideals. Their living with.Filipinos from nearly all parts of the country has given them a good perspective of the Philip- pines. Their vacation tours to other parts of the Philippines 'have added to their fund of knowledge about us... 93 Some of these countries have the same aspirations as ours, have similar national prdblems as ours, and familiarity with these would invariably bring deeper sympathy and understanding between these students and ours. Contacts with Philippine students in their dormitories, dining halls, and the campus are conducive to frank exchange of ideas and free discussions of opinions. The guest students then see our own problems and recognizing some similarities with theirs would be more sympathetic. They observed us in.our unguarded moments and discover that we are really Asians...The invitations which they received from.friends and schoolmates, from town officials and organizations gave them a chance to see typical Philippine homes and home industries. Thrbugh these contacts they see how hard the people work, and they get a better idea of the country...They see our virtues as well as our faults and find similarities...They will be more understanding of other nations for the same reasons that we had been friendly to them. They were welcome and treated well, they travelled and took part in various activities in many parts of the country. They led full lives and as they got to know their way around, they talked more frankly and openly with Filipinos. The theses that some of them wrote showed more knowledge about Philippine institutions. The second_guestiont ''As a result of their training in the Philippines, would the guest students upon.their’return be of greater service to their respective communities? Why? All of the answers were in the affirmative. Some of the professors said: Undoubtedly because they have received additional training which will help them solve problems of their communities... Our own mistakes could give them ideas of solution. Their interest in higher studies was awakened so that they 94 went ahead for further studies. Many of them had Jobs waiting for them upon their return. Even if their training were not recognized for purposes of promotion, they have gained newer and perhaps more advanced methods. By the mere fact of their increased educational training, they would be of greater use to their communities, more effectively if their respective governments would imple- ment their recommendations or projects. Yes, because of a broader perspective and increased technical knowledge in their particular fields. Most of the students we graduated in Political Science (MA) are occupying positions of responsibility in.their home governments. Just the mere broadening effect of travel and stay in foreign countries helps. No doubt, for I personally know some of these studentS. They have acquired perspective that will serve them well in their own countries. I have received word from those who have finished here_ in the past that they now occupy positions of leadership and responsibility in the various government offices... Some have especially achieved success in education and public administration. They have been sought for leadership. They are not only equipped with professional skills but have acquired.broader perSpectives in understanding peoples of different cultures. These people will definitely be in the elite group of their communities and will play a leading role in.the melding of public opinion. Yes, particularly for those who studied Public Administra- tion. They will take part in the improvement of their governmental structure and administration. Our graduates are now connected with governmental institutions or universities which are involved in this task. 95 They will impart what they learn in and about the Phil- ippines to their countrymen. They will give more inf onnati on about the Philippines. Assuming that they can put across the ideas they learned here, they will be of greater service...They learned new ways of approaching political, social, economic, ard even moral problems. The third question. ”What, in your Opinion, did the guest students learn which they did not know before about our culture, government, educational system, society and home?" Admittedly, this is a difficult question. As one of the ‘ professors said, "I do not believe I am competent to answer this except in a general and therefore unsatisfactory manner. I would think that all of the sdholars without exception increased their knowledge to some extent about our culture, government, educational system, society, and home. I feel that a definite questionnaire to be answered by the scholars themselves could take care of this particular problem better." The following answer expresses the common opinion of the faculty members: To answer this question intelligently, I think, the scholars have to be interviewed individually. However, these are the broad opinions I gathered from a few sdho- lars that used to frequent my office. (1) That our cul- ture has been influenced to a great extent by Western civilization. (2) That our government is not completely free from weaknesses that are inherent in a democratic form of government. (3) That our educational system, at least in our University, is more rigid than their system, and (A) That our movements in society is Westernized, our family ties are very strong and we are very hospitable in general. * r‘ 96 The fourth question. 'In.general, was the aim of better understanding attained?" Most of the answers to this question were a categorical “Yes". A few statements of clarification are quoted below: This may be shown by the amicable relations‘between Southeast.Asian.students and the Filipinos...If we can.have more typaaof this program, peace may be better attained...Greater understanding between the Asian countries concerned in the program and the Philippines has been helped by the exchange. The students depart from our shores with knowledge about our people better than.befcre arrival..., Acquaintances and friends acquired make for a con- tinuity of their contacts with the Philippines. It might be of interest to the reader that almost all of the professors' letters which accompanied their answers expressed the wish that the program be continued. Wishes for the success of the evaluation study were also expressed in the letters. CHAPTER IV SUMMARY, CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH In this chapter the findings of the study are sumarized and an attempt is made to relate them to the program of the Philippine Board of Scholarships for Southeast Asia. Conclusions and implications for fur- ther research are also included in this final chapter. Summary 213 problem. The aim of this study was to deter- mine to what extent the scholarship program of the Philip- pine Board of Scholarships for Southeast Asia had at- tained its envisioned goal: The program was launched to enhance goodwill among Asian nations through the promo- tion of cultural exchange, of better knowledge of the way of life of the people of the Philippines, of Asian neigh- borliness and hospitality, of the academic and professional qualifications of the grantees. These are goals hard to attain. To reach them, time, money, effort and government services and facilities have been lavished upon the program. Five years have elapsed since the inception of the program. The recipients of 98 the grant during this period have returned to their respective communities. This study then was worth the effort. Sample and methodology. From 1953 to the academic year 1958-59, eighty-one had received a scholarship grant from the Philippine Board of Scholarships for Southeast Asia. The grantees came from Burma, Ceylon, China (Taiwan), Hong Kong, India, Indonesia, Japan, Korea, Okinawa, Pakis- tan, Thailand and Vietnam. Each of the eighty-one recipients was requested to answer a set of questions which were formulated around the hypothesis that if the exchange stu- dents participated in the activities planned for them, and if through such participation a broadening of horizons and a positive trend towards goodwill and understanding and service were effectodc, one may say that the scholar- ship program was well worth the time, money and effort. In the light of this hypothesis, therefore, and in relation to the overall aim of the progrmn, the answers of the former grantees were analyzed. In order to see another side of the picture, twenty- £37933; faculty members of the University of the Philip- pines were contacted for their reactions to this scholar- ship program. The twenty—five were picked on the basis of their. close contact with the former guest students . . ,, . ‘ , . I ‘I . \ T. C ~ 1‘ a. 5‘. 4. I. '~‘ {1) 99 in the classrooms, offices and social affairs. Four questions were asked of the faculty members. This part of the study was undertaken in an effort to validate or confirm any trend that the answers of the former parti- cipants of the program might reveal. The findings. In relation to the aims of the Philippine Board of Scholarships for Southeast Asia, the findings of the study bring to light interesting data and trends. The survey revealed that a great number of the grantees took the opportunity to listen to piano and symphony orchestra concerts; half of the grantees went to see the opera that was present ed during their stay in the Philippines; most of the exchange students visited a painting exhibit, and attended dramatic presentations. The results of these oiltural experiences were an appreciation of the efforts of Philippine artists, and better knowledge of the education and aspirations of a neighbor Asian nation. Most of the exchange students took part in the Asian students' conferences, national students' meetings, and other organizational processes. Better appreciation of procedures in such meetings were expressed by the res- pondents. 100 The results of the students! involvement in conferences and their observation of free elections, and the participation of women in government brought appraisals of desirability of such system. Almost all the students expressed appreciation of the freedom of the press ' and the radio as praxticed in the Philippines. Upon return of exchange students, more interest regarding the Philippines were shown by friends and neigh- bors. As a result of the hospital. ity of Philippine fa- milies, the former grantees became more friendly to other nationals in their own communities. Some organized cul- tural societies, a few became officers of clubs which aimed to promote better understanding among the cosmopo- litan groups residing in their respective cities. Almost all the students stated that they became interested in organizations with aims to promote better understanding among alien residents only after they returned from the Philippines. Most of the exchange scholars earned a degree thru the assistance of the grant from the Philippine Board of Scholarships. While most of them returned to their former positions, they indicated broadening of their views and training. 10]. Almost all the grantees indicated a positive change in their interest and liking for the Philippines. No one showed a negative change. Most of the exchange students said that they would encourage their friends or brothers to study in the Philip- pines. Half of the former participants of the program stated that they had kept in contact with Philippine friends and fZDG‘mer professors. These contacts were on a friendly or professional basis. From the other phase of this study, the answers of the professors indicated great satisfaction with the pro- gram of the Philippine Board of Scholarships for Southeast Asia. The professors were unanimous in praising the aims, and endorsing the projects connected with the program. Conclusions No one can definitely say beyond any contradiction and any shadow of doubt that an exchange of persons pro- gram is completely successful from the results of a sur- vey such as was delineated in these pages, even if the returns were a hundred per cent, and the answers to the questions show completely positive trends towards the aims 102 proposed. In the first place, the questions could never cover all the ranges of human endeavors and reactions, be they intellectual, emotional, physical, or artistic. Even supposing that all the fields of human activities were co- vered by a perfectly fashioned questionnaire, other fac- tors ami variables that influenced the respondents' answers are hard to determine. But from the findings of a research instrument such as was described in the preceding pages, one may ven- ture to say whether the project under study was a useless effort and a great waste of time and money, or whether the program, though not entirely successful, was worth under- taking. In general, the survey indicates varied degrees of definite trends towards the satisfaction of the aims pro- posed by the sponsors of this scholarship program. Getting away from percentages and relations, a por- tion of a letter from one of the former participants of the program may safely be taken to express some of the ex- periences of the foreign students: I got the fullest opportunity to observe the ar- tistic expression of the Philippines in the field of music, painting, home decoration, home-building and many other fields and their handicrafts. And I have got the deepest admiration for their fine taste and highly artistic feelirg. Often enough, it was very daring and'very much Western, but it always I. 103 gave me a pleasant impression. One former grantee expressed a feeling which might safely be assumed to be shared by many others: Ipam very sure that all the students who had been.to your university have the same feeling that they are indebted to their.Alma Mater. They will surely be eager to do what they can for the good of that great institution. As for myself, I have been sorry many times that I only knew of a visit of some Filipinos after they had left our country. Please give us a chance to show our hospitality. The seed has been planted. The harvest does not come in.five years. Surely the potential of spreading goodwill and understanding from sixty-two people who ex- pressed some satisfaction.with their Philippine experience can.be conceived in terms of geometric progression. The program of the Philippine Board of Scholarships for South, east Asia has in.its own limited way contributed to the attainment of the goal of peace of the United Nations as embodied in the Unesco Constitution. Implications for Further Research A few items have come to the attention of the O 1014. writer during the course of this investigation. (1) Grantees who seamed a degree while in the Philippines thru the assistance of the scholarship grant either obtained a new position or returned to their for- mer posts. Extent of further or later effects of their Philippine training could be a desirable follow-up study. Promotions, or changes in employment, and extent of in- fluence as a result of positions held could be a part of this study. (2) Some cultural societies have been organized or morally supported by former grantees in their respec- tive commmities. At some future time, a study which might be worth undertaking would be to determine how these organizations fared between the time they were formed to the time of the suggested study. (3) A more expensive and extensive study would be to interview or get reactions from the izmnediate relatives, neighbors and close companions of the former grantees re- garding results of Philippine training and sojourn, extent of influence, etc. (LL) Reactions of Philippine students to the presence of Asian students from neighboring countries in the Univer- sity of the Philippines could be another study. Sampling would be on the basis of close association of these stu- dents from other lands with the Philippine students. I. 105 (5) More specific features of the scholarship pro- gram could be studied in greater detail to determine, for instance , how the foreign students learned about the scholarship program, what steps and procedures they followed to get final award of grant, and what training they would have preferred to undergo while in the Philip- pines. on the basis of the results of the survey, it appears that this particular program of scholarships is well worth undertaking and continuing. While it may be restated that a project such as this may not forever ex- pect endless financial assistance from any Foundation, the governments of the Asian nations, some of whose diplo- matic officials have seen the desirable fruits of this program, might well conceive of a plan that may be teally and rightly called an Exchange Students program. J. BIBLIOGRAPHY l. Beale, Ralph, No Frontier to Legi§ : The Mexican Student 11 e n e a es, iifieapoIIs: University ofMixmesotaTress, 1957. 2. Beebe, George A. , A Stud of Forei Students in Greater New YorE. fiew York: greater New York C6uncII for Foreign Students, 1955. 3. Besteman, Theodore, Unesco Peace in the Minds of Men. How York: fie‘derfcli I. Pr'aeger, I951. 14.. Blegen, Theodore C., et al. Counselig Foreign Stu- dents. Washington: Kmer can ounc on uca- tion, 1950. 5. Bodenman, Paul 3., American Cooperation with Higher Education Abroad. Washington: U. . ep an of Health, Education and Welfare, Office of Education, 1957. 6. Bragdon, Helen D., et al. Educational Counsel of Colle e Studentsflashington: finefican ounc on EducatIon, 1951;. 7. Cieslak, Edward Charnwood, The Foreign Student in American Colle es: A Surve and evaluation of We'tra't'i've Pro'BIams 811E'Pra"c'tIc"es.Eetr'o'Tt: WayneTniversity Pro 3 s , 1955 . 8. Coelho, George V. Chraflging Imges of America: A Study of Indian Stu an s! ercep ons. encoe, - nofs: FTefiress , 1958 . 9. , The Colombo Plan, For Co-o erative Econo- mic—Develo ent in South and SouEE-East Asia FIRE mug Report. Iondon: Her Majesty's Sta- tionery Office, London, 1957. 10. , Conference on Asian Affairs, Inc. , Ameri- can Institutions and Organizations Interested 33 Asia,edited by Ward Morehouse. New York: Tap- 1512a:- Publishing Co., me” 1957. a. 40 I’. a. Q. a. “0 go -a .. . .1 .0 12. 13. 15. 16. 17. 18. 19. 20. 107 , Co ressional Record, Vol. 91, Part 7, 79th Congress, First Session. Washington: U.S. Government Printing Office, 1914.5. , Congressional Record, Vol. 93, Part 5 , 83th-Congres s ,Tirs t_§es sion. Washington: U. S . Government Printing Office , 19h? . , "Cross-Cultural Education and Educatio- naljravel," International Social Science g?- letin. New Yam-um. V111, . , 6. Departments of State and Defense, The "Hut—flu Securit Pro ram A Summa Presents-3' tion. Washington: U.S. ficvernmen§ PrIfitInE Effie, 1959. ,Departments of State and Defense, Inter- national Coo eration Administration: what It Is, WEE It Does. Washington: U.S.Toverment W 1959. DuBois, Cora Alice, Forei% students and Higher Edu- cation in the e a es. as on, . .: or can onus on use on, 1956. Harley, John Eugene International Understand encies Educa or a ew or . on on: o vers y ress, Heindel, Richard H., A Review of Evaluation Studies on the Interchge' 0'"? Persons .Washington: . . epar on o a e, 2 Hewlett, Theodosia Charlotte, A Decade of Interna- tional Fellowships: A Surve of the 155 ressIons BTTmerican and Foreign fi-EeIIows .New York: W’Tar onne y, 1930. Husley, Julian 8., Unesco - Its case and Its Philosophy; WWon: PuBEEc Affairs Press, 1914-5. 4 Inaufi Addresses of the Presidents of TheUnie aes omeore as ngon o arry S. Truman. Waahington: 5.8. Government Printing W9. ’-. ,0 .O , O ,Q n. .0 22. 23. 21L. 25. 26. 27. 28. 29. 30. 31. 32. 33. 108 Kehr, Marguerite, "The International Program of the USNSA," The Journal of Higher Education,“ Vol. JOCDC, No. 6, Uune1956. Lambert, Richard D. , Indian Students on an American Cam us. MinneapoIIs: University of Minnesota Press, 1956. Levee, Walter, and Thomson, Charles A., Unesco,Pur- cse Pro ress Pros ects.Bloomington: Indra- % UnIversIty Press, I957. Lederer William J and Bordick one The Ugly Amaricant Newoi'rork: Norton,'19‘51§. ' Lie, Trygve, et al. Peace on Earth.New York: Hermi- tage Bout—67159119. Metraux, Guy 3., Ex e of Persons: The Evolution of Cross-Cultural'I Edu'catIonJew York: I952. Marquardt, william F., (editor), The Foreigg Student Speaks. Seattle: University of Washington 9 O Mendelsohn, H., and Orenstein, Frank E., A Surveé of Fulbright Award Reci ients: Cross-c EducEIon and Its 155 acg, _Pu5IIc 6pIflon uar er I, o . , ~56. Pifer, Alan J.. Forecasts of the Fulbri ht Pro ram in British KfiIca. (I report to tge U.S. Educa- tion Commission in the United Kingdom.) London: U.S. Education Commission, 1953. Riegel, O. W."Residual Effects of Exchange-of-Persons,” The Public Opinion Quarterlyfllol. 17, 1953. Useun, John, The Western-educated Man in India: A Stud of Ms SocIH RoIes and I'n'I'Iuence. New York: firyden Press, I955. ' , U S Statutes at Lar e, Vol. 53, Part 2, WBIIc IIaws, Nasal-@5011: (Lg. Government Printing Office, 1939. a. be .I .. '. e .P .- to C O A a c o . n O a _ .a . . . .-. ' ~ 4 - - o A . . ... .’ 0 c - ~ . o --. a r. I. 3h. 35. 36. 39. 109 , U.S. Statutes at Lar e, Vol. 62, Part I, Public Iiaws, Wasmton: 9.8. Government Printing Office, 19148. Warters, Jane, Techniques of Counseli%, low York: McGraw- oo ompany, c., 1951:. Wilson, Elmo C., and Bonilla, Frank, "Evaluating Exchange of Persons Prggrams,’ Public Opinion Quarterly, Vol. 19, 19 -56. Yang, Ching-Kim, Meet the USA: Handbook for Forei Students in the U'fiIted StatesJew York: IfistI- tfite of"Ifite"rh 'atIo-nEI Educ'at‘fon, 191:5. 40 I. I. APPENDIX A THE QUESTIONNAIRE QUESTIONNAIRE PLEASE SUPPLI ANSWERS AS CALLED FOR. NOTE THAT IN 3mm cASES MCRE THAN ONE ANSWER Is REQUESTED: comsRNIm YOUR ATTITt’mE PRIOR To some TO THE PHILIPPINES DURIN} YOUR STAY IN TIE—PHILIPPINES, AND AFTER YOUR WSW OPEN QUESTIONS, YOUR ANSwm wILL RFD'EEPLI APPRECIATED. A. CULTURE l-a. Please indicate in the space provided the number of times you attended in the Philippines: a symphony orchestra concert ............. a piano concert eeeeeeeeeeeee an opera eeeeeeeeeeeee a painting BmIbit eeeeeeeeeeeee a dramatic presentation ............. Annual Intermtional Festival (1 per year) Other musical presmt ations (please specify) Other cultural presentations (please specify) l-b. What did/do you know about the Philippine music? (Check answer) PRIOR to going to Philippines AFTER visit case no idea Show it eeeeeeeeeeeee thought/think Phili ine music is. eeeeeeee rOCk am 1'0 eeeeeeeeeeee eeeeeeeeeeeeee Jazz eeeeeeeeeeeeeee ... influenced by European music .. ee M1XIUFO Of , , eee eeeeeeee purely FEilepIne eeeeeeee l-c. Hat did you get your answer to question l-b? PRIOR AFTER . never heard any Philippine music. eeeeee from the MOVies eeeeeeeeeeee .. from musical 8:: literary enter- tamm OOOOOOOOOOOOOOOOOOO .... from school and/or college pr rams eeeeeeeeeeeeeeeeeee ... other please specify) 00...“...- ......OOI...‘ 1-de 2-80 2-b . 2-c. 3-ae Please indicate your impressions concerning Philippine music in general. (Please write in space below) what did/do you think of Philipping painting? PRI AFTER eeee no idea about this eeeeeeeeeeee eeeeeeeeee "Idem eeeeeeeeeeeeeeeeee .... conservative or traditional ... eeeee ”Ely Philippine in StYIe eee ..... mixture of the three above ... ..... other (please specify) 53 How did you get your answers to Question 2-a? PRIOR ' AFTER ... nova- saw a Philippine painting. eeeeee from painting Cflibita eeeeee eeeeee fmm bOOkS read eeeeeeeeeeeee ee from UP SChOOl at Pine ms eeeee .. other (please specify) Please indicate (write) your reaction, or a brief comment abort. painting in the Philippines includ- ing your Opinion about any art exhibits you may have seen. If you saw some exhibits did they im- press you one way or the othe r? (Write in the space below) Please indicate your reaction to the style of homes and public buildings in the Philippines in- cluding their suitability for your country. Would you wish to see some of the style built in your community? (Write in space below) £5-80 lt-b . h’Ce 8 What did/do you think of the educational System of the Philippines? PRI .. no idea about the educational tan eeeeeeeeeeeeeeeeeeeeee .. similar to the English system .. .. similar to the American system.. .. similar to the European system.. .. other (please specify) 8 III '3 How did you come to your answer fcr Question lt-a? PRIOR AFTER ... did not see or hear about it ... eeeeeee from backs read eeeeeeeeeeee .. from friends who talk abou: it .. 0000 from “Bits to BChOOIBOeeeeeeee .. other (please specify) \l | l Please indicate your reaction to the Philippine educational system (Write in the space below) B. GOVERNMENT 5-3. S-b . Please indicate the number of times you attended PRIG DURING YOUR STAY OR WHILE IN eeee Asian Convention eeeeeeeeeeeeee .. National Stuient s' Convent ion ... ee Inter-University confermce eeeee ........ YMCA conference eeeeeeeeeee .. Other meetings concerned with Asia: cr International topics (please mecify) What did/do you think of the freedom of speech press7and radio as it is practiced in the Philip- pines PRIOR AFTER ... no idea about this freedom in the Philippines eeeeeeeeeeeee lot- I... a... 9 O G .9... I I . I .Q C I s-b e 25.00 S-d. 6-8.0 7-8m 7"b e E (continued) ....... too much freedom eeeeeeeeeee eeeOeOee enough freadom ............. eeeeeee‘ too little freedom eeeeeeeee How did you arrive at your mower to Question S-b? HIIOR AFTER eeee no Way d knowing eeeeeeeeeeeee .... did not pay attention to this freedom eeeeeeeeeeeeeeeeeeeeeee eeee from bOOIB read eeeeeeeeeeeeeee eeee from ObServatiOn eeeeeeeeeeeeee .. from people who talked about it.. other (please specify) Please write your comments concerning the extent of Philippim freedom of speech, press and radio, For instance, is there usefulness; did harm or bone- git ctme from such freedom, etc.? (Write in space e ow Please describe advantages and disadvantages which you noticed in the proceedings and mechanics of conferences, conventions (1' meetings which you at- tended in the Philippines. For instance, did you find something useful or fruitful in them? Were they too time-consuming or were they desirable? (Write in space below) What did you know about elections and politics in the Philippines before your vi sit? What do you know or think about politics and elec- tions in the Philippines uar, after your visit? (Write in qace belav) 115 8-a. Did you knav pric- to going to the Philippines 8-b . 9-a. 9"b e -.9'9 0 the extent to which women took part in Philip- pine governmmt? Do you think not after your visit to the Philip- pines that women have too much or too little or ' about the right anount of participation in the government of the Philippines? Please give some lexplanation fa- your answer. (Write in space e ow Please indicate the approximate number of invi- tations received, and number accepted while in the Philippines to the following: Approximat e number 52mm Assisted - to Philippine homes to society or club parties to diplomatic social affairs to school/university socials other (please specify) What was/is your conception of Philippine manners? (Check one cs- more) PRIOR AFTER eeeeeeeeeee no idea eeeeeeeeeeeeeeee eeeeeeeeeee polite eeeeeeeeeeeeeeeee eeeeeeeeeee bmsqua oeeeeeeeeeeeeeee eeeeeeeeeee 811013131813 eeeeeeeeeeeeeee ............0blig1ng eeeeeeeeeeeeeee ..... indifferert, unconcerned ..... .... other (please mecify) Please write your reaction to the social invita- tions that you received while in the Philippines. Would you say that these invitations influenced your behaviour towards other nationalities in your community? (Write in space belot) n5 lO-a. Did/do you knew any Filipinos in your country? PRIGI AFTER 000000 no 00000000000000.0000000000 ... yes (please queeify number) __ lO-b. Did/do you assist Filipinos if there are any in your country? '1! :11 H 8 .... no Filipino known to me ...... ... yes (please qaecify number) __ 000000000000 little 00000000000000. III E .............much eeeoeeeeeeeeeeeee eeeeeeeeeeee very WCh eeeeeeeeeeee lO-c. give instances or examples of assistance, ’6 ...: Q m m 0 if any. ll-a. Was/is tie re a club or society in your country which has been formed to promote better relations between the Philippines and your country? PRICE AFTER 000000000000000 no 000.000.000.000. .... yes (please give number) 11-b. What was/is your part in the organization? PRIOR AFTER eeeeeeeeee lumber eeeeeeeeeeeeeeeee eeeeeeeeee organizer eeeeeeeeeeeeee ... officer (please name) eeeeeeeeee no Part eeeeeeeeeeeeeeee 12-a. Were/are your neighbors, friends a' relatives in— 551'93365.’ in“ the? Philippines? ,eeeeeeeee no eeeeeeeeeeeeeeeeeeeee eeeeeeeeee little eeeeeeeeeeeeeeeoo eeeeeeeeee web eeeeeeeeeeeeeeeeeee eeeeeeeeee Very “Ch eeeeeeeeeeeeee 0000000 0 O I 0 0 0 0 a a 0 0 0 0 I l D e a g . 0 I 0 0 O 0 0 0 0 0 0 0 e e o A o r e e 0 Q 0 0 r 0 0 0 0 0 one. 000 000.00.10.00 O‘OOOOOOIIIOI ..QOOIOOQIQC . . .... 0 I —. 0 .0OOOGOOIODOI 0010 . . . 9.00.0006. ‘Ooe-QQDDII IO. .tlllIO’II .... 117 12-b. We encourage Filipinos who have been to other 12"c e 12-de 13-a. countries to speak freely about these countries freely and frankly when they return. PRIOR to going to the Phil- AFTER ippines did you have your visit, do some liking for this you have this country? liking? eeeeeeeeeeeeeee no eeeeeeeeeeeeeeee eeeeeeeeeeeeeee 73 little eeeeeee eeeeeeeeeeeeeee m0 eeeeeeeeeeeeee eeeeeeeeeeeeeee Very muCh eeeeeeeee Which of the following did on like or dislike while in the Philippines. Mark 0 if you liked it, I if you did nct) the weather the food dormitcry life system of education teacher-stud ent relation student-student relation school facilities library pufessors transportation system PBS-SEA officials companions ovemment officials her (please specify) In your formal or informal talks about the Phil- ippines, describe the general character of your comments. PRICE AFTER ... no oppcrtunity to speak ....... eee EOStly unfava‘able eeeeeeeeeeee .. about equally favorable and unfavorable eeeeoeeeeeeeeeeee ... always favorable .............. Please unntion, if any, some things which you have done to promote better relations between your coun- try and the Philippines or other nations. n O 1 I 0 0 I 1" 118 lip-a. What degree (r degrees did/do you hold? WON PRICE OBTAINED IN THE PHILIPPINES DBTLINED AFTER lh-b. What)position did/do you hold? (Check one or mcre PRICE eeeeeee Stmem ................... eeeeeee teaCher eeeeeeeeeeeeeeeeeee eeeeeee newspaperman eeeeeeeeeeeeoe ... governmm: enployee/official .. ... other (please specify) HI '3 15-a. In what ways, if any, has your training in the Philippines helped in Job placement? 15-h. If your friend Or brotlrer can affcrd to study in the Philippines, would you advise or encourage him to go to the Philippines for studies? Please explain your answer. 0. GENERAL QUESTIONS 16. Do you continue to have contacts with people in the Philippines on a personal or professorial ba- sis? (please specify 17. 18. 19. 119 Looking back to your stay at the University of the Philippines, would you say that tte re should be more consultations with an of the following? (You may check one w more) ‘ Executive Secretary Professors Enrolment Adviser Others (please specify) You may write other comments in connection thh ' Question 17. Please add any infomation (r suggestion which you feel is of interest and which you have not covered in any of the previous questions. Would you like to receive a copy of the summary of this evaluation? No Yes (If yes, please give address where copy may be sent.) Name Address ’ APPENDIX B LETTER-QUESTIONNAIRE SENT TO FACULTY MEMBERS, UNIVERSITY OF THE PHILIPPINES C‘) MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF EDUCATION ' DEPARTMENT OF ADMINISTRATIVE AND EDUCATIONAL SERVICES March 25, 1959 Dear Professor: A I remember very vividly how you helped in the schol- arship program of the Philippine Board of Scholarships for Southeast Asia. While you were doing your part, I had no doubt but that you.were giving much of your time and effort to the Asian guest students at the University of the Phil- ippines with the purpose of attaining the lofty aims of goodwill and understanding. While I am away and detached from any close involve- ment with this scholarship program, I am evaluating the ex- tent of its success. If you.will remember, we have often repeated the formula: 'Cultural exchange and Asian.neigh~ borliness.‘ The guest students were given.opportunities to take part in cultural and other extra-curricular activ- xities, were invited to sOcial affairs, and most of them ob- tained a degree thru the aid of the scholarship grant. Since you were close to some of these students, I am now seeking your opinion regarding the program.and our efforts. In your considered Judgment, what would you say in.answer to the following questions: 1. As a result of the guest students' close contact with.Filipinos, would they be more friendly to us, more understanding of other nations, and more , sympathetic with our aspirations? Why? 2. As a result of their training in the Philippines, would the guest students upon their return.be of greater service to their respective communities? . Why? 3. What, in your opinion, diddthe guest students learn which they did not know before about our culture, . government, educational system, society and home? 4. In general, was the aim of better understanding attained? I shall always be grateful for your cooperation with this project, and I shall doubly treasure your kind- ness if you could give me your considered appraisal of the scholarship program before the end of.April. Sincerely yours, APPENDIX C LETTER THAT ACCOMPANIED QUESTIONNAIRE SENT TO THE GRANTEES Ba; 00 ms—J-m‘do MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF EDUCATION 0 DEPARTMENT OF ADMINISTRATIVE AND EDUCATIONAL SERVICES March 25, 1959 Dear Mr. L.... How are you? After such.a long silence, I wish to convey to you my heartfelt greetings and best wishes. A survey of the scholarship program of the Philippine Board of Scholarships for Southeast Asia, of which I consi- der you a part, is now in progress. May I count on.you for assistance? . With this letter is a questionnaire of which answers from you are necessary to make the survey thorough and com- plete. Your help wil therefore be grea ly appreciated. Would you take a little time but from your multifarious tasks and, for good_old times' sake, Jot down answers, ideas, com- ments, which you wish to give? I should have posted an.airmail stamp on the return envelop enclosed, but the stamp would be quite useless in your own.Post Office. However, I have done this. Under separate cover, and by surface mail, I am sending a little 'knick-knack‘ from the United States which will serve as a little souvenir for you from me during my 1958-1959 trip» abroad. I hope to return to the Philippines by summer Of 1959 through.Europe and Asia, and if plans do not miscarry I am looking forward to passi by your beloved country. (And perhaps say hello to you? I shall always be grateful to you for your cooperation and shall doubly treasure your assistance if you could send by air the questionnaire with your answers before the end or April 1959e May I hear from you? Gratefully yours, ANDRES L. ABEJO APPENDIX D TRUST AGREEMENT SIGNED BY THE PRESIDENT OF THE UNIVERSITY OF THE PHILIPPINES AND THE REPRESENTATIVE OF THE ASIA FOUNDATION IN MANILA 125 AGREEMENT This Agreement, made and altered into by and bet- ween THE ASIA FOUNDATION, mm, 'a charitable corporation organized and existitg under the laws of the State of California, U.S.A., hereinafter called the 'Fourrlati on", and the UNIVERSITI OF THE PHILIPPINES, a puhlic educa-- tional corporation created by Act No. 1870, as amended, of the Philippine Legislature, hereinafter referred to as the ”University”. _ WITNESSETH, That Whereas, the Foundation is a charitable corporation a‘gmized for the purpose of advancing the cause of demo- cracy and individial and rational freedom in Asia and pro- moting friendly cooperation, understanding and sympathy among the nations of Asia; Whereas, the University is an institution of higuer learnirg in arts, science and letters in Quezon City, Philippines; . Whereas, the Foundation is desirous of establish- ing and maintainirg a scholarship fund, the primry pur- pcse of vhich fund shall be to defray the expenses and cost of scholarships for well-deserving Asian students principally at the University and other institutions of higher learnirg in the Philippines; 1“ r“ I. 126 Whereas, the Fourrlati on proposes to convey by way of gift to the University sufficient funis to finance mch scholarships; and Whereas, the University is willing to accept the conveyance of said fluids and the obligations of establish- irg and administering said scholarships for the purposes mentioned herein subject to the limitations and conditions hereinafter set forth, such scholarships to be known as "Southeast Asia Scholarships"; Now, Therefcre, in considerate. on of the premises and in further consideration of the mutual "-pr-enises and covenant hereinafter stated, it is agreed: I. DEFINITIONS The following words and phrases wherever wed in this agreement shall have the meanings herein set out as follows: (a) "Foundati on” shall mean The Asia Fourrlati on, In: . I A (b) ”University" shall mean the University of the Philippines. ' w (0) ”Board" shall man The Philippine Board of Scholarships for Souths ast Asia. (d) ”Program" shall mean The Philippine Board of Scholarships for Southeast Asia Program. (a) ”Grant" shall man and incluie all funds 127 transmitted by the Foundati on to the University fer the purposes stipulated in this agreement. (f) "Studmt' shall mean an Asian exchange stu- dent unler the Program. (g) ”Exeaitive Secretary" shall mean the executive secretary of the Board. (h) "Social Sciences” shall mean and include an- thropolgy, economics (incluiing labor education), history, governmnt (incluiing public administration), and socio- lgy. II. GRANT Fm the academic year 1958-1959, the Foundation will convey to the University a grant of P100,000 which amount the University agrees to accept and to spend to- gether with any balance of the grant made by the Founda- tion to the University for the previous academic year for the was and purposes of the Program. It is agreed that paymnts to be made out of this grmt by the University shall be axbject to the limita- tions and conditions hereinafter provided and shall be made unier the sole responsibility of the University. III. . PIRPmE The purpose of the Program is to arable the Uni- versity to finance and maintain an exchange of students between the Philippines and other Asian countries, em- 128 phasizing but not limited to the social sciences. IV. TIME This agreemnt diall be for a period beginning June 1, 1958 and endirg October 31, 1959. V. PARTICIPATION BY OTHER INSTITUTIONS As authori zed by the Board, the President of the University nay invite and facilitate participation in the Program by other imtituti one in the Philippines having standards sufficiently high to maintain the prestige of the Program and of the Republic of the Philippines. VI. ACCOUNTING A. Separate Bank Account. The University shall deposit the funds given to it under this grant in a spe- cial account in the Philippine National Bank, which shall be kept distinct and separate from other funds of the Uni- - P‘; “e e :: of the Universitj md disbursement shall be nade only by checks drawn b the Executive Secret and co ersi by the President on vouchers 'Eopgrlz executed and signed by the Executive Secretary. - The University agrees to furnish the Foundation with a duplicate copy of the monthly bank statements per- taining to this account. Bo Responsibility- We}; attend to ani be responsible in the tandling of the accounts of the grant fer the Universit . The Presidait may appoint ; ..1 ._ .- - ; Fay”, on Tu. y... - - 1 .; ..e_ _,_; 511.; .. npipp pf php Chief Aggppppap p of “go Upugpsiu. C. Final cial Reports. As a condition precedent to any transmittal of the grant by the Foundation, the Executive Secretary shall submit to the University, the Board, and trn Foundation on the last day of each month a complete, accurate, ard detailed financial report shou- irg all receipts and expenditures from the grant during the north and supporting all expenditures, whether large or small, by vouchers or receipts signed by the person making the expenditures or by the person receiving it and accompanied by written explanation showing the date, place, ptrpose, and names of the person involved in the tran- saction. . D. Approval of Expenditures. Routine Expenditures, subsistence allowances, book allowances, travelling ex- pm ses of students to and from the Philippines, office supplies and other normal expmditures not exceeding ”00.00 require ppprpvgl of thg Presidenp upon rgcpmmeng- gpiop of pg Egeggpivg §§pr§pan. All extraordinary ex- penditures and'all expenditures exceeding P200.00 require approval of the Board. ’i (V l‘ 130 E. Inspection and Audit of Books. The University agrees to allow the Foundati on's rapesent atives, agents or attorneys to inspect the boOks and vouchers relating to the funds given under this grant at any time. F. Liabilities. All sums given by the Founda- tion to the University under this agreement slall be used ani expended solely in accordance with the terms and con- ditions set ftrth in this agreement, and in no case shall they be liable for the debts, defaults, liabilities or obligations of the University. Losses of said funds, if any, occurring through the neglect, fault or miscarriage of any of the officers or agalts of the University, shall be replaced by the University to the extent that its assets which may be legally used for web purpose will allow. VII. ADMINISTRATION A. Policy-making. Except as provided elsewhere in this agreement. WW ‘0) “Lta .1 'O-,_:‘ a a ‘ A; J" an an a--. '0 dgpigionp ahall b3 within phg mmgity gt phg Boapd. ; C :, nan -hal be :rpcms b_— 0 an. n - : ool-~A down Boa . B. Selection of Students. There shall be a Com - h Boa co 0 d o the C h - gfig, and pwo owe}; mbgpg, who shall consider all appli- 131 cations fa‘ scholarships of students comirg to the Phil- ippines. This Commit tee shall make its recommendations to the Board. The Board shall make the fiml selection of stuients to come to the Philippines on the basis of the following: (1) leadership, (2) scholarship, and (3) .n . a -.dm .frnlmel .7- the _- u.. o u- riculum desired. The University and the Board mall not either directly cr through the Department of Foreign Affairs utilize American diplonatic establishments or Foundation offices for interviews in the process of selection. C. Accommodation of Students. Since an important aim of the Program is to create intermtioml understanding and goodwill between the Philippines and other Asian coun- tries, the University and the Board will encourage all participating institutions to make every effort to accom- modate students and to mks their stay in the Philippines pleasant and successful. D. Undergraduate Students. The Board may authorize the University to incltde not only graduate but also under- graduate students in the Program. E. Arrangements for Students. As directed by the President, the Executive Secretary will handle the pro- cedures of recruitment, assignment of students, travel arrangements, and payment of salaries and allowances to student a. I. 132 F. Tuition, Fees, and Housing. The University and the Board will require all participating institu- tions to provide free tuition and fees fcr students study- irg in their campuses and to make arrangenents for proper food, considering the religious beliefs of the students. The University and the Board will reduire all participating institutions to house students fcr modest charges in a manner permittirg reasonable privacy and opportunity for study and, in any evelt, shall not home mcre than two students in ore room. G. Information to Prospective Students. The Exec- utive Secretary will promptly furnish complete information about the Program and application blanks to prospective students under this Program allowing them as muzh advice and time as possible for preparation to come to the Phil- ippines. H. Medical Care. From its resources other than the grant, the University will provide free routine out- patient treatment to students while they are in the Phil- ippines. The University, as authorized by the Board, may use the grant to provide medicines, medical treatmnt, and hospitalization beyond routine out-patient treatmert to students while they are in the Philippines. For this purpose, the Board nay authorize the University to use the grant to purchase health and accident insurance. This subparagraph is only a statement of policy and not fl 133 a contract of imurance and not an assumption of respon- sibility by the Foundation. I. Books and Thesis Expenses. The Board and the University will Rake reasonable allowances to students fcr purchase of books and thesis expenses. J. Subsistence Allowances. The Board and the Unitersity will fix subsistence allowances of students, which will nd: be less than P200.00 per month. K. Term of Students' Stay. The Executive Sec- retary shall advise students specifically about the term of their scholarships in the Philippines in writing befa'e their departure from their hone countries. The initial term for all students will be one academic year, M Bogpd {may ppon rggormngndapion of php Pregg cg gpapt ex- e n o tud ent wh e cad cord m e andar pgp by phe Upipepflty and who demonstrate capability of completing work for a degree with in an additional summer session and semester. I xc one a e e en io or rio o r than nmer e sion and r m be . L. Countries Covered by Program. In eclecting students, the Board will emphasize Irrionesia, Malaya, Vietnam, Laos, Canbodia, Thailand, Burma, Ceylon, Pakistan and India but my also select students from Japan, Korea, Taiwan and other Asian countries. 1‘ 1“ /‘ i. 13h M. Progress Reports. The executive secretary will forward quarterly progress reports to the University, the Board and to the Foundation about the accomplish- ments and problems of the Program. N. Religion. The University and the Board shall require participating institutions to leave students free to practise their own religiom faith. Applicants of the predominant religion of an Asian country shall, as a rule, have preference over applicants of minority religions within that country. 0. Travel by Non-Students. The Board and the Uni- versity shall not me the grant to provide travel out side the Philippines for per sons other than students under this Program. P. Professors. The University and the Board shall no; use the grant to bring exchange professors to the Phil- ippines. Q. Filipino Students. With the concurrence of the Board, the President of the University and the Insti- tute of Asian Studies, the University may we the grant to send not more than two Filipinos to enroll in established universities in other Asian countries. The major criterion for selection will be the utility of the persons chosen in the cirriculum of the Institute of Asian Studies after their return. 1.35 R. Other Expenditures. Expenditures not encom- passed in' the term of this agreement require the concur- rence not only of the University but also of the Board. VIII. MEETING (F THE BOARD A. Time and Place. The Board shall meet at least once every other month at a time and place selected by the President of the University. Whenever possible, the Executive Secretary will give one week advance notice of the time and place to each member and to the Foundation. The Board shall have additional meetings from time to time as its business requires. B. Power to Call Meetings. Thg Cmipmap of thp Board may gall a meetipg of the Board when in his opinion the Board should meet to consider an imported: hatter. C. Minutes. The Executive Secretary shall keep detailed minutes of all Board meetings, transmitting a copy to all Board members, to the University, and to the ' Foundati on. IX. MEMBERSHIP OF M BOARD A. Chairman. The President of the University is Che innan of the Board and will maintain coordination bet- ween the Board and allparticipating institutions and shall carry out the policieg laid down by the Board. B. Attendance by Foundation Representative; The representative of the Foundation or his delegate may no attend meetings of the Board but shall not vote. C. Departme nt of Foreign Affairs. The Secretary of Foreign Affairs may select one member of the Board. D. Executive Secretary. The President of the University shall select the executive secretary, who will serve as administrator of the Program. The executive sec- retary will have no vote, will handle the administration of the grant and the Program, and will implement the po- licies established by the University and the Board subject to thg general pupervision of thp Chap-pan. E. Other Menbers of the Board. The President of the University will select 15 other members of the Board. Five of the manbers thus selected will be outstanding Filipino educators, but not mcre than two educators will represent the same institution. The other 10 manbers thus selected shall be outstanding leaders from business arri Congress. In selecting leaders from Congress, the Presi- dent of the University will insure approximately equal representations among the major non-Communist political "parties. ' F. Terms. Each member of the Board will serve for one year from the date of his selection. X. LEGAL RESPONSIBILITY The University understands that the Foundation, except as expressly stated in this agreement, is not le- 137 gally, financially, or otherwise responsible fa: the suc- cess or failure for the project covered by this agreement. The University assumes ani agree to pay any and all taxes arising as a result of this agreemnt and to hold the Foundation free and clear from any and all tax liability. XI. NON-COMPLIANCE Failure to comply with any of the terms or condi- tions cr to execute any of the aforesaid trusts in good faith shall work a forfeiture of the grant and the whole thereof shall at once become the property of the Founda— tion. XII. PRICR AGREEIVENTS All prior agreements, whether oral (1' written, between the Foundation and the University, relating to the abject-matter of this agreement are hereby merged in this agreement, and this agreement cort ains all of the undertakings and obligations of the parties in relation 1: heret O 0 IN WITNESS WHEREOF, the parties by their duly authorized officers have signed this agreement and affixed their corporate seals hereunto this 18th day of September 1958. THE ASIA FOUNDATION, INC. UNIVERSITY OF THE PHILIPPINES By: By: (SGD) L. ALBERT WILSON (son) v. o. SINCO Representative . President 138 REPUBLIC OF THE PHILIPPINES CITY (F MANILA 8.8. BEFORE ME, this day personally appeared.L. ALBERT 'WILSON, represented no Residence Certificate, of his being a transient, in his capacity as Representative of the Asia Foundation, Inc., ard V. G. SINCO, with Residence Certificate No. A-0247219 issued at Manila on February 1., 1958, in his capacity as President of the University of the Philippines, to me known and known to me to be the same persons who signed and executed the foregoing agree- ment and acknowledged to no that they executed the same as their free and voluntary act and deed and as free and voluntary act and deed of the corporation and governmental instrumentality which uney respectively represent for the uses and ptrposes therein set forth. IN WITNESS WHEREOF, I have hereunto set my hand and affixed my notarial seal this 18th day of September, in the City of Manila, Philippines. (SGD) EDUARDO HERNANDEZ . Notary Public Until December 31, 1959 Doc. No. 215 Page No. 1+5 Book No. I Series of 1958 APPENDIX E REPUBLIC OF THE PHEIPPINES, DEPARTMENT OF FOREIGN AFFAIRS, FOREIGN SERVICE CIRCULAR NUMBER 501 EXEMPTING PARTI- CIPANTS OF THE BOARD'S PROGRAM FROM ALL nALIEN FEES“ REPUBLIC OF THE PHILIPPINES DEPARTLEHT OF FCBEIGN AFFAIRS DEPARTMENT CF MEIGN AFFAIRS FQ’LEIGN SERVICE CIRCULAR N0. 53]; SUBJECT: Exchange of Professors and Financing Student Scholarship between the Phil- ippines and Southeast Asian Countries. A funi has been ads available for adninistration by the Board of Scholarship and Exchange of Professors fa- Southeast Asia, University of the Philippines, to carry out a program of financing student scholarship and excharge of professa-s between the Philippines and Southeast Asia countries. The grant was nude in pursuance of the general objective of spreading democracy and cul- tivatirg tolerant understanding and direct comact bet- ween peoples livirg under democratic regimes. It is be- lie ved that this program will afford Asian scholars and students an oppcrtunity to view fa' themselves the Ope- ration of democracy in the Philippines and to have direct com: act with the Filipino people and their ww of life, to the end that they may have a profound understanding of the Philippines, and similarly, the Filipinos, of them. The result irg cultural exchanges from this program would ‘y'r 11,: do much by way of creating sympathy and tolerance bet- ween the Philippines and the neighboring Asians. Such hope is based on the belief that leading peace among peoples of the world springs from deep understanding and sympathetic attitude towards each other and their res- pecti ve ways of life which can only be accomplished by direct social con: act and cultural exdnanges. In conm cti on with the administrative implementa- tion of this plan, the Cabinet has decided that aliens coming as Exchange Professcrs and Scholars who have been invited by the Philippims under the Irogran of the Board of Scholardnips andExchange of Professors fcr Southeast Asia shall be exanpt from the payment of alien fees. In view thereof, when issuing visas to these exchange pro- fessors and scholars under the above-mentioned program, tl'a Philippine Consul concerned should issue to the ex- change professors official tanporary visitor visas and to the scholars official stuient visas free from the pay- ment of any visa fees. Under this decision, therefore, all exchange pro- fessors and scholars, when applying for visas, shall be reqnired to present to the Philippine Consul concerned apprOpri ate credentials er certificate of identity show- ing that they have been invited as exchange professors or scholars, respectively, unier the program of the Board of Scholarships and Exchange of Professors for South- east Asia. Please be guided accordingly. (SGD) RAUL s. NANGLAPUS Undersecretary ROOM USE O 13! l m , "I“W‘; s ‘NANNNI“