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Hove, Arthur (ed.) / Wisconsin alumnus
Volume 64, Number 6 (March 1963)

Harrington tells need to seek federal aid,   p. 18


Page 18


were taken from the Russians by the Germans, who in
turn lost them to the Americans.
  Defectors from the Soviet Union are another primary
source and they are interviewed whenever the oppor-
tunity arises. One Ph.D. candidate has taken on the am-
bitious project of determining the influence which
Russia had on visitors from this country and European
countries in the twenties and thirties by interviewing
people here and abroad who lived or traveled in Russia
during that time.
  The result of this kind of detective work is that stu-
dents here are sometimes aware of what leaders there
are going to say. For example, in 1956, when Nikita
Khrushchev's secret speech on the influence of Stalin
was made public, it confirmed what students of Russia
at Wisconsin had already gleaned from a study of pub-
lications and other information.
  Armstrong sounded a familiar note when asked
whether Russians are studying us as we are studying
Russia. They are, but "we hope our program is better
than theirs," he says. Universities there have programs
similar to Wisconsin's, in reverse, and Russian profes-
sors, like the two who were recently here studying the
New Deal, come to Wisconsin to study. The American
labor movement is a subject which is particularly inter-
esting to them, according to Armstrong.
  Study programs in both countries benefit from an
exchange arrangement which annually brings 40 Soviet
students to this country and sends 40 American students
there for a semester or a year's study in Moscow or Len-
ingrad. Three UW students have already studied in
Russia, one is there now, and another will go next year.
Armstrong says that American students in the Soviet
Union have an unusual chance to observe Soviet life
first hand.
  Regardless of whose program for studying whom is
better, Russia can probably claim to be better studied
than the United States. In this country there are more
than half a dozen more Russian area studies programs
in addition to Wisconsin's, including those at Harvard,
Columbia, Indiana, the University of California, Uni-
versity of Michigan, University of Illinois, and the Uni-
versity of Chicago. Similar programs have also been
developed at English, German, and French universities.
  The department here began in 1958, at about the
same time the Russians launched their Sputnik. Today,
it involves about 65 graduate students who work on an
interdepartmental basis with a dozen faculty members.
The program is sustained by a Ford Foundation grant
and with funds from the National Defense Education
Act of 1959.
  The main interest of the Program, Armstrong says, is
to prepare college teachers who are badly needed be-
cause of the surging interest in Russia. In Russian
studies, as in the other area programs, Wisconsin is in a
good position to fill this need, he emphasizes, because
of the strength of its programs in the social sciences and
the humanities at the Ph.D. level.
  The primary object of the Russian program, as it is in
all the others, is to superimpose a knowledge of a lan-
guage on a background which makes it possible for the
student to understand and interpret the country for
others, in terms of its historical, political, geographical,
economic, and cultural significance.
Harrington Tells Need to Seek Federal Aid
NCREASED       FEDERAL support
  of higher education is both in-
evitable and desirable, University of
Wisconsin Pres. Fred Harvey Har-
rington said recently in an address
prepared for the 18th National Con-
ference on Higher Education.
  He predicted it would "extend
across the board, covering not only
research and public service, but in-
struction as well; covering not only
publicly-supported institutions but
privately-supported as well."
  The future is promising, he said.
"Increased federal support can re-
sult in major gains for higher edu-
cation in the years ahead."
  We cannot finance the increased
costs of higher education primarily
by charging the student more, he
said, "for higher education is for the
benefit of the country as much as for
the benefit of the individual."
18
  While there will be a great up-
surge in private giving, Pres. Har-
rington added, it "cannot possibly
expand to cover the full bill for
higher education in the years ahead."
  There also are limits on what state
and local governments can finance,
he said. "We cannot reasonably ex-
pect the federal government to re-
lease any significant part of its tax-
ing authority to the states."
  He expressed some concern, too,
about federal support. "We do not
want federal control of our projects.
We are worried about the 'red tape'
associated with federal government
support . . . about the tendency of
the federal government to think in
terms of immediate rather than in
long term objectives.
  "But we cannot do without federal
support," he said, adding:
  "We of the Land Grant institu-
tions have dealt with the federal
government for a hundred years,
and have found that federal support
enables us to work towards excel-
lence in instruction, research, and
public service."
  President Harrington   advocated
expansion of federal support in ac-
cordance with the Land-Grant prin-
ciple of distribution, and continu-
ance of federal support for centers
of research excellence both private
and public, and called upon fel-
low educators to "give close at-
tention to the federal government."
He concluded:
  "We can help shape a future that
can be outstanding if we have the
educational statesmanship that the
age demands."
               Wisconsin Alumnus


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