International Bank for Reconstruction and Development. International Civil Aviation Organization_. International Labor Organization___ International Telecommunications Union_. North Atlantic Treaty Organization - Organization of American States Technical Cooperation Program.. FOREWORD Much is being said these days regarding the inadequate utilization of America's most capable manpower through lack of opportunities provided in the field of higher education. This is not a new concern and the institutions of higher education throughout the country have manifested great interest in this problem. Most of the 2,000 educational institutions in the United States support some kind of student financial aid program for undergraduates. These grants vary in amount and type with the wide differences in institutional size, purpose, economic strength, and educational policy. However, even in the earliest days of American higher education, great efforts were made by these institutions to assure a modest representation of impecunious but gifted students within the student body. During the latter part of the 19th and early 20th century sizable funds for scholarships were established at the colleges as the result of the philanthropy of interested citizens. How During the 17th, 18th, and 19th centuries much of the higher education in America took place in private colleges and therefore most of the financial assistance to students came from them. ever, with the establishment of land grant colleges in 1862 and the establishment in 1867 of a Federal Department of Education headed by a Commissioner of Education in the executive branch of the Government the Federal Government began to actively participate in programs of higher education. In that same year (1867) the House of Representatives established the Committee on Education and Labor. And so for the past 100 years the Federal Government has been concerned with higher education, and financial assistance to students has been given through a variety of approaches. One is amazed at the breadth of this participation by almost every major department of the Federal Government. This directory comes as a result of the many requests from interested citizens regarding Federal financial assistance to individuals in the field of higher education. As the first report of its kind, this publication has neither attempted to include nor to describe every higher educational training project supported by Federal funds but, rather, has been confined to those programs which are broadest in scope and available to comparably large numbers of men and women. No claim, therefore, has been made for complete, comprehensive treatment of all programs. Finally, this directory does not consider the overall participation of the Federal Government in secondary, vocational, adult education, or other programs supported by Federal funds, a comprehensive study of which is currently being made under the direction of Mrs. Green's Special Subcommittee on Education. In addition, grants to individuals for basic or applied research have been excluded, although some aspects of advanced scholarship and specialized trainingfrequently leading to doctoral dissertations and degrees are a correlative of many such programs. Also, it must be noted that of the nearly 300 programs reported in this survey, only 3 might be considered scholarships awarded directly to undergraduate college students. A great number of the offerings, on the other hand, fall under the category of inservice career training for employees of the Government or members of the Armed Services, or fellowships at a graduate or postdoctoral level awarded in the physical, biological, or social sciences. Recognizing the vital interest that this committee has for the education of all the American people, I am confident that this publication will provide a new source of information concerning Federal assistance for continuing one's education and thus strengthening America's commitment to education. ADAM C. POWELL, Chairman, Committee on Education and Labor. INTRODUCTION In a democracy such as ours, we are dedicated to the value of each individual and his worth. In fact, democratic education in America recognizes as its enduring purpose the fullest possible development of the individual within the framework of society. We believe that the individual is more precious than the earth upon which he lives and the resources that the planet contains. We know that a representative republic depends upon an enlightened citizenry who can act upon its own thinking. We have learned that one must be free to work at the occupation which he enjoys most and for which he is best prepared, if we are to maintain economic stability. And above all, we believe in the intelligence and educability of man. There is a continual interaction between the individual and society. "The school as one of the institutions of our society has a responsibility for furthering and preserving the democratic spirit and process in all phases of human relationships and group living." We recognize that "human nature" is largely "culture nature" and hence must be taught and learned. Thus, in America, we believe that all must be educated. To this end, public education has been a part of the historical development of this country. Even though the Constitution did not. specifically mention education, it has been considered an important function of the State and local government. As early as 1642 provisions were made by the State of Massachusetts for the education of the young. Federal interest in education has also been demonstrated and every President of the United States has given some attention to this problem. Beginning in 1787, grants of Federal lands were made to new States specifically for support of institutions of higher education. Since that time there has been continued demand for Federal aid in the financing of higher education. The active interest of the Federal Government in higher education has been aroused in recent years as never before, primarily because of the critical importance of higher education to national security, technological progress, and economic growth. Federal support has come as a result of the Morrill Act and the land-grant colleges, the Hatch Act which established agricultural experiment stations, the Smith-Lever Act in agriculture extension and research, the National Board of Health and other military research, the National Defense Research Committee of 1940, the NYA and other student aid during the depression, the GI bill of rights and finally through the National Defense Education Act. In the past two decades, the Federal Government has been increasingly involved with the education and training of our manpower resources. It is to survey these activities in the field of higher education as a result of these accelerated programs that the report has been written. This preliminary report attempts to enumerate and briefly describe the various fellowship, loan, and inservice training programs available to individuals which are financed by Federal funds and administered by various Federal departments and agencies. Only those programs are included which directly assist an individual in obtaining further education or training for advancement in his profession or career. The educational opportunities listed are of college or graduate level and may be offered in Government-operated schools, institutes, academies, hospitals, or as on-the-job training; in private institutions of higher learning or State-operated universities and colleges on contract with Government agencies; or in conjunction with our foreignaid and security programs. This could not in any way be considered a general guide to scholarships and fellowships. The programs are listed under the department or governmental agency which offers the particular opportunity described, beginning with the Department of Health, Education, and Welfare in the creation of which Congress assured permanent and continuing representation for the major Federal activities in education. Within the time allotted for the development of this directory, it was necessary to excerpt and summarize currently available printed materials, chiefly from secondary sources. For these reasons it is hoped that supplementary editions will be forthcoming. Special credit goes to Barbara Freygang for her contributions in the development of this directory. DEBORAH PARTRIDGE WOLFE, Education Chief, Committee on Education and Labor. |