ED 117 603

__TITLE,INSTITUTION1:NOT3

DOeUNNIZ.IgAUME

CG 010 307

Ford Foundation Assistance. to Puerto Ricans:Pord Foundation, New York, N.Y.

25AVAILABLE FROM Office of Reports, For Foun a ion,

rin1-7

°?D1 RICE MF-Sn.83 RC-$1.67 Plus PostageDESCRIPTORS *Disadvantaged Groups; Economic Disadvantagement;

Educational Disadvantagemsnt; Ethnic Groups;*? ndation Programs.; *Improvement; Legal Aid_-P oiectst Program T.iptions; Puerto RicaliCulture; *Patstto Ricans

ABSTRACTThis publication is one o a series of reports on

activities supported by the Ford Foundati n. It deals with thefoundation's assistance to Puerto Ricans _lying on the islaAd and onmainland United States. The report opens with descriptions of thesocial and economic disadvantagement of Puerto Ricans, then specifiesefforts made to expand educational opportunities (both on the islandand mainland), preserve Puerto Rican history and culture, attackpoverty, and protect the legal rights of mainland Puerto Ricans. Thereport also includes details of several programs aimed more generallyat helping minority groups including Puerto Ricans. The reportdetails the particular funds spent, and achievements in all the aboveareas.. (N)

************************************************************************ Documents acquired by EPIC include many informal,unpublished *

* materials not available from other sources. ERIC makes every effort,*obtain the best copy available. Nevertheless, items of marginal

* repr 'bility are often encountered-and this affects the quality *-

* of the sic fiche and hardcopy reproductions EPIC' sakes available* via the ERIC ument Reproduction Service (EDRS). EDRS is not *'

* responsible for the quality of the original document. Reproductions,** supplied by EDRS are-the best that can be made from the original.#################*###*##############******###*###*###********

Ford Foundation Assistance to Puerto Ricans

3 Introduction

4 Expanding Educational Opportunities

14 Preserving Histors and Culture

IS Attacking Posen%

18 Protecting Legal Rights

20 Related Activities

22 Appendix

One of a series of reports on acts stiessupported bs the Ford Foundation.A complete list Zif..foundationpublicatiOns Inas be obtained from theOffice of Reports. 320 East 43 Street,New York, N.Y. 10017

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Puerto Ricans !Ring on the United Statesmainland, estimated to be between 1.5 and 2.5million, are among the countrs's most ses ere'sdeprised urban groups. In New York City,s% here the sast majorit of mainland PuertoRicans Ilse and work, 35 per cent were belowthe pos ens line in 1970, as compared with 8.9per cent of non-Puerto Rican whites and 24per cent of blacks. The latest asailable statisticsfrom the 1970 census show that thei e werethree times as many unemployed Puerto Ri-cans as whites, and twice as mans as blacks. Ineducation Puerto Ricans show poor records ofacademic achiesernent, high numbers ofschool dropouts, and few high school and col-lege graduates. Thes hale among the highestrates of suicide`, drug addiction, and majordiseases. There are few Puerto Rican doctors,law ers, teachers, and other professibnals,and few elected officials.*

When poor Puerto Rican families lease theisland they usual's settle in run-down denselypopuLted urban areas, the only neighbor-hoods where they can afford to lice. In thesebarrios the suffer from the usual effects ofpovertypoor housing, underemployment,drugs, and crime. In addition, a language bar-rier separates them from the majority com-munity. Outside the barrio, they find littleknowledge or acceptance of their PuertoRican heritage and culture, and in the schoolsthe limited educational materials on PuertoRico are, according to experts; poorly re-

et

searched and written and frequently distortedin content.

The continual movement back and forthbetween the island and the mainland (duringsome years more people return to Puerto Ricothan lease) also complicates the picture. Thistras el is encouraged by such factors as rela-tisely cheap air fare, changing employmentopportunities, and the Commonwealth statusof Puerto Rico, which permits free movementbetween island and mainland.

These problems form the background orthe Ford Foundation's assistance to Puerto Ri-cans. Programs aimed at allesiating social oreconomic difficulties facing mainland PuertoRicans and easing their transition between twocultures are part of an ()serail Foundationconcern to acisance opportunities for disad-antaged minorities. Since 1963 grant\total-

ing some S9 million have been made to orga-nizations and indis 'duals, both in Puerto Ricoand on the mainland, to help soh e some of theeducational, cultural, legal, and economicproblems faced by Puerto Rican people. Fol-lowing is a summary of the Foundation's ac-tivities in this area.t

I hese statistics arc examined in A Ford Foundation-scipixrtedstuds. Some Demographic and Economic Charactertstics.of thePuerto Rican Population lasing on the Mainland. C SA;MA JJat I c and laida Carreras Carleton. Bureau of Applied SocialResearch, Columbia Unisersits. 1974 Their resarch was thebasis for a chapter In AI:north's in the Unund Sinai, bs Sar ALes:tan, M alum B Johnston, And Robert 1 aggart 1lashington.I) (. Public Affairs Press. 1975.t Appendix tpage 221 lists all grants and projects (wall amountsand dates of 'approsab for Puerto Rican organizations

4

3

A

Expanding Educational teachers, the Foundation during the 1960ssupported several programs sponsored by the

island universities. The grants were part of the-ouuchitiou s S30 minion eit ivre

School Improvement Program (CSIP), a ten -year effort armed at legitirniting the conceptof irmoy ation in public schools and testing var-ious new ideas and.methods.t

One such program, sponsored by the Uni-ersity of Puerto Rico and the Department of

Education, sought to reorganize the second-ary school curriculum and teachi methodsand at the same time develop nevvways torecruit and train teachers. Spanning the years1963-68, the program dey eloped an experi-mental curriculum Wand introduced new in-structional practices including supervised li-brary work, more individual instruction, andincreased use of audiovisual aids. TeachinglOads were reduced, and teachers were en-couraged to participate in seminars and in-service education activities.

To help attract talented students to tteaching profession and to improYe eirtraining, the program also sponsored s yeralexperiments at the UniYersity .f Puert. RicoCollege of Education. Student inte or ex-ample, spent half of their junior year teachingthe new curriculum in the schools under theguidance of master teachers.

Poor performance in e emenfai andSecond-ary schools and the disproportionately lowcollege attendance by Puerto Rican youth tend,'to perpetuate a below -aYerage standard ofliving and decrease the chances for challeng;-ing and financially rewarding employment).To help, break this cycle the Foundation htssupported several projects aimed at improY-

...., mg schooling for Puerto Rican children on theisland and mainland, encouraging them tocontinue their education beyond high school,and pros iding special opportunities and, ser-y ices for Puerto Rican college and uniYersitystudents.

Island Schools. Mass education has been agoal of Puerto, Rico since the turn of the cen-tury, but the obstacles have been many anddifficult to overcome. At the end of Spanishrule in 1898, for example, there was,.no or-ganized school system, and few individualswere qualified to teach. During the next sixtyyears, in the effort to enroll as many studentsas possible, as quickly as possible, some sac-rifices had to be made, and usually the qualityof instruction suffered most. As recently as1955 teachers seldom had more than twoyears of college, and often taught two separateclasses. In order to handle large numbers ofstudents, they were forced to rely tOtally ontextbooks and prepared lesson plans, whichmeant the curriculum became standardized,routine, and dull, with little flexibility for re-sponding to the needs of individual students.

To help make the curriculum more interest-_ 4 ing and effective and better prepare island

In 1970. onls 20 per cent of New York's Puerto Rican populationover age twenty -fuse had graduated from high school (as com-pared %nil 51 per cent for non-Puerto Rican whites and 41 percent for blacks and only one Puerto Rican in one hundred held acollege degree (against 13 per cent for whites and 4 per cent forblacks).tFor an naluation of the Gomprehensne School, ImprovementProgram. see "A Foundanon Goes to School.- available from theFord Foundanon. Office or Reports. 320 East 43 Street. NewYork, N Y 10017 It should be noted that the Puerto Rican pro-jects were not described In the report since the) were not finishedand evaluated at the time of publication

The program was not without itsdifficultiesthere was some public oppositionto the curncuuctance byolder teachers to accept the new teaching

Title III of the Elementary and SecondaryEducation Act.

Administrators. Among the factors contribut-methods. But later evaluations showed an in-crease in student acItieement and cotift-denc-e-, particularh among elsildren of thepoor. The project Was-for a feu years incorpo-rated into an island% ide plan funded fromTitle III of the Elementary and SecondaryEducation Act.

In 1965 the Foundation granted funds toset up curriculum centers in Puerto Rico.They were designed to improve course offer-ings, develop new teaching materials, andprovide in-service training for teachers. Theisland's Department of Education received$750,000 for five centers that concentrated onsecondary school problems, and the CatholicUniversity of Puerto Rico was granted578,600 for in-service training centers for sci-ence, mathematics, and social studies teachersin grades four through six. The centers stillexist today, although budget cutbacks andchanges in the government administrationhave modified and reduced their operation.Most curriculum development has again beencentralized, and teachers who once were givenreleased time for training at centers must nowgo in their spare time.

The Foundation joined with the govern-' ment in funding another project in 1967.

Drawing upon earlier CSIP innovations in thePuerto Rican school system, the, Departmentof EduCation desired three model teacher-training centers to demonstrate the newmethods and also to share new educationalideas and material. The Foundation granted$20,000 to the dpartmetx to help plan the$3.5 million project, which was funded under

ing to Puerto Rican children s poor e uca-tiona1a-c-b-ievementln the New York CitysEhooTi-) stem'has been the low reptelenta-tiViiof the Puerto Rican community at the super-visory and administrative-level. Thoughnearly 25 per cent of iphe school population in1967 was Puerto Rican, there were no PuertoRican principals, supervisors, or high-leveladministrators. Nor were there many PuertoRican candidates for such jobs.

To prertare Puerto Rican teachers andassistants-to-principals for advanced adminis-trative posts, the Foundation in 1968 sup-ported the Instructional AdministratorsProgram (IAP) at Fordham University I

through a grant to the State University of NevYork. Open to both blacks and Puerto Ricans,the one-year graduate program combined aspecial curriculum in urban school adminis-tration with internships that offered practicalexperience in administration and supervision.At the end of the program each graduate re-ceived the New York State School Adminis-trator and Supervisor certificate, and manyalso satisfied the requirements for the NewYork State School District Administrator cer-tificate.

During the three years it existed, the pro-gram enrolled a total of sixty students, chosenfrom among thousands of applicants Theselection criteria were academic exce lencethrough the master's degke level, s veralyears of work experience In a urban school,and demonstrated leadership in- communityaffairs.,

The IAP program helped to open many 5

doors fol its graduates. Foul, for example,have been elected community superinten-dents in the Is,;ewt York City system.'' MarcoHernandez hecante the first Puerto Ricanhigh school principal in New York City, and_t.e..-et-al:ottier-Ptte-uto-Rk,a44-1,114-1tr 40-clate.4. nowhead elementary or junior high schools. Othergladuates of the program hold administrativeand faculty positions at colleges and univer-sities.

Despite the relatively small number of stu-dents enrolled in the IAP. the success of theprop am's graduates has given encourage-ment to other minority teachers-and lower.'level administrators who scant to affiance inthe school system's administi Ave hierarch).

Bilingual Education. A decade ago UnitedStates government officials began to recognizethe difficulties Puerto Rican and MexicanAmerican children encounter in classroomsdesigned to sers e English-speaking whites.The Elementary and Secondary EducationAct of 1965 established special bilingual pro-grams ranging from the preparation of newcurricula to the training of teachers for bilin-gual classrooms. And several recent court deci-sions have reaffirmed the legal rights ofSpanish-speaking children to bilingual educa-tion. School districts must now assume man-agement and many of the costs of bilingualeducation as a regular part of school pro-grams, but often they lack the required re-sources and expertise. There is a severe short-age of trained bilingual personnel, few spe-cially geared teaching materials, and littleschool-community consensus on the subject.

To help ease the transition to bilingual edu-cation, the Foundation recently allocated

6 $10,000 to provide technical assistance to the r.

Puerto Rican communities of New York andseveral other cities. Funds are largely_com tnit-ted to provide professional services, monitorschool district implementation= informlawyettS concerning the educational as well as-the--legata.spec-t-s-of -t-he question-, atid-ex-arnine-----public policy Affecting the des elopment ofbilingual education as a sound alternative forAmeriCan education.

The need for bilingual and bicultural coun-seling is a crucial aspect of bilingual education

but has received little attention.Of approximately 750 counselors in the

New York City school system in 1972, for ex-ample, only fifteen to twenty were PuertoRican. A similar situation', existed with' thecity's social agencies, par&hial schools,colleges. Educators have long recognizedimportance of come ng by persons familiarwith the language and culture of students.The shortage of bilingual and bicultural coun-selors was true, too, of Puerto Rico, where fewunderstood the mores and customs, or var-iants of spoken English, of Puerto Ricans whohad grown up in the United States but whohad returned to the island.

In 1972 the Foundation provided partialsuppOrt for a pilot work-study project spon-sored by a-consortium of universities in NewYork and Puerto Rico to help alleviate thisacute shortage.*

The first group of foil), men and women,ranging in age from twenty to fifty-four, wasrecruited and enrolled at the consortium uni-versities in the summer of 1972. During thefourteen-month course, they spent three'days a week studying such subjects as,career

'City Unnersity of New York, Universtt of Puerto Rico (RioPiedras), Catholic Unnersity of Puerto Rico. and the Inter.American Univers* of Puerto Rico

.

7

education, schools and community, and groupand individual counseling. The other tyto days%sere devoted to internships with schools, col-leges,,_a_nd, agencies. B4 Sept!, rnhethirty -nine had earned master's degrees in-counseling and. had :been-au aided certifica-tion in guidance by the New York State Educa-tion Dtpartmentwhich.has reciprocal agree-ments with the Commonwealth of Puerto`Rico.

The pilot project had succeeded in offeringthe kind of traininrand experience needed toequip bilingual-bicultural counselors, but thefew trained could not begin to serve the needsof 250,000 Spanish-speaking students in NewYork City and some 31,000 students in PuertoRico whose primary language w as English.The consortium decided to continue theprogram so that an additional eighty-ninecounselors would be trained, by the spring of1975, and the Ford Foundation provided ad-ditional support,

The Consortium recently encountered seri-ous financial difficulties when several amid-pated funding sources other than the FordFoundation failed to participate. It was forcedto dissolv e, but all eighty -nine-stuct viicompleted their training on schedule inthe spring of 1975.

Los Aspirantes. In 1961 a small group of NewYork City Puerto,Rican professionals recog-nized the need to further develop leadership,among their people. They reasoned that theneed was must critical among the y oung (whocomprised more than,half of the total PuertoRican pbpulation on the mainland) and de-cided to focus.,theit efforts on *lovse lig thetlitiPotit rate and encouraging youn PuertoRicans to attend college.

advance these objectives, the prQfes-sionals created Aspira_ of.t;America.originallyudder the auspices of the Puerto Rican

_____Forinnor_the_past eighteen years Aspirahas offered students a network of services de-signed toToster -self:eonfidence, thedekire fora college education, and a commitment to thePuerto Rican community. The success,.of itsprograms in New Ybrk City aroused keen,in-terest in other cities with substantial Puei'mRican populations, and in 1968 the Founda-tion granted $650,000 to open Aspira officesm Chicago, Newark, and Philadelphia; in1969 a $100,000 supplement helped to startan Aspira program in Puerto Iti-Co.

At the core of the Aspira process_ are thecounseling and leadership developmerii---

a

programs. Educational counselors in all casesPuerto Rican college graduates). help morethan 7,500 high school "Aspirantes" each yearto develop career goals and to select highschool courses leading to these goals. Everystudent also is given scholarship and loan ad-v ice. Last year some 1,500 young Puerto Ri-cans received nearly full college scholarships

__from Aspira. The organization also offers 'annual college interview meetings; in 1974 e-cruiters from 187 colleges met with more than5g`000 potential students.

Aspira Clubs, which numbered ninety by1974, ale based in high schools or communityorganizations. They give members the chanceto design and carry out ams_that helpthem acquire new skill and develop leader-ship potential. Illinois' Tilden,High School,Club, for example; planned a Latin art shoyy ,'The Puerto Rican Forum was organued in 1957 in New YorkCity to strengthen the economic And social position of PuertoRicans on the-mainland It sponsors a satiety of programs meducation, housing, business. leadership training, and urban al.fairs 7

s,,,ts.st

,is/ma (14, !pound r 0lendia;lytrand enliti91( frail) willpun-riding man% young Puerto Ricans:lath the .fnuinctal and rounsehngassistant-, nelafrd to finish high .schooland attend rollege.

s

and me bers of Central High School's Club in_Newar , N.J., successfully petitioned for a

Spanish peaking guidance counselor.The widely recognized effectiveness of the

--;-cspira-Programliaslielped to-becomeOrsustaining_through grants_from. him d teds_o ofroirird atiOns, (Tor palitions, and -g-OVe--irimeiifagencies. For that reason, and because ofchanging program priorities, the FordFoundation's general support for the organi-,,zation concluded with a final $260,000 grant

- for 1972 and 1973.Occasionally, however, the Foundation may

partially support a special Aspira project thatneeds-funding to continue its work. Such aninstance arose in early 1975. Aspira de PuertoRico had successfully developed and tested apilot tutorial program aimed at tiokolescentdropouts with minimal reading an writingabilities. The program, which trains teachersto use specially designed curriculum Materi-als, gives young people the language skillsneeded to return to school pr to get job-The

Commonwealth government had orig-inalb, agreed to fund a major portion of thefi ears. budget, but when changingpnorin ancelled the government's support,the FOrd o. dation granted Aspira ofAmenca $50,000. As many as 1,000 PuertoRican youth in San Juan are expected to re-ceiye tutoring, and it is hoped that the pub-lished materials will be put into use throughout he

Getting Started in College. MOIIN acing PuertoRican students to attend college is only the firststep toward widening their opportunities forhigher education. They must be capable ofmeeting admission requirements or, in casesof open admissions, be able to maintain

standards to continue to graduation. Forsomeone born in Puerto Rico whose firstlanguage is Spanish these can behurdles. Even those doing superio gademicwork often feeTicolatenTierree to deVeT6p a

.sense of idemity_and_ c_onf. i ence. SeveralFoundation - assisted pro ms Have been ad-dressed to these proble

In 1968 the City(CUNY) establishtance an experiThsigned to prepgraduates witglish for a raim

of thdents coEnglish. -"-dents to

s.

niversity of New Yorwith Foundation ass

ntal prograe Puerto Rican high

little or no knowledgulai college

evelop a facility in Entwo-year program, s

Id continue then'.e original

am one

e-hool.

of_En-m. The

ish by thethat the stu-

ege studies ingram enabled stu-

1 year of transferablecollege credit at, ronx ComMunity Collegeand encoura them to transfer to a seniorcollege. Cl ses of forty-five students eachwere. recr itedin`1968 and 1969 by commu-nity orga mations such as Aspira and Mobiliza-tion for Youth, a New York City communityorganization. Besides taking intensive instruc-tion in English as a second language, the sin-dents earned credit for courses taught inSpanish, arid as their English proficiency in-creased,some began taking courses taught in,English. They also received stipends and fi-nanci4 personal, and vocational counseling.

At the end of theAwo-year iperiod,,about 73per cent of thosewho completed the programspoke English well enough to move into a fullEnglish language curriculum-La high propor-tion in light of the experimental nature of theprogram. The dropout rate was discouraginghowever-18 per cent of the first zroup didnot complete the program, and another 16

10

9

4

per cent wlmdid finish aruerided fora flc-onttn it ri.te

cpniluc/mt-atlm

ecinchLare

that the high dropout rate rhay have beenraised by 1rhe fact drat ritany-

forced to work par *the to support them-selvesaud e iving outside the normal fa m-ilyliousehOl&-alone, or with friends or rela-tives, The evaluations concluded that futureprogramsHof this nature would have to pay,greater ttention to the personal andeconomic heeds of the students.

lu 197q CUNY assumed funding for thebilingual Program and transferred it to Her-bert H. L hman College in,the Bronx, whichwas beco ing a nationally recognized centerof Puerto! Rican study and culutrello'date",'"""''note tha Iv

1,00 np,eittier have success-fully co ed ocie currently enrolled inthe pr am. _de v, ,-=.!:

,re. ,.-

a -en 1 v e r s n y (Connecticut) ob-taiiiied F Odatro ands in 1969 for a seriessif actin to help improve the educa,,,w1 16.,,,,.rfA, ices, for Sp' ish-s peaking co

;.

d -were recorn---to

naldents

its cmgt..0.,at lierteighbo`ring u n' 'ers ies.mversity conference, a ende by

stu# ts, college and gradua 'school ad-istratOrs, and representativesA from Puerto

RIwn. community organizations, discussed"Att a t eg i e s for increasing Puerto Rican admis-

sions,to-trn'trergradultn4v#,2,sond profes-sional schools. The cthiretcnce rot suited in theformation of a Puerto Rican Student Federa-tion and a -committee of Latin pre medicalstudents. Close ties-were established amongthe twelve participating universities, which ledto such, joint programs as the sharing of-per-_,sonneLto recruit Puerto Rican students.

L'inversidad Boricua, a private, experimen-io tal institution established in 1973 to serve the

ecial needy of adult Puerto Ricans on the-United States mainland, re eieal $ 80,000

)

range Management_ande ong--vs and

Integrate e Iona tec trio ogy Into its in-structir. An outgrowth of t e Puerto-Ricart____Research and Resources Cen er (see p. 14),the university is located in Was ington, D.C.,and operates a learning center in a small loft ,building in Brooklyn, N.Y., whiCh will serve asnr.,a-prototype for a network of su0 cetiters1ti.Eastern and Midwestern cities with large-con-centrations of Puerto Ricans.

By 1980 Boricua hopes to provide academiccredentials ranging from the high schoolequivalency, through associate of arts and bac-calaureate degrees. Bilingual instr ction in abicultural environment is tailore to indi-vidual needs by a learning contra t worked.out by the Student and bilingu facultymember. The aim is not only to prepare stu-dents for work but also to help tt-em earnacademic credentials, thus increa ng theirchances for employ nieot and great job mo-Eillity.

r Junior College. A two-year stint in acomm nity or junior college is often the onlyChance Puerto Ricans and other minoritieshave for higher education. Disproportion-ately large numbers of such students are at-tracted to the growing system of two-year col-leges because generally they are nonresiden-tial institutions serving local constituencies;-charge lower tuition and fees, provide bothcareer-oriented and academic programs, andoffer couries at hours convenient for workingstudents. But some 70 per cent of two-yearcollege gra ates do not go on to receive abachelor's degree, s for financial reasons.

11

To ali opporcans, 610: Americans,ancr4rfieriCan Tridianccation at four-year colleg19 AY i mit ated-ttrEtWert)program, and sinfrejhen h'as c tnitted-morethan-$6 inAlign to the prograni. the scholar-ships were designed to serve these four groupsbecause they were the most seriously under-represented in higher education. A recent re-port commissioned by the Foundation hasshown that despite recent gains in admissionsby blacks, Puerto Ricans, and Mexican Ameri-cans, the propoi tion attending college re-

----,---- mains substantially lbwer than their percen-tage in the population.*

'Administered by the College Entrance Ex-amination Board, the.Upper Division pro-gram awards approximately 1,000 scholar-ships each year to minority students aroundthe country who have good academic records,have been accepted by a senior institution, andhave substantial financial need. If recipients

,-, .in 'main satisfactory- grades, their awards are're ewed for the senior year.

ince the program began, some 194 PuertoRi .an students have received scholarships,

an 1 80 per cent of the total cost ortheir lastw tch pay, depending upon need, between 20

maketwO years of college.t The awards make thecritical difference to students from familiesearning an average of $5,000 a year.

The performance of the recipients attests tothe success of the progr m. Most students reLceive their bachelor' degrees (some ttlagnocum laude) and eral have been awardedgraduate study fellowships. Althoukh, morethan half of the students worked during thelast academic year, about one-fourth \wereplaced on the dean'slisc."Aiiother measure of

nay, for PMexican Ao contemn

s, the Fo

erto Ri-ericans,

Iterre-dundation in

the program's success is the"ecent decision bythe General Electric Company to pattern an

-ettome-T.9. g. pro4gram--forminorities dire1ly on the Upper Division

Puerto Rican Stucites. Growing Interest in theculture and history of various ethnic groupshas given rise to'countless ethnic studies pro-grams at colleges and universities around thecountry. They vary from one professor teach-ing a course in, for example, the histoFy ofblack Americans, to entire academic depart-ments offering not only courses but researchfacilities, special lectures, and Cultural ro-grams. _

The City ijniversity of NQ'SV York, servingthe largest number of Puerto Rican. studentsof any mainland university, has Puerto RicanStudies programs at nearly all its twenty-fivebranches. To provide them with special ser-vices, the Foundation in 1973 granted$485,150 to help set up the Center of Puerto-Rican Studies.** CUNY has committeed $1.2million of its own funds and agreed to con-tinue the center after the five-year term of thegrant.

The center has established a library devotedto Puerto Rican subjects, has s0-engthened ex-isting Puerto Rican Studies programs, and es-tablis-lied new ones. It works to documentPuerto Rican history and analyze data on

"Atononly Enrollment and Representation in Wolohan.% of Higher Educalm, Madelon Delany SrEnt and Frank Brown, 1974. Avail-able from ERIC Document Reproduction Set vice, 2020 14th St..N., Arlington, Va 22201.tList of scholarship recipients is available on request."The grant to UNY/was the sixth and final one in a series forsupport of gradum in ethnic studies Programs assistedby the Foundation 4.0the rimes were for Afro-American,American Indian, Mexican merican, and Asian Americanstudies.

12

Puerto Rican 'life today. The centeildisseini-nates exhibits, handles arrangements for,speakers on Puerto Rican culture and arts,and conducts studies on such subjects as lan-guage polio and host' it affects learning inelemental.) and secondars schools. It also hasdone research on prisons and the criminaljustice ss stem, which have authority oser dis-propornonatels large numbers of Puerto Ri-cans. ,

One of the center's major activities during1974 was a three -day conference on PuertoRican history.; attended by more than 250scholars, students, and community leaders

'from as far awas as California and 'PuertoRico Background papers on such topics asmigration. class structure, economic depen-denes and Puerto Rican independence werepresented and are now being edited forpublication.* The conference, which will beheld annually , pros iced a unique opportunityfor the exchange of v iews and the productionof scholarly articles that contribute to the un-derstanding of the Puerto Rican experience.

Wesleyan Unisersits used part of afounda-non grant to establish a new faculty position inPuerto Rican literature and culture, a speak-ers' series that brought to the campusspecialists in cuerto Rican culture, potiticu,and history ; and The Latin House. a private

kz.!.a dwelling' that ,houses Puerto Rican students

d serves as a rultural center. When the-foi-dFo dation giant expired in 1971 the univer-sity incorporated these activitie's into its regu;lar budget,

1.41

Doctoral Fellowships. Because of their poorrepresentation among college and universityteachers. Puerto Ricans are eligible for Ford,

12 Foundation 'doctoral fellowships leadingto

careers in higher education. Blacks, IslexrcanAmericans, and American Indians also par-ticipate in the program. Together these fourgroups; which make up at least 15 per cent ofthe U.S. populaeton, represent only an esti-mated 1 per cent of Americans holding.Ph.D.s.t

In 1967 the Ford Foundation. began twoseparate programsone-year AdyancedStudy Fellowships for faculty meriebers whohad completed some graduate work and whowished to study full time for the doctorate,and longer-term Doctoral Fellowships, forstudents just beginning graduate school.

The two programs were consolidated in1972.** The one-year awards are of two types:renewable fellowships for course work andoral examination preparation, and non-renewable doctoral dissertation fellowships.Eligibility is limited to applicants who plapursue full-time studs toward the doctorate f.the arts, sciences, or related professional fieldsand who intend to pursue a career in highereducation. .

Since the programs began. 202 Puerto Ri-cans has e recessed awards totaling more thanS2.2 million. The fellowships average $5,0q0 ateal, including fulLtuiticin and fees; an allow-.ance for bOOks and supplies, and a monthly

Background papers as-afLabk from the Center of Rican* --fitudics Gt. 1 rusersits of New ork. 500 Fifth Ave York.

VA 10036-Other ethnic groupsAsian Americans. for example hate alsosuffered from discrimination acid poserty. but the are not underrepresented on college and nmsersits faculties Rather thanaddress thesener al struggle of all ethnic groups seeking advanceddegrees. the .:rundaticin chose to confine tts graduate felloisshipprograro4orhose who were most seriously underrepresented."FeBov.strips for blacks are 1dmintstercd bs the National Fellowchips Fund in Atbnta.under a grant from the Ford FoundationThose for -Mexican Americans. Puerto Ricaiis..and American In-dians are administered bs EAuctitional Testing Svsice in Prince-ton. Ness Jersey. and Berkeley. California

-t

'4 44

Candtdo de Leon. reerptera of a FordFvundatio iiaduah lellowdup in1970. /warn/ the tint Puorto Rttancollege prwient In the Untied Stalen hen he was named to head liomsCommunal College in New York Ca)

14{

living stipend * Funds have been allocated tocontinue the fellowship competition through1976, and recipients of those awards will beeligible for renewal grants through 1980.

Educational Policy. Numerous federal andpriY ate agencies have become invoked in theplanning of educationaly-ograms aimel atPuerto Ricans, but oken their efforts havebeen hampered by the lack of basi inforrha-non on the educational needscans, and the 14,1--of prepRicans for defining thps

'even when they ar -offeLion in agenda- tun

To pro% idelhe. ,-

me, policyeducat

uerto Ri-ness of Puerto

ues and prionties,some participa-

amework for more effec-,mg, a group of Puerto R-itao

recently established a NationalP o Rican Task Force on Educational Pol-icy. Supported by a S25,000 Ford Foundationgrant to the City Urns ersity of New York, thetask force-wilLundertake a review of the edu-cational-nee nd priorities of Puerto Ricansaround the count. will engage in na-tional policy analysis on these iss en e as aclearinghouse for informatto.n_onRican education, and offer technicalto Puerto Rican educators in polio exchangeswith governmental and other agencies.

Dem etailing with the wo k of the task force,Aspira of America is pre acing a statisticalprofile of the educational p gress and prob-lems of Puerto Ricans in approximately twelvemainland cities. The...Foundation grantedS56,175 foR the study'. which will be widelydistributed not only to Puerto Rican individu-als and agencies, but also to polio makers atthe local, state, and yeral leyels.

14 List of felioi..strip retipecnti aadable -6n request -'c

Presery gHistoryapd- ulture

In the last few years, Puerto Ricans, li e otherethnic groups in theijUnited State hay esought to strengthen cultural identity by estab-lishing Puerto Rican studies programs andspecial sen ice organizations. There hay e beenincreased requests for more information o1Puerto Rican history and for help in setting upcultural exhibits, leCture series, and other ac-tivities. But the few Puerto Rican agencies Thatexisted in the early 1970s were insufficient tohandle the many requests for information,materials, technical assistance, and researchon Puerto Rican subjects.

The Puerto Rican Research and ResourcesCenter was organized in Washington, D.C., in1971 by the Puerto Rican Forum to sere as aclearinghouse for Puerto Rican faculty mem-bers, for books, curricula, and arts and crafts,and cultural and musical programs and _lec-tures. Ford Foundation support, for the centerhas totaled S625,000. The program is nationalin scope, servinichic groups. goy ernmentagenCies, schools, and Puerto Rican and.non-

to Rican individuals. Staff and consul-tantsZo uct research, disseminate informa-tion on contemporary social needs, bring to-

-get her leaders of the Puerto Rican communityto develop priorities, and locate experts onPuerto Rican subjects who can serve as lectur-ers or professors.

During its first year, the center established anetwork among Puerto Rican groups inseventy-two cities across. the nation andquickly became arrastiIefb:#ein promotingsocial and educational .advancement. Some ofits a'ciyities

1-5

a,.

publication' of The Puerto Ricans. :Anno-tated Bibliography, a 300-page refer ncefor Puerto Rican studies programs

completion of a study aimed at solatingthe factors that lead to the high drop ut rateamong Puerto Rican youth;

establishment of an informa Ionclear ghouse, a comprehensive data ba kand re rral service covering all aspeCts ofPuerto ican life;

technical assistance to Puerta Ricangroups truing to raise funds.

planning of the Universidad Boricua andestaOshment of its first branch fsee p. 10).

Through such actin ities as its newsletter, thecenterAs providing Puerto Ricans with infor-matican assist them in theirefforti toreassert catural identity and break the cycleof barrio poverty Other actisines planned bythe center in the future aretincreased use ofpublic meetings. films. lectures. and specialseminars in uniyersities on issues relevant toPuerto Ricans,

To complement the center's-work andfurther fill the gap of knowledge about PuertoRican Ilistory and cuhure, a major researchstudy ysas undertaken in 1972 of the island'sofficial records and documents. which dateback to the 15th century. The project, -4 hichreceived Foundation assistance, was under thedirection of Maria Josefa Canino, associateprofessor and chairperson of the Departmentof Puerto Rican Studies at Liyingston College(Rutgers University ). Twenty -four studentsspent an academic year poring through dustyrecords that had been,removed from PuertoRico by the .ktherican government after theSpanish-Amtman and'placed in libiariesin the UnitectStates. Until a few years ago theyhad been closed to research and investigation.

The study contains a complete listing andannotation of the documents and reproducesthe full texts of the most significant amongthem.' It is intended to serse as a basis for thedevelopment of courses on Puerto Rican hiS-ton and culture offered by colleges, secon-dary and elementary schools, and communityorganizations.

Attacking PovertyThe most obvious and direct way to raise in-come among Puerto Rican families is to pro-ide employ ment and business opportunities,

traditionally stance in ghetto communities. Al-though language difficulties, educational de-ficiencies, racial discrimination, and lack offamiliarity with current American businesspractices base seyerely handicapped, PuertoRican businessmen and entrepreneurs, theirmost serious drawback has been the inabilityto obtain financing." Banks are reluctant tolend because they feel there is a high risk ofloan default. Even the Small Business Ad-ministration, the federal loan agency estab-lished to service small independent business-men, cannot adequately satisfy the needs ofPuerto Rican businesses.

In response to the need for a new approachto making capital available, the Puerto RicanForum in 1968 began an experimental loanguarantee program. The Ford Foundationcontributed $50,000 to cover administrativecosts and $200,000 depotited at two par-

'Revak-eh Proir,1 of nknown Dawned, sn the licaori and Culture ofPuerto Rseo. edited h. Carlos Ptheiro. 7%71112ble from LivingstonCollege, Depanment of Pueno Rican Studies. Ness Brunswick.New Jersev 68903

16

I5

ticipating New *York City banks, Manufactur-ers Hanover Trust Company and BincoPopular de Puerto Rico. In cooperation withthe forum, the banks determined whether ornot the loans requested by businessmen weregood investments and calculated the risks ofrepay ment. Under the program; loans weremade to fgurteennew or existing businesses.(If a portion of a loan was not repaid to thebank, that amount was deducted from theFord Foundation funds on deposit.) Theforum also, pro%ided technical assistance sothat the borrowers could improve thtir opera-tions and avoid repeating past mistakes.

In 1971 the forum also sponsoreda, Minor,ity Enterprise, Small Business InvestmentCompany 1MESBIC), part,, of a national fed-eral program to make investment capital andlong-term loans available to minority busi-nesses. A S250,000 Foundation grant helpedthe MESBIC get underway, but internal dif-ficulties hindered its effectiveness; and theforum returned the license to the federal gov-ernment in 1974. .

Although many Puerto Rican programshave had a positive impact, the community haslacked an organization to analyze public pol-icy, to consider the interdependent effects ofeducation, health, economic de% elopment,and housing on the needs of Puerto Ricans,and to provide an accurate ptofile of thePuerto Rican community. Thus' far there hasbeen little coordination among the variousgroups addressing spdcifiabncerns,(health oreducati6n, for example), and attempts to im-prbve conditionoften have lieertan ah ad hoc

, psis, organized to meet a specific crisis,-{4'," The Puerto Rican Institute for Social Re-

search was recently forined Zo begin to filthis16\ vacuum. With a professional staff of eight, the

institute plans to document the needs andproblems of the community, to disseminatecurrent data and information regardingPuerto Ricans, to pro% ide technical assistanceto Puerto Rican groups and institutions as re-quested, and to assist public and voluntaryagencies that d Yer social services to PuertoRicans.

Initially supported by -ants from the Rocke-feller Brothers Fun , Carnegie Corpora-tion, and the Ford ndation, the institute isheaded by Martha alle, a founding memberof both Aspira o 'America and th'e PuertoRican For"urp.

Child Care. An important dimension of thepoverty of many Puerto Rican faniiliois is theirneed for assistance with child care. For somefamilies the father's often meager incomemust be supplemented with the mother's earn-ings, and in order to work she must rely onothers to care for her children. And in house-holds headed by women, the mother mustchoOse between turning to public or priyateagencies for child care while she works, ordepending upon welfare assistance while shestays home with the children.

To better understand the child-care needsof Puerto Rican families and how they are met

service organizations, Marta Valle under-took a study of such services ip New York City.Ms. Valle, former commissioner of the NewYork City Youth Services Agency and active inPuerto Rican community affairs for manyyears; received 'Foundation assistance for herresearch.

The survey showed that the vast majority ofthe Puerto Rican families interviewed wereunaware of or unaided by publicly supportedsocial service agencies. report of the study,

r

"

-J

IT%

The Puerto Rican Traveling Theatre.picutred in a street performance ofPayment as Pledged, by Alfredo DiasGames, a one of many culturalorganizations that receives exposurethe Puerto Rican community throughthe zvorit of the Puerto Rican Researchand.Resources Center.

18

"What Holds Sami Back?"* also exposed theneed for additional day-care facilities in thePuerto Rican community and called for a neworganization to proY ide research, programanalysis, and assistance in setting up andoperating effectne facilities. Such an organi-zation has now been formed, the Puerto RicanAssociation for Communal, Affairs. It is a pri-sate advocacy group dealing with foster careand other children's services. The report hasalso helped the Puerto Rican Family Instituteto develop family and child-related services.

Protecting Legal RightsFor Puerto Ricans liY ing on the mainland, lackof legal protection and violation of their civilrights are the results of discrimination and themore subtle biases against people yy hose pri-mary language is not English. Cildren hatebeen classified as mentally and educationallyretarded simply because they could not speakEnglish, workers hate been consigned to me-nial jobs because they were not accepted fortraining or union membership, and accused'offenders have been denied bail and impris-oned w uhout adequate legal counsel becausethere were no interpreters in the Courts.

To help Puert)o Ricans sec ure their due legalrights the Pn&rto Rican Legal Defense andEducation Fund, modeled after the NAACPLegal Defense Fund and the Mexican Ameri-can Legal Defense and Educational Fund, wasestablished in 1972( The fund's litigation,primarily, class action mil rights suits, corers

Aaulable at SI 75 from 1...111e (Anicultantc. 12-12 196 St Flush.18 mg. \ N 1.1158

such areas as bilingual education, public andprnate employment, migrant worker condi-tions, voter rights, and jovernment benefits.

ttThe fund also ly orks to increase the numberofPuerto-Rican lawyers and disseminates infor-mation to make the community aware of itslegal rights and obligations.

The fund is, supported bya_yLicitpnge ofcorporatiort.s-a-rrdlOrindations, includingExxon Corporation, American Telephoneand Telegraph, Bankers Trust, CarnegieCorporation, and the Ford Foundation. It al-ready has had considerable impact with itslitigation, education, and research activities.

In one of its most important cases, the fundcharged that New York City's Board of Educa-tion failed to provide adequate educationalservices to Puerto Rican public school stu-dents. In August 1974 a consent agreement%as signed by the parties to the case, Aspira ofNeu. York %. Board of Education of the Ca) of NewYork. The agreement required that studentsreceive intensive English- instruction, and thatother subjects be taught in Spanish. It alsomandated the reinforcement of the students'Spanish language skills and the active re-cruitment of bilingual teachers.

Fund law yers are overseeing the implemen-tation of the agreement and thus far havenegotiated with the board on questions of lan-guage testing d.ey ices to be used and the hirijngof new teachers. In a precedent-setting ruling;the court ordered that attorne,y's fees begranted to the fund for its work on this case.

Ano.ther suit concerns a group of clokhingworkers in New Jersey who in 1974 had beentry ing to end unfair treatment ofritrto Ricanunion members. They were threatened andharassed for trieii- activities and came to, the,'legal defense fund for help. In Miranda v.

'9

The Puertq Rican Legal Defense andEducation Fund zs one of several civilrights legal defense organizations thathave been instrumental in settingimportant legal precedents. The fundseeks to eliminate discrimination againstPuerto Ricans in employment,government benefits, education, and theadministration of justice.

2 1)

Co.

Local208, the fund charged that Puerto Rican-orkers were being paid less than non-PuettC)

Ricans for Ike same work and were/deniedaccess to pr Motions and higher pay ing jobs.It also alleged that the union refused adequatehearings for grievances and failed to notifyPuerto Ricans of union elections. Thus far thesuit has caused the New Jersey Department ofLabor to void a recent union election of whichmany Puerto Ricans had not been informedand forced the union to hold a new election,which included a slate of Puerto Rican candi-,

dates.In the area of voter rights, the fund

achieved a significant victory in,1973 in Torress. Sachs, which required bilingual ballots andvoting instructions and interpreters at pollingplaces in New Yardistricts with high con-centrations of Puerto Rican voters. Similarsuits were filed and won in Philadelphia andNew Jersey. Connecticut took note of th= edecisions by making bilingual election icials,available where needed.

The fund also works to ens equal treat-ment of Puerto Ricans by iNernment agen-des. Sanchez s. Norton 973) protested theunavailability of Spy, ish-language counselingand other supportiy e sell ices in the Connect-icut Welfare Department, which series morethan 10,000 Puerto Rican clients. The slat alsocharged that the practice of sending writtennotices to clients only in English caused con fu-sion among many Puerto Ricans and fre-quentl} resulted in their being denied welfarefunds. As a result of the suit, virtually all of the,department's notices are now bilingual, andthe number of Spanish-speaking personnelhas increased considerably.

When the fund _started its work in 1972,20 there were only about ninety-fire Puerto

Rican law students in the entire country, andnot many more lawyers. The fund's educationprogram is working to,remedy this situation.

In 1974 staff members met with hundredsof undergraduates on college campuses to in-form them of the different career possibilitieswithin the field of law, to emphasize thurgent need for Puerto Rican lawyers, a tolet them know that the fund would h themthrough the difficult law school plicationprocess. Hundreds of others ceived exten-sive counseling in the fun offices or infor-mation by_...mail-r-Lar. as a result0,...theseefforts-rth re than 10 Puerto Rjcari studentsentered law sc ool in the f 1-of 1974.

Close co act is als aintain -Wilh--tawschool o ensure that Puerto Rican studentsare wen an equal chance for admission and

nancial aid. TO help students prepare for thedifficult law school admission test, the fundsponsors eight-week training courses, and italso has established a sTalfscholarship fundtosupplement their fitth-nciaf-reidurces.

The flind also Conducts a legal intern pro-gram to gibe Puerto Rican law students first-hand experience with and training in civilrights law. Five or six law students work full -time for a summer at the fund's office, andduring the academic year several interns areemployed part-time.

Related c vitiesIn addition to its direct assistance to PuertoRican organizations and individuals, theFoundation, also supports programs aimed atbenefiting minority groups generally in whichPuerto Ricans have shared. For example:

'21

of

The National Urban' Fellows program,originally administered by the League ofCities/Conference of Mayors, has since 1969offered on-the-job training in urban ad-ministration, to minority men and women.The fellows, who frequently lack the creden-tials for top administratiye positions, workclosely with urban executhes for ten months,sharing fi the decision-making process andgaining experience in the operation of publicand quasi- public agencies. To date eighteenPuerto Ricans hay e participated in the pro-gram and gone on to positions in urbarimanagement.

The Michele Clark Fellowship Programfor Minority Journalists at Columbia UniYer-shy Gradate School of Journalism has..traine,tiand placed minority men and womenas reporters, editors, a managers in b ad-cast and print media. he intens leven-week summer program, thong highly ac-,claimed, was discontinued after seven yearsbecause of chaujngli-Olicies and priorities atcooperatingnews agencies, Columbia Uniyer-sity, and the Ford Foundation. Thirty-threeparticipants have been Spanish-surnamed.

Community News Service is a nonprofit,minority controlled and staffed press servicethat distributes a daily calendar of newsworthyevents of interest to New York City's minoritycommunities. Its paying subscribers are news-papers, radio and television news depart-ments, city agencies, and busihesses. Createdin 1971 and supported since then by- the -Ford

. ._

*so

Foundation, CNS has helped to encouragefuller coverage of minority affairs by themedia.

In the Sunset Park section of Brooklyn,New Yorka mixed ethnic neighborhood ofPuerto Rican, Scandinavian, Irish, and Italianresidentsa unique coalition has evolved toreverse neighborhood decline. Communityresidents a d staff members of the LutheranMedical a nter ha%e worked for several yearsto pla comprehensive program for corn-

industrial, housing, and recreationaldeieloritnent. Supported by gr-ants frombusinesses and foundations (including$150,000 from the Ford Foundation), themedical cente and Sunset Park Redevelop-ment Committ e operate a loan fund that en-ables it to purchase, rehabilitate, and sellhomes to low-income families, who also re-ceive homeownership counseling.

Upper Park Avenue in New York Cityruns through an area in,East' Harlem whosepopulation is composed Primarily of blacksand Puerto Ricans. In 1965 a group of womenin the area joined forces to correct some of thepoverty-associated problems of their neigh-borhood. The result was the formation of theUppei Park Avenue Community'Association(UPACA), which is working to redeY,elop ninesquare blocks and to provide relate tenantservices, housin' Onahagement, and ainte-nance training programs. Since 1q71 Founda-tion assistance to UPACA has totaled$470,000. \

22

AppendixFord Foundation Grants to Puerto Rican Organations

Aspira f Amer (1969, '72): Coun-seling d Okla program -to en-cour re Puerto R n students tocom lete high schooled attend col-le

(1975): Tutorial prog to helpadolescent dropouts return 5choo,1

or get jobs;(1975): Statistical study o he

educational progress and problem. fyoung Puerto Ricans.

Bilingual education (1975):Foundation-managed project to pro-vide technical assistance to the PuertoRican community concerning bilin-gual education.

Universidad Borictia (1975): Partialsupport for planning and develop-ment and integration oReducationaltechnology.

Catholic University of Puerto Rico(1965): ln-servikettaining centers forscience, mathe tics, and socialstudies teachers

City University of New York (1969):Experimental bilingual program tohelp Puerto Rican college svidentsprepare fbr an English curriculum;

(1972, '73, '74): Training pro-gram for bilingual, bicultural coun-selors;

51,010,000

50,000

56,175

',000

280,000

78,000

224,000

453,000

(1973): Establishment of theCenter of Puerto Rican Studies;

(1975): Establishment of a Na-tional Puerto Rican Task Force onEducational Policy.

College Entrance ExaminationBoard (1971, '72,'73, '74): Upper Di-vision Scholarship'Program to enableminority Junior college graduates toattend senior institmtions.

Graduate Fellowship Program(1970, '71, '72, '73, '74): Awards toPuerto Rican scholars working to-ward the doctorate.

Puerto Rico Department ofEducation (1963): Joint programwith the University of Puerto Rico toreorganize the secondary school cur-

riculum and teaching methods;(1965): Establishment of teacher

training centers to improve courseof-ferin s; t 622,076

485,150

25,000

370,000*

2,288,455*

618,658

967): Planning grant to helpprepare a S3.5 million federal teacher'training program.

";Puerto Rican Forum (1968): Estab-islinient of loan guaranty fund pro-.

am;

ints include only scholarship funds forPuerto lean students.

%,000

250,000

(1971): %floats EnterppseSmall Business Investment Coml)ans(MESB1C)

Puerto Rican Institute for SocialResearch (1975): Support for theinstitute's reseal information, andtechnical assistance efforts

Puerto Rican Legal Defense andEducational Fund (1973, '74). Sup-poi t rot the !Mid's litigation. educa-tion. and research activities. ..Puerto Rican Research and Re-sources Center (1971, '72, '73, '74):

.Support for the center's research andeducation acps hies (origniallsfunded through the Pum to:RicanForum)

250,000-

50,000

210,000

625,000

State University of New York (1967,'68): Support for the Instruct tonalAd mints( rator. Program at FotdhamUniversus. 529,050

Uppei. Division ScholarshipProgram (1970): Experh.nentalFouncktion-managed project (see_College Entrance ExaminationBoard). 300,000

Wesleyan University (Connecticut)`0969): lntei-university educational_

ser,vices for .P.tierto-Rican students. \ 12,513/

Total $8,957,077

Photographs: 2, P. Saitta/Ford Foul-iodation; 8,ASPIRA, Inc. de Puerto Rico; 13, ChesterI4iggins /Ford Foundation; 17, Puerto RicanTraveling Theatre Company, Inc.; 19, ToddWeinstein/Puerto Rican Legal Defense and Educa-tion Fund.

Text by Joyce Verhalen Pandolfi. 23

2 4'

TRUSTEES Alexander Heard, Chairinan of the BoortChatuelloi , Vandel hilt Unnersth, Nashville, "I ennessjeMcGeorge Bundy, P?ordentAndrew F. BrimmerIhonnas Henn Callon Visiting Professor, lial,%111 Unnel sits Graduate School ofBusiness Adminisn anon, Boston, MassachusettsWilliam H. DonaldsonFounder, Donaldson, halm & Jein ette, Ness Yut k. Ness YoiHedley DonovanEdttorAn-Chief, 1 line Inc. New York, Ness YolkJames R. EllisPal tner, Preston, Finn gi imson, Ellis, Holman -& Fktchei, Se4ttle, WashingtonBenson Ford

- Vice PI esalent, Ford-Moto! Company, Deal horn, Michigan.Henry__Ford II

of the Board, Fold Motor Company. )eat holm MichiganWalter A. Haas, Jr.Chairman of the Board, Levi Strauss & Co., San Francisco, CaliforniaVivian W. HendersonPresident, Clink College. Atlanta, GeorgiaEdwin H. LandChairman, Chief Executive Officer, Director of Research, Pdlaroid Coiporation,Cain e, MassachusettsJohn 1. LoudonChauan Board, Rosa! Dutch i?en oleo in Company, The Hague, The N/herlandsRobert S. McNamaraPresident, International Brunk lot Reconstructa4 and Deselopment,,Wa tington, D.C.DorothYlitMarshS11Commonvjlith Professor, Univeisits of Massachusetts, Boston, Ma achusettsJ. Irwin Miller`':Chairman of the Flom d, Canuminspans, Columbi , IndianaDr. SoetjatmokoJakarta. lndtmesiaPatricia M, )ValdAuoines, Washington, D.C.Charles E. Wyzanskl, Jr.Senior District judge, United States District Coml. Boston, Massach its

EXECUTLVE OFFICERS McGeorge Bundy, Precedent,Da'"id E. Bell, Executive Vice President

oward R. Dressner, Secretary and General CounselHarold Howe II, Vice-Pie.sidentRoger G. Kennedy, liteeflresidentMarshall A. Robinson, Vice PresidentMitchell Sviridoff, Vice PresidentArthur D. Trottenberg, Yu? President

Thomas H. Lenagh, Treasurer

y

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