REPORT OF MILDRED MCAFEE HORTON, 'LEADER-SPECIALIST' ON THE COLLEGE PROGRAM IN INDIA, DECEMBER 21, 1952 TO MARCH 3, 1953 (WITH PASSING REFERENCE TO VISITS ARRANGED BY USIS IN PAKISTAN FROM MARCH 3-MARCH 8)

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP83-00423R000400450001-7
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 17
• Document Creation Date: November 16, 2016
• Document Release Date: March 9, 2000
• Sequence Number: 1
• Content Type: REPORT

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5) The topics on which I was prepared to speak were listed as:
Education in the United States
The Position of Women in the United States
The Underlying Assumptions of American Education
The Importance of Education in International Affairs
America's Debt to India
The Education of Women in the United States
THE EFFECTIVENESS OF THE PROGRAM
1) Effect on neutralizing misunderstanding
My impression is that wherever a foreign visitor truthfully
answers a question about anything in a foreign country it has a
valuable effect in supplying accurate information. However, I
am not persuaded that this particular function is best performed
in universities and colleges by sporadic lectures. Indian students
are sufficiently like American students to make me skeptical
about the permanent educational significance of a casual lecture
by an unknown visitor from abroad. The chance effect of an
incidental remark or general impression may be excellent in
introducing students to a foreign culture but it is equally pos-
sible that in all innocence the stranger may make a bad impression.
If he stayed long enough to become known as an individual with
personal strengths and weaknesses he is less hazardous to inter-
national understanding than is the fly-by-night speaker repre-
senting America on one occasion.
Language difficulties, the relative youth of students, the
problems of interpreting a strange culture to young people made
it seem wise to make speeches very simple in form and content.
Is this a good way to represent American educators in a culture
which respects erudition and pedantic eloquence?
I personally saw little evidence of communist infiltration but
what I did observe makes me feel that a good Fulbright resident
teacher would be a better antidote than a speaker dropping in
for an hour or two.
2) Effect on Establishing Contact with the College
Sporadic visitors seemed to me less effective as ice-breakers
than were the regular members of the USIS staff. In my opinion
the speaker was more effective when he went as the sponsored
guest of an officer already well known to the college authori-
ties than when he was expected to make the initial impact on the
institution. It is not inspiring to a speaker to be greeted
either explicitly or implicitly with the question, "What are you
doing here?"
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3) Effect on stimulating discussion of education methods
A temporary visitor can be provocative. I felt that where I
had an opportunity to sit down at leisure with a faculty group
"to talk shop" something was accomplished. This was rarely
arranged. Faculty members were often invited to tea after a
public lecture, but not under conditions conducive to good dis-
cussion.
4) Effect on enlightening the visitor
This purpose was achieved to an unforgettable degree!
In summary, my judgment is that the program is useful and, in
some form, worth continuing but I think its purpose could be more
effectively achieved by some changes in the plan. (See page 7)
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OBSERVATIONS ON THE EDUCATIONAL SITUATION IN INDIA
At the risk of revealing abysmal ignorance I venture a few obser-
vations about Indian higher education as it has significance for
international relations.
1) Universities have great prestige and are therefore important
as allies in world understanding.
2) I was not conscious of any anti-American atmosphere in any of
the colleges I visited. Perhaps Indians are especially courteous
to women. Perhaps I was sent to places easy to reach and there-
fore subject to enough contact with other Americans so that
students were already converted from communism! Perhaps I was
stupid in not recognizing communist influence when I saw it.
My impression is that there are certain common misapprehensions
about America which may have been communistically inspired, but
I had the feeling that in almost every instance students wanted
to know what Americans had to say about the question asked. There
were some stock questions they knew would draw a laugh from their
fellow-students. There were some they knew would put the speaker
on the defensive. There were some they knew were unanswerable
but would suggest that the asker was well-informed about current
events. They were exactly the kind of question American students
like to ask visitors!
3) Nothing in the ordinary curriculum of an Indian university is
conducive to understanding of modern America. I felt conscious
of great ignorance about us; great curiosity, no animosity.
4) Student participation in the independence movement established
a pattern of rebellion which now results in what is known as
"student indiscipline." This seemed to be of considerable inter-
est especially in the north. Undergraduates equate strikes and
demonstrations with interest in public affairs. Administrators,
themselves students in pre-independence days, accept these mani-
festations with surprising equanimity.
I suppose there is outside encouragement for some of this unrest.
Most of the people with whom I talked attribute some of it to
communist influence. It would seem likely that communists would
welcome the tendency of students to keep things stirred up. My
personal judgment is that USIS does better to work with students
and administrators to present alternative methods for }making
students into responsible citizens. Ours is a slower and less
immediately exciting technique but it moves in the direction of
stimulating independent, individual thought and decision rather
than encouraging mass demonstrations.
5) Students are in a paradoxical position in India. (Perhaps they
are everywhere.) They are considered to be both irresponsible
children and significant adults! Rote memory of dictated lec-
ture notes and textbook assignments seems to be a major require-
ment in the classroom. Misconduct, talking, throwing paper wads.
inattention of all kinds, are not abnormal. One college prin-
cipal was comp Merited ,.earl ca aqP inae lie took office
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and assigned monitors in assembly the students had not been so
noisy that speakers could not be heard. It was not unusual for
presiding officers to commend students on their courteous atten-
tion at the end of the lecture, a comment not frequently heard
in an American university.
6) The widespread interest in educational reform is encouraging.
Many college faculty members expressed the hope that students
could be encouraged to be more independent in their thinking.
I had a surprising number of inquiries about including religious
instruction in colleges. Sports are recognized as having edu-
cational value (as is natural in this British-inspired system).
Governmental commissions to study secondary and higher education
give promise of interesting modifications--though I did not see
these studies.
Several experiments in a type of education unusual in India hold
much promise of modifying the traditional, highly stylized pat-
tern of university education. I think especially of Annamalai
University, a wholly residential country university with its
several standard colleges on a campus on the edge of a small
town; Baroda University with its colleges of Fine Arts and Home
Science; the Rural University at Anand, a five year old inde-
pendent institution in Bombay Province where I had the unique
pleasure of being the first American visitor. The more famous
venture in variety of university education is Santiniketan
University, Tagore's experiment, which is now in the process of
becoming accredited by the University of Calcutta.
7) American education emphasizes experimentation, independent
study, use of a library by undergraduates, community organiza-
tion through extracurricular activities. These things are of
interest to Indian educators. I was impressed by the impact of
certain teachers and administrators who had studied in America
and are now in responsible positions at home. The more this
can be encouraged, the better. From the point of view of
influencing education, the bringing of teachers and adminis-
trators seems to me more effective than the exchange of younger
students.
8) I was impressed by the influence on the total educational
system of the Christian mission schools and colleges. Again
and again I met women faculty members in government colleges who
had studied at Isabella Thoburn, Kinnaird College, or Madras
Women's Christian College. These institutions--and the corre-
sponding ones for men--are thoroughly Indian institutions but
they have a normal channel of communication with a type of edu-
cation in America which is needed and wanted in India. This I
provided by missionary teachers and by visitors who represent
the financial contributors in America. One asset of standardi-
zation in education is that these colleges cannot sacrifice
academic standards to character education since they must be
as good academically as other colleges in order to be accredited.
Their genius seems to be in their capacity to do more than is
required to help students acquire some of the individual
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initiative we associate with our educational aims. I sincerely
hope that developing nationalism will not prevent the presence
of a number of American teachers in these and government colleges.
9) The widespread curiosity about coeducation interested and
surprised me. I am told it was stimulated by the worldwide dis-
tribution of news of the "panty raids" last spring. There seemed
to be an assumption that westerners insist upon coeducation as
evidence of equality of opportunity for women. I found myself
hoping that we can avoid insisting that every culture must adopt
our particular forms in order to achieve our common purposes.
It took a long time in America to establish coeducation as
practical. i hope we will help our friends in India to provide
higher education of a useful sort to men and women, without in-
sisting that their colleges should be constructed like ours!
It is important, however, to correct the impression that every
coeducational institution is a place of moral corruption!
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SUGGESTIONS FOR MAKING THE COLLEGE VISITATION PROGRAM MORE EFFECTIV'
1) The most effective sporadic speakers are "big name" visitors:
e.g. Bunche, Stevenson, Hoffman, Sulzberger, etc. Any college
would welcome a visit from Americans whose names or positions
make them newsworthy. The number of such visitors will be
limited, of course, and they cannot include many colleges "off
the beaten track," but they will get the headlines from one
visit which will carry more weight than many speeches by many
unknown men.
2) Speakers invited by Indian educators to discuss educational
problems of immediate interest to people in educational adminis-
tration will be more effective than unsolicited visitors presented
by USIS. The discovery by local USIS officers of the "hot spots"
in educational theory and practice and the stimulation by them
of an invitation to someone with experience on these lines would
be a profitable occupation.
3) Speakers soliciting information on special problems would
find a welcome. The person who genuinely wants to be told rather
than to tell is always at an advantage. I think we would be
smarter to send visitors to inquire than to inform and in the
process of inquiry we would open innumerable doors for discussing
the relative merits of various methods.
4) Speakers would be used more effectively if they were tied
more fully into the total program of the USIS. Colleges are fre-
quently on holiday or strike in India. It seems wasteful of
available personnel not to establish non-academic contacts as
part of the normal procedure for such visits. Every "leader
specialist" is interested in something other than his immediate
academic assignment. In comparing notes with others on the pro-
gram I discovered that I was not alone in feeling that we could
have been more useful to the government if we had been scheduled
in other capacities than as visitors for the one program. In
every city somebody arranged allied interests--this person in-
vited somebody to meet me at lunch, that one included me in a
tea, the other took me sightseeing--but I had the feeling that
my time could have been used more profitably if more time had
been spent in advance in planning the visit.
Advance planning should begin with more biographical material.:'
about the speaker including statements by him of the interests
he would like to include in his visit, contacts he would like
to make--which would often be of interest in USIS. For example,
I had names from the National Council of Women, the Pan-Pacific
Women's Association, the YWCA, missionary and World Council of
Churches groups. Everyone was delightful about trying to let
me see people I wanted to see, but I kept feeling that it would
have been smart to tie these personal interests of mine into
the program of the USIS. For one small example, I said I
should like to visit Vellore Medical College. The arrangement
was very thoughtfully arranged but on my arrival Dr. Scudder ex-
pressed regret that nobody had suggested that I might speak to
the students. Such a meeting could have been arranged if it had
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Vellore were church friends who had no knowledge of what I was
doing with USIS and they were the ones who notified the Vellore
people that I was coming, as one of the countless visitors who
descend on that institution.
It would be a nuisance to visiting lecturers but in the long run
it would be wise to ask each one--before he leaves America--to
submit the topics on which he might like to speak together with
a short summary of the way he proposes to treat the topic. These
should be sent ahead to India and be available to help decide
where such a person would be useful. It would be infinitely
better if visitors could be told on what subjects Indian edu-
cators would like to have speakers speak!
Such summaries would be useful for the occasional request for
a press release.
Perhaps it would be of only psychological value, but it would be
highly desirable from the point of view of a visitor to know
where he is going to be sent when he gets to India. There would
be a good many contacts at home and in India which could be made
more effectively if a visitor knew before he left America where
he would probably be sent,
5) The schedule should include time for advance information to
the visitor about local educational situations. It would be use-
ful to know whether or not other USIS visitors had been at a
particular college; how recently; talking on what subject. How
does this institution tie in with others in the vicinity? Is it
considered weak or strong academically? Too often I appeared
to make a speech with virtually no information about the place.
To be really useful to the local USIS, it would be desirable for
visits to be so scheduled that the visitor could talk with the
appropriate officer at the end of a visit before he moves on to
the next assignment. In one or two places opportunity was made
on the schedule for me to talk with the officer in charge at the
conclusion of my visit, but usually the machinery for the trip was
set in motion on my arrival and unwound without further benefit
of communication with the man in charge. This seems to me to
waste whatever judgment is available on the part of the visitor.
6) "Specialists'" visits should be scheduled in relation to other
activities in USIS offices. It seemed clear on several occasions
that the arrangements for my visit were made hastily and as a
kind of "last straw burden on an over-busy office. There were
problems of overcrowding with too little time allowed at places
where long visits were wanted and overlong visits arranged where
it was obviously a bit inconvenient for hosts on whom I had been
thrust for too long. I had the feeling that in several places the
program of speakers had not been tied into the regular program but
was an extraneous addition thrust upon them from above. For my
personal interest I was delighted to be routed to so many parts
of India. For the job in hand, I wonder if a longer stay in one
district in which I was included as a member of the USIS staff,
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MISCELLANEOUS OBSERVATIONS
1) The purposes of USIS seem to need definition. Is it a propa-
ganda organization or an agency for exchanging cultural informa-
tion between American and other countries? Are the libraries
really established as i understand Senator McCarthy to say over
TV "in order to fight communism"? I had hoped they fought com-
munism as a by-product of their effort to acquaint the rest of
the world with America as America is rather than the way she is
misrepresented as being. Would we withdraw all our libraries if
India repudiated communism publicly and convincingly? Does USIS
"view India with alarm" or does it view it objectively, helping
the rest of the foreign service to understand what the people
of India are thinking? Is it concerned with viewing India at
all or only with making American information available to India?
Answers to questions like these will determine the kind of per-
son most useful to the government temporarily or permanently.
My impression is that whereas government diplomats may need to
rotate fast from country to country to keep contacts with
America vivid and roots abroad shallow, a really good informa-
tion service dealing with people as compared to governments needs
to be staffed with rooted personnel, acquainted with the lan-
guage and willing to become really cognizant of local attitudes.
An occasional USIS representative seemed to me so busy saving
India from communism that he failed to understand what India
really wanted which we are in a better position to provide than
communists are. Is it easier to "tell India" than to listen to
India?
2) I was disturbed by the relationships (or lack of them) between
various groups of Americans in India. The organizational ten-
sions between USIS and the regular consular service are visible
to the naked eye and are unfortunate. They seem to me almost
inevitable until it is clear whether or not USIS is a subdivision
of the foreign service or an imposed agency allied to the foreign
service with a view to revitalizing the latter; A casual visi-
tor's impression was that the "lines of authority were not clear"
and that it was most difficult to have good local relations
when USIS officers were more responsible to officers in Delhi
than to local consuls. Wise individuals managed the. situation
with entire ease. When an unwise, insecure individual took
advantage of a complicated structure, he could create bad tensions.
b) Relations between government, business, and missionary groups
are discouraging. The effort of USIS to establish cultural
contacts with Indians is laudable. In several places I felt
that the effort was neutralized by the unawareness of newly
arrived government representatives of the cultural contacts
long-established by missionaries and business men. These three
groups seemed to me astonishingly isolated from each other.
Some USIS officers seemed to feel that they could build friend-
ship for America without reference to what other Americans are
actually doing. I sensed a feeling of helplessness at the pros-
pect of including these other groups in their planning. USIS
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Indians and they often disapproved of missionary and business
methods. They seemed to ignore them instead of recognizing their
significance for good or ill. On a few occasions I was told
with apparent satisfaction that USIS officers devoted themselves
to Indians and had nothing to do with Americans. Instead, there-
fore, of enlarging the USIS by winning help from local residents
USIS isolated itself from other Americans who might have been
recruits in winning friends and influencing people.
c) Motion picture producers make life hard for USIS officers
without intending to. The literalness with which movie-goers
accept motion pictures as documentary evidence of American life
is hard to believe but it is attested to by every visitor abroad.
Would it be possible to have films prefaced with some statement
to the effect that "motion pictures are produced in America for
the entertainment of audiences who know that the characters and
plots and settings are fictional. The picture is not intended
to be a documentary account of life in the United States"? This
might have no virtue but I suggest it in order to call attention
to the impact of movies on the understanding of America by the
Indian observer. Meanwhile, the USIS documentary films are
proving very useful antidotes. (I ran into one showing of a
good picture whose sound track was wholly unintelligible. I was
told it had been shown in that condition several times. Clearly,
it is important to maintain a high standard of performance in
USIS showings.'
d) Relations between USIS officials and Indians were theoretically
of the very finest and I was delighted to find many evidences of
real friendship which had been established. I was embarrassed,
however, by an implicit assumption that any american visitor
ought to be welcome in any Indian university or college. There
seemed to me a kind of condescension about this which was unfor-
tunate. We fall very easily into what Americans interpret as
Indian standards of last minute arrangements and cancelations,
carelessness about promptness in arriving for meetings, acting
toward Indians with a casualness which we would not use toward
each other. This seems to me bad public relations. (My prize
illustration was the schedule which included two
speeches in colleges an hour and a half apart, one for 1:30 and
the other for 3:15. Obviously I fulfilled neither engagement as
it should have been fulfilled and I think I misrepresented the
normal American standard of courtesy in keeping appointments.)
3) Could the State Department ever find a government officer who
would identify himself in India as a church member? Most state
department representatives were so neutral that they never com-
mitted themselves on any religious convictions. This seems to
me unimaginative in a country which assumes communal membership.
To the man on the street America is a Christian country. Pre-
sumably Americans are Christians. Christians have certain cus-
toms which they will presumably observe. It would be unthinkable
to ask Americans to adopt customs which are merely put on for
the effect, but it would seem to me a useful effort to try to
find some government officials who are sincere Christians,
Protestant or Catholic. If no Christian wants to o into overn-
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as having some religious conviction, but in a country with
strong religious traditions I wish America could have some gov-
ernment officials who do not seem to identify the Americantra-
dition with 100% secularism.
4) The personnel of USIS--and the other branches of government--
seemed to me to be full of enthusiasm, hard-working, earnest
representatives of our nation. If some of them seemed inexpe-
rienced and personally immature, it is probably because they
were young. They will outgrow that. I was a bit disturbed by
the number of people who happened to be sick while I was there.
This may be accidental, it may be normal in a country whose
diet is so different from. our own, but I think someone should
look at it to see if there is any connection between bureaucratic
organization and personal health. I had the feeling that there
was a good deal of tension which might well produce ulcers!
There seemed to be some bad combinations of personalities at
places where nobody seemed able or willing to do much about it.
I ran into at least one jurisdictional confusion resulting from
an assignment from Washington of somebody whose subordinates
felt no need of having a coordinating superior officer--and the
new officer seemed to have some trouble in finding a job. But,
in spite of everything, my dominant impression is of a group of
loyal, devoted Americans, working hard to represent the country
well and supremely hospitable to a visiting fireman who will
never forget the kindnesses shown to her by USIS officialdom!
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APPENDIX A
VISITS MADE IN INDIA AND PAKISTAN
*indicates non-academic audience
**indicates a visit but no address
LUCKNOW AREA--January 5-14, 1953
Lucknow:
Karamat Husain Girls' College
Mahila Vidyalaya
Lal Bagh Higher Secondary School
Municipal Girls' College
*Federation of University Women
Kanpur
*International Center--meeting at S.D. College
*Indian Council of World Affairs
Allahabad
Ewing Christian College
Crosthwaite Girls College
**Holland Hall at Allahabad University
**Allahabad Agricultural Institute
**Missionary Language School
DELHI AREA (Dec. 21-Dec. 29) (Jan. 14-21)
Delhi
Lady Irwin College
Lady Hardinge Medical College
/./`' -Miranda House
**School of Social Work
Indraprastha College
**College of Nursing
(Benares, en route to Calcutta..**Rajghat School)
CALCUTTA AREA--January 22-February 4
Calcutta
**Santiniketan
**Scottish Church College
Bethune College
Vidya Sagar College Symposium (Student Union)
-Lady Brabourne College
~? **Narasinha Dutt College
Krishnagar
Krishnagar College
Hooghly
Hooghly Women's College
Serampore
Serampore College
Taki
Taki Junior Government College
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MADRAS AREA--February 5-18
Madras
Saidepet Teachers' Training College
*Servants of India Society
Women Faculty Tea for All University Colleges at
Women's Christian College
_,..Ethiraj College for Women
*YWCA Hostel Night
**Vidyodaya Residential School for Girls
Presidency College English Association
Vellore
**Vellore Medical College
Ranipet
**Ranipet Hospital and School
Annamalainagar
Annamalai University
Madura
Lady Doak College Student Assembly
Dinner for Visiting Dignitaries at Lady Doak College
,? - Cm **Thiagara ja College
**Madura College
acs **American College
Public Lecture at Lady Doak
*Natesa Iyer Reading Room Public Lecture
Trivandrum
Training College
University College Philosophy Section
*Rotary Club
Women's College (Maharaja)
Bangalore
**United Theological College
BOMBAY AREA--February 19-28
Hyderabad
Nizam College
*Talk to Women at USIS Library
Women's College
Osmania University Education Seminar
Bombay
*10-minute All India Radio recording
Shrimati Nathibai Damodar Thackersey College for Women
Baroda 11?e Vise - ClnuweN.x .~ -Ba?-o4ta L%-%.U u a wuir,o.. o it 1 C~.v of ,~
**Faculty of Fine Arts `e"r.~y ?ef rx_
Engineering College
Women's Hostel at Faculty of Home Science
**School of Social Work
Faculty of Science--Physiology Department
evC
; - wt3Fu~~.vu~ to, So
Faculty of Home Science (kn.,
Vallabh Vigyanagar (Rural University)
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LAHORE
Kinnaird College
**Forman Christian College
-->Lahore College for Women
**Queen Mary College--speech canceled because of riot curfew!
KARACHI
*USIC Evening Program
Government Teachers College
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APPENDIX B
QUESTIONS ASKED AT MEETINGS
This list is incomplete partly because I forgot to jot the ques-
tions down on some occasions and partly because I dictated reports
on several visits to a stenographer who said she would send me
duplicates, but they have not come.
Do Negroes who are admitted to American universities have a good
time?
Tell us about fraternities and sororities.
Will you tell us about k-H Clubs?
Do American schools have any religious instruction?
What are the major religions in America?
Will you tell us about student government? And she added, "We have
it in this school, but it hasn't done anything."
Do you have sport days?
What
do
girls wear in school?
What
is
the American examination system?
Can
you
give us any argument in favor of examinations?
What
do you do in America to naughty students?
What
is the American government doing about adult education in
international affairs?
If voluntary groups are as interested as you say they are in inter-
national affairs, how did it happen that an American woman came
to see an Indian delegation and did not even know that we
could speak English?
Does the American government prevent the importation of communist
publications into America?
Americans do not tolerate communism, but what do they think of
socialism?
How many undercover agents are in the American government?
How does education for American girls differ from that for boys?
What do you think of coeducation in intermediate colleges?
How do women doctors who marry manage their families?
What is America's examination system?
Do Colleges of Home Economics stress practice or theory?
What degree do girls receive on completing their medical course?
What are the social activities of American college girls?
What is the medium of instruction in America? Is it all English?
Why are girls dropped from college for failure?
What is the duty of a student president in America?
Do girls read prayers in American colleges?
Do American colleges have a purpose? Do they prepare students for
careers?
Is your President going to make war?
Your President is a dictator, isn't he?
Do American colleges teach home economics?
What sports do American college girls play?
Are students self-disciplined?
What are the relations between teachers and students both in the
classroom and outside?
Do students take notes or "do they make self-study"?
What kind of extracurricular activities are there?
If women have free choice of husbands, why are there so many
divorces?
What Apoprovec ol2t For Re~leasei'00-Jn.
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What is your opinion about moving the 7th Fleet from Formosa? If
Chiang Kai Shek is now free to attack China will not that
precipitate a 3rd world war?
Can a woman become President of America? If so, why any party
does not put up a woman candidate to run for the presidency?
Do American students take part in politics?
How can a secular state teach religion?
Is teaching by presenting problems a method or the content of the
curriculum?
Can schools teach morals without metaphysics?
John Dewey explained modern malaise by separation of literature
and science. Is this accepted in America?
Does modern education help to solve problems of today?
Please compare American and Indian education.
Does education really educate man?
Is it wise to permit parents to influence education? Education
is becoming scientific. Should parents be permitted to influ-
ence it by electing a School Board? Do politics not influence
this sometimes?
Does the Catholic church tolerate divorce in America? You are a
Protestant, I suppose. How about this?
How do you explain the high divorce rate in America?
Can Negroes gain admission to universities?
What courses do women take in college?
Do American universities teach Asian languages? If so, what?
Do American students learn any history except that of their own
country?
Does a medical student study anything but medicine in college?
Do ladies att,e:ud engineering colleges in America?
Do students participate in politics?
What courses do students take in college?
What about examinations?
Will you tell us about American peasants?
Do universities give any religious instruction?
How do students work their way through college? Do many of them
go to college without having their fathers pay their way?
What do American students think about religion?
Einstein was quoted in a paper recently as saying that he was
lonely. How can that be if America gave everyone a chance?
Do Negroes have a chance at education?
Are special seats reserved for them? (This refers nqt to segrega-
tion, bit to holding places especially for Negroes in admitting
students.)
Tell us how long students are in school each day.
Di students take part in politics?
Dees the system of coeducation work? How common is it?
Is all instruction in one language in U. S. Schools?
Do students go to school only to get a job?
Does U. S. education put any emphasis on teaching values of toler-
ance which will lead to international understanding?
Do U. S. schools teach other languages than English?
What are forms of punishment in U. S. Schools?
What place does religion have in schools and how does it fit into
democratic-republican system?
Is there any language problem in American education?
Does any state have more than one language to teach?
What are "secret societies" and "home rooms" In American high
schools?
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Are you in favor of coeducation in colleges?
Can you tell us something about the activities of the Sri Ranakrishr
mission in America?
How are American universities tackling the problem of racial dis-
crimination with respect to the Negro and other colored races?
Which would be more perpetual: peace through science or peace
through religion?
How do American educational institutions work to increase inter-
national understanding?
Why is it that the U.S.A. has not recognized the Republic of China
as a people's government? What is the policy involved in this?
U.S.A. is spending about 25.1 of their income on war preparation
and still, she speaks of peace. How do you justify this?
Why U.S.A. has not interfered in Kashmir affairs?
What is your opinion about President Eisenhower's policy on
Formosa?
The trend of policies of President Eisenhower is alarming our gov-
ernment and our people. We would like to hear what the average
American thinks about these policies. Can you tell us something?
Will you kindly suggest some points about Primary Education in
America.
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