THE

yfu
PROJECT
I
)

INTERNATIONAL

TEENAGE

EXCHANGE STUDENT PROGRAM

THE UNITED STATES JAYCEES

P.O. BOX 7

YOUTH FOR UNDERSTANDING

2015 WASHTENAW AVE.

TULSA, OKLAHOMA

74102

ANN ARBOR, MICH. 48104

The Rhode

47 SHILOH STREET PROVIDENCE, R.I. 02904 (401) 521-3737

Island
PR ESI DE NT HERBERT A. JESCHKE StandishJohnson Co. NATIONAL DIRECTOR JACK DOYLE Ann & Hope EXEC. VICE PRESIDENT BRIAN KEELER Aetna Life & Casualty CHAIRMAN OF THE BOARD WILLIAM S. MURRAY Allied Plywood Corp. VICE PRESIDENTS ROGER AUSTIN Ballou, Johnson & Nichols LEN DENOMMEE General Dynamic

JAYCEES
January 23, 1973

Fellow

Jaycees:

Corp.

At the J.C.I. International Involvement planning session held at Coral Gables, Florida, January 4, 5, and 6, the U.S. Jaycees chose Youth for Understanding International Teenage Exchange Program as one of the primary People to People programs for international involvement. Personally, I agree with their decision in choosing this fine project for your implementation.

JOHN R. DIONNE Marquette Credit Union KENNETH ROWE Brite Industries INTERNATIONAL DIRECTOR EUGENE W. COPE Conway's TV & Appliance TREASURER J. ROBERT BATTEY ~rgan Battey Ltd. SECRETARY DAVID R. HABERSHAW Raytheon Co. LEGAL COUNSEL STEPHEN REFSELL Quonset Naval Air Station NEWSLETTER EDITOR PHIL LA GOY Techni Rite Electronics

The purpose of Youth for Understanding is to promote international relations through young people studying in our schools and having a family-living experience with an American family. The benefits your Chapters and State organizations will receive are unlimited. The prospect of the future demands a vast increase of this kind of exchange experience. Share with me the enjoyment and fulfillment of a truly meaningful international experience with Youth for Understanding.

~!:~
YFU National for Jaycees 255 East Greenwich West Warwick, Rhode (401) 828-5116

Sincerely,

Consultant Avenue Island 02893

Our

25TII
Year

TABLE OF CONTENTS
Introduction .

3
4 5

How International Student Exchange Began Six Point Program .

Legal Organization of Youth for Understanding National Expansion National Committees Purposes of the Exchange Program .. How the Program Works Selection Responsibilities of International Students. . . . .

6
6 6 6 7 7

8
9

Responsibilities of American Students. Further Orientation Host Families . Finance .... Schools in the Exchange Program South American Students .... .

10
11 12 12 15

Community Groups and the Exchange Student. Returning Students and the Exchange Program.

15
16

INTRODUCTION

For centuries students have traveled to foreign lands in pursuit of learning. The great universities of Europe-;Oxford, Cambridge, Edinburgh, Heidelberg, the Sorbonne-have been centers of international life, and these names symbolize the international character of education. Teenage student exchange introduces a new dimension into this experience of study abroad: students come to secondary schools, and at a younger age; they live in private families, as members of the family; and, they are involved in a two-way exchange. This teenage exchange has proved its value in a world into which man is being launched with lightening speed. Our shrinking world, in which global war can end civilization, calls for better human understanding. It is in this era that youth have the greatest stake as they live in a world where every great issue becomes a world issue; a population explosion will mean 9 billion persons living on our earth by the year 2,000 - three times the present population by the time this high school generation reaches the age of 50! Rapid depletion of natural resources demands conservation on a global scale. Ideological conflicts are not just limited to students on campus, but involve the peasants on the edge of Outer Mongolia as well. A tiny flame of conflict anywhere on earth can ignite the fires of World War III. Student exchange is designed to help youth to learn to live in this kind of world, and to help them shape man's destiny on earth. Communication must be improved, but we can learn to communicate only as we become better acquainted with people. This means that we must meet them, study with them, live with them, make friends with them. There is no better way to get acquainted with people of other lands than to live in the same home with them, eat at their table with them, and learn to see life as it appears to them. The prospect of the future demands a vast increase of this kind of exchange experience: truly the "people-ta-people" approach. As we have a share in making possible this sort of exchange, we are helping in one of the most significant movements of our day.

HOW INTERNATIONAL

STUDENT EXCHANGE BEGAN

Student exchange on the teen-age level began In 1445, with a minister of the Church of the Brethren, John Eberly. Going to Germany at the close of the war, Mr. Eberly called in the homes of fellow-churchmen, and was troubled by what he found. Hardships of war, the bitterness of defeat, dissillusionment and hopelessness these had sown the seeds of bitterness, which were being nurtured by continuing experiences With armies of occupation. Mr. Eberly returned to the United States and took the problem to his own church leaders. He proposed to bring young people from Germany to the United States, where they would live for a year with an American family and attend high ~chool. He was encouraged to take his proposal to Washington, where it was met with favor by the State Department. Washington arranged that governmental agencies would screen and select students in Germany, bring them to the United States at government expense, and provide some funds for them while here. Organizations in the U.S .. approved by the State Department. would be responsible for placemen t and supervision. The age of students was set at 16-17. German you th would apply and after selection, parllally based on a working knowledge of English. would be sent to the United States. The basic plan provided for a student to live as a "son" or "daughter" in an American family, and resources of the cummuni ty were drawn up0n to enrich the experience of this year in the Uni ted States. The studen ts were placed in senior classes of American high schools. Their studies included courses in U.S. History, Government and Literature which would help toward a better understanding of democracy and the American way of life. From the beginning this plan met with eager response in Germany. Americans likewise responded with enthusiasm. Soon there were several agencies that had contracted with the government for the placement and supervision of exchange students from Germany: The first was the Church of the Brethren. Later this program was expanded to include other evangelical denominations, and is now known as !nternational Christian Youth t"xchange. It involves a direct exchange between students and families abroad and students and families in the United States. The Catholic Church entered the program through the National Catholic Welfare Conference. which helps with the exchange primarily of Catholic students. In 1970 the National Conference of Catholic Bishops Youth Activities Division discontinued its exchange program and endorsed You th for Understanding. service in France in the First World War, later entered the student exchange field and assumed responsibility mainly for students in metropolitan areas. It is one of the largest of the exchange programs and covers a wide range of nationalitIes. involving the United States and some 60 foreign countries in a rich experience of study abroad.

American Field Service. begun as an ambulance

Youth for Understanding. begun in 1951, brought the tIrst teenage students to Michigan. That year applications were received from Germany for 2(),OOO students who wanted to come to America for a year of study. After screening. 450 of these were recommended to Washington for placement. The agencies mentioned above lOok 375 of this number. The Rotary Districts No. 222 and 223 of Detroit were planning a direct exchange between Michigan and European Clubs, and hence were asked to place 75 of these students in Michigan, under Rotary Club sponsorship. In the middle of the year the Rotary Committee and the Department of State recommended that the program continue. with Mrs. Rachel Andresen as Director. At that time, Mrs. Andresen was the Executive Secretary of the Washtenaw-Ann Arbor Council of Churches. The student exchange program was taken over as a project of tlus councIl. and Mrs. Andresen continued to serve as Director.

In 1955 a radical change took place in the student exchange programs as they had been conducted under the Department of State. The relationship of the United States to Germany was shifted from an occupational to a diplomatic basis. Funds which had been provided for student exchange as a part of the occupation budget were now eliminated, and for a time it appeared that the teenage program might be dropped, but the private agencies previously listed began to assume major responsibility for financing the program and for selection of students. The program was expanded to include students from other countries and also to provide for American students to go abroad for study, making it truly an exchange program. The Department of State continued to carry in its International Education Exchange budget an amount to be used as "grants in aid" to the agencies doing exchange work. These "grants" were to be used only to bring students to the United States and these programs have now proved their worth and have continued to expand, with some 70 countries involved and with the total number of students running into the thousands each year. One of the features of Youth for Understanding from the beginning was the emphasis on close supervision of all students. Home calls are made on families where students live. as well as on the families from which students will be coming to America for a year of study. In each cooperating country YFU has a National Committee, which carries responsibility for the selection of their own students to go to the United States and also for the selection of homes to which American students will come, either for the summer or for a year of study.

SIX POINT PROGRAM

Youth for Understanding presently offers a six-point program as follows: International Students to the United States. These students, chosen by their respective National Committees, come to the United States for a period of II months, live in a family and attend a high school.

J.

2. American Students Abroad. Each summer hundreds of American high school students go abroad for two months, living with families, getting acquainted with the community life, history and culture of that country and learning something of the language. 3. The Thirteenth Year. American students with some knowledge of a foreign language are selected to live for 14 months with a family in a foreign land and study in the thirteenth year of school. 4. Michigan Youth Chorale. Each summer a chorale of American high school youth is selected and trained in this country, and makes a tour of Europe, Latin America, or the Far East. Chorales have also been developed abroad and come to the United States on tour. 5. The YFU Wind Ensemble. Each summer an Ensemble of American high school youth is selected and trained in this country, and makes a tour of Europe, Latin America, or the Far East. 6. South American students to the United States live with an American family for 6 months and .attend the second semester of high school. Additional programs of student exchange are in the process of develop men t. Experiments in different kinds of international living are being carried on, and as they prove their value, will be added to the above programs.

LEGAL ORGANIZATION

OF YOUTH FOR UNDERSTANDING

While Youth for Understanding was originally sponsored by the Michigan Council of Churches, it has always been interfaith. interracial. and International. Individuals and groups of all races. nations. and religions are welcomed in its program and help to promote the program In September. 1964. Youth for Understanding was legally separated from the Council of Churches and was incorporated under the laws of Mkhigan as an independent. non-profit corporation. The new Board of Directors was elected. and Mrs. Rachel Andresen was selected by this Board as Director of the Program. ProvIsIOn was made in the articles ur' IIIcorporatlon for continued representation on the Board from the Michigan and Ann Arbor Councils of Churches. The new corporation continues !O be recognized by the Department of State for student exchange work. and receives an annuaJ gran t-in-aid for the program of year studen ts coming to the United States. The purposes of YFU are stated in Article II of the Bylaws and appear elsewhere in this book.

NATIONAL EXPANSION
Operating panded. with states are now are appOinted Directors who Arbor. in the beginning largely within programs developing rapidly in receiving and sending students. for new areas. and their work is coordinate their efforts through the State of Michigan. YFU has recently exvarious parts of the country. Families in 4x As the demand arises. Area Representatives camed Ull under the dIrection of the RegIOnal the National and International Office in Ann

NATIONAL COMMITTEES
In other countries the development of the Youth for Understanding program operates under the National Committees. which work in cooperation with the Executive Director and the International Office in Ann Arbor.

PURPOSES OF THE EXCHANGE PROGRAM

The purposes are stated in Article of the Youth for Understanding II of the Bylaws as follows: of this corporation to: Interna tional Teenage Exchange program

It shall be the purpose

A. Promote international understanding by sponsoring. developing :I!ld carrying out international student exchange programs. to arrange for international cultural exchanges, and for exchange of youths desiring to accomplish needed services in other counties. and to do all things necessary to achieve these purposes. including raising and investing nece;sary fund~. soliciting. receiving and accepting funds. gifts. gran ts. bequests and devices, in any form, acquiring. holding and transferring real or personal property. arranging international transportation and facilities. setting up auxiliary commit tees and organizations for these objectives. and cooperating with existing organizations and interested persons toward these ends. B. To acquaint teenage students brought to the United States from other countries with American family and community life by having them live with American families for approximately one year, and to enable the students to gain an understanding and appreciation of the American way of life through participation in typical high school, family. and other aspects of community life.

C. To carry out, finance, and implement fully an educational and cultural exchange program contemplating the sending of teenage youths from the United States to other countries for various periods of time, arranging for and administering their activities, and contemplating bringing teenage you ths from other countries to the United States for educational and cultural purposes in the interests of international understanding and good will. D. Recognizing that Youth for Understanding has had definite religious undergirding, both in the broad objectives for which it has stood and in the personnel connected with the program, it is to be understood that this aspect shall be retained in the corporate structure. E. These pruposes are meant to secure an interfaith and interracial approach to international goodwill by providing qualified young people with broad experience through living with families of other countries.

HOW THE PROGRAM

WORKS

The heart of the exchange program can be described as a student of high school age, living for a summer or a year as a member of a family in another country. During that time, if school is in session, he attends school with other youth of his age. The basic relationship on which the entire experience rests is that of the family and his living in it as a member. The student's goal is to become integrated into the family as soon as possible: he cannot remain aloof from the life of the family and hope to succeed as an ambassador of international goodwill. He is fortunate that he has a family that easily welcomes him. The validity of this relationship is tested each year by thousands of students. Many of them write of their experiences in their family as did this girl from Brazil: "I have many friends that invite me to go out, but almost all the time I go out with my family. I'm not really homesick, because I found a great family here, full of love to receive and to give, that like me as much as I like them."

SELECTION Wise selection is the key to success in this two-way adventure. The student must be a "quality" student. This does not mean necessarily a straight A student; he should rank high in scholarship but more important are such assets as physical and mental health, an out-going attitude, emotional stability, moral integrity, friendliness, adaptability and spiritual strength. He should be well informed about his own country, but also have a genuine desire to know and appreciate other countires, peoples and cultures. He will possess the qualities of leadership, and will strive to represent the best in his native culture and seek to know the best in the culture of the land to which he goes. In lands outside the United States, the responsibility for selection of students rests with the National Committees; it rests with the local, area and regional Committees in the United States. Whether it be for a student or a prospective host family, .the first step is to submit an application to the nearest representative of YFU. Applications are available from the schools participating in the program, from Area Representatives, or from the Ann Arbor office. These applications are submitted to Community Committees, where they are reviewed and accompanied by an interview with the student or the family. In approved host families, a visitor from the YFU Committee will call at the home and talk with the members of the family. When a student has been approved by his Area Committee and the International Office, his application is forwarded to the coun try to which he will go, and he is given a family assignment. When this pairing takes place, both the student and the family are notified, and the be ginning of a correspondence is possible.

RESPONSIBILITIES

OF INTERNATIONAL
at all times.

STUDENTS

Be sure your family knows your whereaboub Each student is responsihle for handling

his own luggage. be cleared with your

Any requests to leave the family Are:1 Representative. If your family objects You are not permitted to smoking,

while in the U.S. should you will not smoke. training.

to drive or to take driver\;

By the 10th of each month, a letter must he sent to your Area Representative. explaining your aClivities in school. in your family, and in the community. and also explaining any kind of problem or difficulty you are experiencing. Also. you should send a copy of you r grade report a t the end of each grading period (6 weeks). Spend lime with your host family getting planned. (',al Ihe foods they prepare. Try everything acqu:linted. doing the Ihings they have

in small amounts. and

Talk over :111 your plans with your family. of hnd (HII the names of Ihe entire familv and use Ihem. Call thcm "mother" "father." This is Ihe rl'lationship you w;;nt to estahlish.

Take care of your own Ihings and clean up afkr yoursclf as you go along. Make your own bed and keep your room in order. Do your own hand laundry, lIelp wherever you can (bahysit ting. dishw:lshing. l';11 washing, mowing lawn. snow removal). This includes the boys, YI IU r nwsl importan Always he considerate
1

words are "please" and "thank you. "Use Ihem and mean them, and thoughlful. Practice the Golden Rule. not a guest. Rcmembn this and act accordingly.

You are a Lunily memher.

Don'l have secrets from your family. Discuss l'verything with thcm including: school. mail from homl'. impressions of the U,S .. :lIld your own personal problems. Spe:lk in I:nglish at all times an AmericlIl when you arc with another exchange student Send a thank-you Amerll'an falllily. klll'r as soon as you is present. This is to be remembered in a home. at school or on the slreet. home. Continue to write to your

return

((owewl you ohtain your spending money. whether from home or work, budget it wisely. Also budget time wisely: to family. school. outside club and church activities :tS time will allow. Transportation i\1aill'an costs within a city arc sometimes necessary.

add up quickly.

Limit your mailings as much as possible.

Don'l Iry 10 al'cumulate money to take hume. Your stay here is for a more important reason than money-making. I I' you should have much money left over when your year is done. remember your host LIII1i1y. They deserve a very special token of appreciation from you. Get enough sleep at night. Go to bed at a reasonable the morning with the rest of the family. time and be sure to get up in cases, or in an

In l'ase of serious illness. do as your host family advises. In extreme emergency. they will contal't the YFLJ Office. (313-7()(j-7XOO).
It

is required

that all students

take out school insurance

when possihk.

You must have permission from both sets of parenls. your own and your host parenls. (0 go hunting: also. short term insurance must he taken out to cover the
hunting p~rind.

RESPONSIBILITIES

OF AMERICAN

STUDENTS
when you say you

Be sure your family knows where you are at all times. Return will. If delayed, telephone them. Each student will handle his own luggage. Any requests to leave your family while in Europe, or the Philippines must be cleared by the National the U.S.

South America, Africa, Japan Office before departure from wi1h one night's

While enroute to your family you will be provided, if necessary, lodging and meals, going and coming to final destinations.

YFU provides one round at your own expense. No smoking

trip ticket

to your overseas home. Other

travel costs are

and no drinking

while on the program. and "thank you." Use them! with the family; do things with them. in small amoun ts.

Your most important

words are "please"

Spend time getting acquainted

Eat the food they prepare - everything, Talk over all your plans with your family.

Learn the names of the entire family and use them. Call your parents and "father." This is the relationship you wish to establish. Write a thank-you letter as soon as you return home and continue

"mother"

to write.

Take care of your things:

make your own bed, keep your room in order. with Rule. do not act like them school,

Don't have secrets from your family. Discuss everything personal problems and impressions of their country. Always be considerate You are a member a guest. Budget your money and thoughtful; practice the Golden

of the family; learn

to speak

their language;

and spend it wisely. We suggest that you take with you about but not expensive gifts. Flowers for the host family are appropriate and not expensive. A t times you will need money for transportation costs within the city, and for an occasional meal, so plan for this. Letters to home are important, but budget your letter writing both for the time and postage costs.

$ I 00 in Traveler's Checks. This will buy souvenirs,

Chronic health needs should be provided for by bringing the proper medication. Damp weather may aggravate sinus conditions. Adequate sleep is important. Retire at a reasonable time and rise in the morning with the rest of the family. A small First-Aid kit would be most helpful, and aspirin and band-aids are always useful. [n case of emergencies contact the YFU Chairman in the country where you are staying. Watch the milk you drink and when possible, drink pasteurized milk. Be moderate in all things; remember when you feel it is necessary. it is appropriate to say "no, thank you"

FURTHER ORIENTATION
[)lrectives are sent from Ihe Ann Arbor office to all sludents coming to the Unite States on the program. ClJpies of these are available from Ann Arbor. Letters also go to a American students going overseas. with necessary instruclions on travel. insurance. passpurt inoculations and other details. In additiun to the foregoing instructions. a list uf guiding pru ciples has been prepared b) the leadl'rship of YFU. I,o.l'altl to tire /lost Fall/ily. The whole struL"lure of exchange disllltegrates if the studerll :dlows a situation to develop in which the family feels even in sma1l measure that the sll:dent b not IIrst and most deeply Iheir uwn. This requires not talking with others. even other exchange students. about his host family's idiosyncracies. The stuJent has t1(\ grealer loyalty on the progr:lIl1 than to the ho<;t family. A '-ceplallce oj tire Fall/ity's /t ctil'ity I'allem. The studen t must not stand aside from the family's types of activity. It is a contradIction of the whole program for the student to pl3l'e hi!:, personal preferen~'e ahead of whole-hearted participation in and acceptance of the family's actiVIty pattern. UI/(}erstlllld tire sll/dellt II/ust accoullt Jilr Iris wlrercahouts. I f the studelll IS really grown up. he is big enough to rt>cognile and accept the problem of the adult hosl parent: that is not always easy to become the parent 01 a 17 year old whom you have not had in your life before. Somewhat closer adult supervision of the student in this situation is not unfair. Appreciatio/l of tire flost Fall/ily as tlrer arc The stuJent needs to appreciate his family as they are. lIis approval is not to be based on comparision with the family of some other student or his own at home. It they have prejudices of which he does not approve. that isjust the way they are. Hb task is not to try to change. not to criticize. but to appre"iate and seek to underqand. CO/lSideratioll of the fall/ily hy idellt(ticatioll with tlrell/. Some students have a "celebrity complex," They feel Ihey are the special one and because of this they mini mile the host family. The program fails it they fail to interact with the family. Tu cut loose from the family in this family-centered program is a serious mistake. Realtioll to childrell ill tire Jilfllily. ~I any problems can be avoided I' the sluden t will see the importance of working for a good rela tionship wi th the children in his family. Ignortng Ihem. or trying to get by without this WIll precipitate other troubles. Deccptioll alld Iwlltmtlrs. De,'eiving the f:II11"y by untruths. or half-truths. is often disastrous. It is impmtant. for example. to he ab~L1lutely honest about the amollnt of work done. To give the impression that he is required to do more by his family than he really is. can complicate the family's realtionships in the community. Families can be quite sensitive about such matters. I.oyalty to Prograll/. Prograll/ I'crsollllci. alld Prograll/ COllcept. Adherence (() rules and agreements is essential. The matters of not driving. not using alcohol. not using profanity. are more ill1poflant than the student may think. Negative comments ahou t the program or its rules does serillus damage. Loyalty to those who have made the experi<.'nce pll~sible b gOl!li mannl'fs. good sense and necessary. IIllill/dc offall/itr II/ell/her. 1I0t guest. ThiS IS more than a matter of doing a share of the work. The student must learn what is inconvenient for the familv. At lirst they will be glad to do diftlcult or expensiv<.' things. lIowever. these so~ts of (hlllgs cannot be e:\pected to ,ontinue. Sensitivity Il) this and thoughtfulness on a student's part will pay wOl1lkri'ul dividends. A gOl\d family member knows when he is asking tllO much.

II crcath'c approach to school 1I'0rk. The tot al .. IIU tgl\lIIg" eager approach to kaflllllg IS the only pfl)per one. :\rrogiuKt'. laLiness. lIIdiffnclh'e [() the oppurlunity to learn at e\ery 1l1011H?nl. :\c'using himself f<lr \"an()u~ reasons e all are bad
I()

manners, bad public relations, bad for his home, country, school and bad for himself. If someone offers to widen one's intellectual horizons, he does not look good refusing. Students are selected to be good learners. Opportunity versus opportunism A student needs to know what to turn down. One must ask - "Am I going (or doing) for selfish reasons?" "Am I taking just those opportunities which please me?" Sometimes one is offered fine opportunities one ought not to miss. Some exchange students are rather obsessive about opportunities,' and have worked at getting people to offer them as much as possible. When this happens, it hurts the program and the host family. Boy friends, girl friends, and groups. Friends are important, and a student will have some. He may even find a good friend of the opposite sex, but if it withdraws a student from free circulation, it is unfortunate. The idea is to have many friends and groups; it is important not to restrict oneself to one group. The student body may have made a student's coming possible and they all want to feel he belongs to them. Loneliness and how it is handled. A special concern is the amount of "talk" students may have with others from their country. The tendency to share problems with them, or with other families is very great, but not advisable. When a student talks with them, and not with his family, he destroys the trust needed. If he must talk to someone else, let it be one of the-program counselors. One should not be a confidant for another student. He must share himself, not somebody's weakness. Knowledge of the Program Can the student answer, accurately and helpfully, questions about Youth for Understanding? A program which made his exchange possible merits his detailed knowledge.

HOST FAMILIES
The success of the student exchange venture depends to a large extent on the quality of the host family. Great care is exercised in the choice of these families. Parents who send their son or daughter overseas for a year are concerned most of all with the kind of home that will care for him or her. Everything that the host family does becomes a part of the educational experience of the new "oon" or "daughter." The cultural and personal values of the new land are determined greatly by the type of family with which they are shared. Care is taken to match students and families as far as possible. Sometimes a student is moved to another home, and yet it may be that neither the student nor the family is at fault. The remarkable fact is that so few changes are actually made. Some changes are necessary because of change in the residence of th~ family, or heal th reasons, or for some unavoidable reason. If a change is considered necessary, the final decision must be made by the leaders of Youth for Understanding. A family counselor will call in the home, talk with both student and parents, and endeavor to promote a friendly solution without a move. When a move is decided upon, another home is chosen, and arrangements are made. Should a student prove unable to meet the requiremen ts of the program, YFU has the right, and the obligation, to end the relationship and return him to his own home. Families who desire to have an exchange student may obtain application forms either from the school or from an office of YFU. After these are filled out and submitted, a visitor will call for a talk with the members of the family, and send a report to the Area Representative or the Ann Arbor office. When a family has been accepted as a potential host, they are placed on the eligible list, and will receive a student when one is available. Effort is made to respect the religious preferences of the student and family alike, and recommendations from pastor, priest or rabbi are most desirable. Families desiring to receive exchange students are urged to submit applications as early as possible, indicating when they will be prepared to receive the student. Students arrive in the _United States from Europe in August, from South America about January 1. Inquiry should be made concerning the arrival time, and families will receive notification of the place and time of arrival of their new member.
11

Host families should meet the rather general descriptions of heal thy, normal family iiI' They will be asked to submit references from church, neighbors, associates or others. The r, quest for an exchange student should be discussed in the family. and be desired by all of tI members, especially the teenagers in the home. The family must have the approval of the local high school administration. A pro pective family need not possess wealth, but should have adequate facilities to add anotht youth to the family. Teenage youth In the home are desirable, but families with youngt children sometimes are among the best hosts. The family must be in accord with the purposes and principles of You th for Understan( ing. and have a real desire to contribute to the goals of human understanding and peace. The must agree to accept the student as a member of their family, and to do what is reasonable t make him feel at horne in his new country. The family should become familiar with the rules and responsibilities which guide th student in the exchange relationship, and agree to assist the student in fulfilling his respon: ibilities. Other more detailed guidance is available to families Applicants may obtain full information when they inquire the Regional Director or the National Office. who are accepted in the prograrr from the Area Representative, th

FINANCE

The costs of this experience in international living and education are shared by man: individuals and groups in many countries. While the actual cost for each individual will var: with distance, length of stay, and types of transportation, so far as possible the costs ar leveled off so that students in a given project pay the same. This is true whether they corn from France or Japan, and whether they travel by air. ship. train or bus. At present, intet national students coming to the United States pay $750.00. For Americans overseas for th, summer, the cost is $900.00. This is round trip from a starting point near their homes and ir eludes Insurance against acciden t and emergency illness. Youth for Understanding operates differently from some exchange programs in that th, students and their families usually carry the larger part of the costs. Contributions from com munity groups, school committees, and churches are encouraged, but many students pay thei entire way. This makes it possible for a larger number of students to go on exchange from; given high school. While high standards in the type of student chosen are consistently main tained, YFU places no numerical limit on the number who may go from one school. Where a student is favorably known in the community, he may be given help from hi church, or from service clubs, civic and fraternal organizations. Many high schools have deve oped autonomous support for student exchange. and either the school committee or a corn munity committee interviews the students who apply, and makes allocations of funds on tht basis of need. Thus some students from a given school may be under the auspices of YFU others with some other exchange organization. Students who look forward to the exchange experience are urged to begin in their fresh man year to save money for the trip. There are many ways that individuals and groups car support student exchange when they are seriously interested.

SCHOOLS

IN THE EXCHANGE

PROGRAM

The majority of the students corning to America stay for the year program and attend high school. Many also come for the half year program. attending the second semester of higt school. Most of them come on the invitation of the school. The student body and the ad ministration desiring an exchange studen t will get in touch with Youth for Understanding (01 other student exchange programs) and present their request. Some students come on the YFU program through a host family request to the Area Representative or the National Office. Host families, as soon as they know tha t they are to receive a student. should call at the high school office and talk with the principal or counselor in charge of exchange relationships. They will meet their student when he arrives. and bt>fore the opening day of school will take

l'

him to the high school where he will meet the administrators in charge. The parents will help as needed, until the student has been registered and is somewhat familiar with procedures at the school. The Michigan Association of Secondary School Principals has developed the following recommendations for the guidance of school personnel in regard to exchange students: "The international exchange students should, as far as possible, be treated in the same way as American students. "As these students are interested in a wide experience in American democratic living, they should be encouraged to select courses in political science, American history, and to participate in discussion groups. They should be allowed freedom of the curriculum. They should be enrolled in the equivalent of a college preparatory program. "The principals agree that the students should be enrolled as seniors, take part in all senior activities, and that a diploma should be granted to these students at the end of the senior year, if they were so classified and have satisfied the requirements. Principals have been liberal in the interpretations of the requirements in individual cases. Occasionally a younger studen t is placed in the 10th or 11th grade. For these students and for short-term students, an attendance certificate is recommended. "Tuition is not charged by any of the schools participating. Students are counted in membership and state aid is received for them. This does not apply to students arriving after October I, or to parochial schools. "Students should be encouraged to participate in extra-curricular activities and to meet out-of-school groups such as church and civic groups, clubs, ParentTeacher Associations, etc. If possible, they should be honorary members of the Student Council. "Students are athletically eligible in Michigan schools. "If the senior class takes a Washington trip or some other trip, exchange students should be included if possible. Expenses may be met in various ways, such as cooperation with the local sponsoring groups, the student council, and with the contributions of the student himself. "Exchange students should be included in the school insurance plan. "Close supervision is given to all students and families by the Youth for Understanding office and area staff." Preparing to receive the exchange student. Most schools that have had experience with exchange students find it necessary to have an effective program for receiving, orienting, and working with these students. The program will include the following: Reviewing the foreign exchange student's scholastic and personality rt;cord and tentative placement. This is done as soon as the assignment is made to the school and the student's papers are available. Initially orienting, counseling and planning study programs. To be started as soon as the student arrives at the school, prior to the opening day. Reviewing money matters and recognizing the student's financial limitations. Introducing the exchange student to the student body and facuIty. Helping him to adjust to the regular classroom instruction Making any necessary revisions of schedule. Working out special educational through June. opportunities. and life of the school. process, October

A continuous

Planning his participation in the final school activities before he leaves.

13

Pril'ileges which may he grallted the exchallge sllidelll. Since the student will have limited funds, it is recommended that the school. together with community groups, try to make possible for him the following privileges: Textbooks and supplies. copy of the Yearbook. to the school newspaper. events and other school activities for which admission is charged.

Complimentary A subscription A pass to athletic A class ring. A limited number School lunches.

Cap and gown for graduation.

of in viI at ions to commencement

programs.

Cil/lIlseliJ/f! your exchallge srudelll. A II high schools have counseling programs for individual help when the student needs it. and for a time the exchange student may require a somewhat larger than average share of the counselor's help. The principal usually tries to get acquainted early with the foreign students, but he willlikeiv provide for J guidance person on the staff who will give personal supervision during the first few ,lays or weeks of school. Coming to a strJnge country, the exchange student hJS many plObkms peculiar to the strangel' Ill' will doubtle" and confusion. have some language diftlculties. increased by embarrassment

Ill' needs help in seleltion

of his courses. he should be

He may be accustomed to more formal disc'ipline Jnd less freedom: helped (l) unJelst;IIIJ and not to assume too much. The large array of 'extra-curIlcular' Ill' should campus. be IIllroduced activities may overwhelm
10 Ihe student

him .It first. students on

body

and to other exchange telephone number

Be sure that hl' knows the name. address and Chairman or Representative in c'ase of nelt'sSity.

of Ihe YFU and he free 10

The school counsl'lor should get acquainted with thl' host parents turn to them for help when the slUdent needs it.

Questions nf driving. datmg, SOCial engagemenls. etc .. will arise and will need discussion. l'errainly with the student. and perhaps with the host family. SII/delll Coullcils alld exchange .l/l/dellls. Therl' are a number Council can do to hl'lp the exchange studenls in their s..:hool: Invite the student to be a member of the councIl. Provide an opportunity to share in club activities. in U.S. Day or other special occasions. and life there. of things that the Student

Invite him to participate

Ask him to speak before special classes on his country See that he gets student See that the student

aSSOCiation cards, class rings. etc. in student around exchange. the school make him feel at home.

Help to raise funds for scholarships \!ets acquainted

Reports 10 Ihe }'F{' Area Reprcselllalil'c. l:xchange students in American high schools are required to write monthly letters to their Area Representative in which they report their progress and any speCial problems or leqwests they lIIay have. I hey are to report their grades at the end of the term. The Area RepreseIJI<ltive is available on call from tIle schoo! office should queslions of polic) arIse on Whldl the school leadership feels a need for clearance.

14

SOUTH AMERICAN STUDENTS

There are two groups of students from South America in YFU, one of which will attend the entire school year and the other which will arrive in January and remain for the balance of the school year, approximately six months. This shorter program has been worked out with the cooperation of the Authorities of Education in each country: by coming to the United States for one semester, comparable to their first semester, the students can return to their homes and complete the school year without missing classes, which is not the case for those who spend an entire year in the United States. This is due to the fact that Latin America is in the Southern Hemisphere, with seasons in reverse of ours.

COMMUNITY GROUPS AND THE EXCHANGE STUDENT

From the outset, student exchange has received splendid cooperation from groups in the community. As indicated in the Introduction, the idea of student exchange originated with the churches, and they have continued to take an active interest in the program, as have Rotary International and other civic and community organizations. Practices vary in different parts of the country and in different schools. Public high schools work in cooperation with a committee in the community. In some situations such a committee will represent the program of only one student exchange organization. In other situations the committee is an autonomous creation of interested persons in the community and works with one or more national programs of student exchange as their needs and desires dictate. Many churches, service clubs, chambers of commerce, parent-teacher organizations, civic and religious groups include in their plans provisions for the support of foreign student exchange. They may make contributions to the exchange committee of the community or contribute directly to a student, foreign or American. They may also provide for contacts in the community where the exchange student may be introduced at meetings and speak briefly of his own country and his impressions of America; or, in the case of an American student, may tell of his plans to go abroad or of his experiences there, if he has returned from overseas. The functions of the community committee on student exchange will include: Helping to raise funds for a foreign student coming to the U.S. or for an American student going overseas. Giving publicity to the arrival and departure of the exchange students and arranging for interviews with the press, presentation before community groups, etc. Helping to provide special educational opportunities for the student while he. is in the U.S., such as trips to centers of interest, national shrines, and cultural even ts. Cooperating with the high school wherever it is possible to help enrich the experience of the student while in this country and to provide him with better insights into American community and family life. From the beginning Youth for Understanding has worked closely with churches and religious groups - Catholic, Protestant and Jewish. Many of the students brought to the United States by YFU are from Catholic countries, and a great many of them enroll in Catholic high schools in this country. The organizational structure of Youth for Understanding provides for the inclusion of representatives from all religious groups. Effort is made to place students in families with like religious affiliations, unless the student expecially requests otherwise.

1S

RETURNING STUDENTS AND THE EXCHANGE PROGRAM

The experience of study abroad as an exchange student should not end with his return home. He still has some obligation to those who made this experience possible. If he returns to his high school, he will be called upon to speak about his experiences, to write for the school paper, and in many ways to share this experience. Youth for Understanding needs growing numbers of persons to help carryon this work. "Returnees" from the program make the best possible members of committees in the community to assist in the further development of the program. For most of these students their trip abroad as an exchange student has been the high point of their lives thus far. They return home with a vastly increased knowledge of the world. They now count as personal firends young people and adults of other lands and tongues. They have a second family that will always be dear to them .. We invite and urge these returned exchange students to remain in close touch with the leadership of Youth for Understanding and other exchange programs. We trust that they may help to take this experience to a growing number of fellow-students through the years. The international student exchange program has been received with enthusiasm by citizens of more than 40 countires. I t has grown rapidly both in numbers of students and in the countries involved. It is now recognized as one of the most significant movements in the cause of understanding and peace between peoples and nations. The future purports to see a great expansion of student exchange. A wider age-range of students is likely to be involved. More countries continue to enter the program. As the students who first went ou t on foreign exchange move in growing num bers into places of leadership in national and world circles, their impact on the thinking of the na tions is certain to be ve ry grea t. The barriers of language, tariffs, currency problems. and of all kinds which today are helping to block understanding and to make communication between peoples difficult must come down, and the free flow of ideas, education, cultural achievement between free men and nations must be increased. These teenage ambassadors are serving to interpret to other countries the real hopes and dreams of their people. They go offering friendship, not in return for favors sought, but freely offered. They are sowing the good seed that may turn the world in the direction of understanding and peace.

16

EXECUTIVE DIRECTOR Dr. Rachel Andresen is the Executive Director of the Youth for Understanding Program. She has a degree in music from Wayne State University and a Master's ;If/!!IIt Degree in Social Work from the University of Michigan. In November of 1969 she i1Vas also conferred the degree of Doctor of Humanities by Saginaw Valley COllege and in April 1972, Doctor of Humanities by Eastern Michigan Univer sity. In 1958 she was presented the Knights Cross of the Order of Merit by President Heuss of the Federal Republic of Germany; and in 1964 she received the Order of Merit of the Lion of Finland from President Kekkonen. She has also received the Governor's Award from Governor Romney of Michigan and the University of Michigan's Sesquicentennial Award "as one who exemplifies the principles expressed in their theme: 'Knowl edge, wisdom, and the courage to serve'." She has also been decorated by the Brazilian Academy of Fine Arts for her contribution in presenting Brazilian Art in the United States. She is an active member of several local, national and international organizations, and has received a number of citations and awards for her work in the field of social service and international relations.

f,{

't. ,

" :J

Dr. Rachel J. Andresen, Executive Director 2015 Wash tena w Avenue Ann Arbor, Michigan 48104 Tel. 313-769-7800 The following Bulletins are available upon request:

1. INTERNATIONAL STUDENTS-Host Family Information 2. AMERICAN STUDENTS-SUMMER PROGRAM 3. AMERICAN STUDENTS-13th YEAR STUDY ABROAD 4. AMERICAN STUDENTS-LATIN AMERICAN PROGRAMS 5. AMERICAN STUDENTS-YFU MUSIC PROGRAMS 6. A GUI DE FOR HIGH SCHOOLS (Recommendations concerning Exchange Student, prepared by Principals.) 7. YFU COMMUNITY COMMITTEES (Suggestions for organization of local sponsors.)

YOUTH
YOUTH FOR UNOERSTANDING

FOR
is one of the

UNDERSTAND
several to select the kind of family

N G
experience is not for students

TEENAGE
dents

EXCHANGE
Interested may mqUire about requirements at the Ann must audio also

organllatlons on the United States that provides, In coopera tion with the Department of State, for the exchange of stu' dents bet~en the United States and other countries. Through these programs students are sent to live on homes abroad and students from abroad come to live with American families The program is fully Interfaith and Interracial. In 1970 it received the official endorsement of tne DIVIsion of Youth Activities of the United States Catholic Conference. THE PURPOSE of YFU is to develop understanding among people through a family living experience. I nternatlonal students have the opportunity' to develop an appreCiation of the American way of life through participa
tion In fanllly, school and community activities. As a regular

wholesorn~
ordinary

that Will provide a Slgnlf.cant and from ahrodd. While extra

they tire expp.cted to represent

Arbor
he

office

or the MUSIC Department

rnust be submitted exchange very as a YFU student

of their
early and

high school.
then be are

merit

r~tluired.

AppltcattOl'Is accepted

as students

the best of typical Amellcan family is assigned to a YFU and counseling. PROGRAMS

family life. Each student and representallve for home Call1lll]

tloned

by the Choral,> or Wind Ensemble Conductor ber precedIng ~he summer tour Other mUSical groups
formed III
.J

in Octo

slfndar

m.tnner

OF THE YFU EXCHANGE:

YFU

has four pro Applicant may apply directly through hIS high school, the local YFU committee, .olea Or regional office. Schools are not given quotas. hut only quallflen students should apply. Selcc
tlDn IS on an Indivl{1lJd' hasls, determmen school

grams at present 1. I nternational nallonal students

committees approximately study of

Students-High School Program, Inter are selected by competent YFU national other countries. They corne for ;1 stay of
year high or school. one year which H1Cludp.s qualdu?d They

hy

information personal

one-half

In an American 15 through
knowledge student

arp well

from ttw statement

.Ippllcatlon, referencfls, and rht~ If1tt~rvlew.

records,

youth,
working qualified cultural NJtlonill

student II) a high school he learns first and connuct of Amellcan schools. The
tvvo

hand the philosophy students overseas for to life In

1Ions abroad
them

17 years of age, '" good he,"rh, and With a of English. Sludpnts submit tlwn- ,Ippllca iJnd .Ire screened to aUldln the type of tllyhly
who Will give Jntl receive tile most H1 thiS

Smce Director, sInaI!

its

beqinng has gUided of the 15

III

1951,

Dr.

Anrlresen,

the

Executive

the development Genn.m has students grown

of the progr pl.lCed to

1f1

tlm. F '-om a
southeaslern about 6,000 Forty studentsthe United

purpose
In

of sending
the summer

Amellcan
IS to

group

rronths

Introduce

another counlry. They shdre in family and community lofe to develop greater appreCiation of the cultural background and histollc contributions of other peoples. The 13th year stu dents have the additional opportunity to study abroan. SPONSORS: YFU works with community committees to

exchange. Once .J student has been dpproved Committee tliS creOt!ntli3ls are sent to tile headQuaners In Ann Arbor for final

hy

tus YFU

Michigan,

progr .1m

Inc.:ludt!

International

CJcceptance.

pxchan~w <;tudents on jj nd[lOnwule four countrlt~S have sent us students

have gone dbroad from most of

bdSIS eJch

ye.lr.

cJnr! Amencan the states in

Then he IS aSSigned to a host family which has been IIlIer Viewed and recommended by a local Y F U committee. 2, Amellcan Students-Summer Program, Each year Y FU sends hundreds of American High School youth to other countlles. Most of them live for two months With carefully
selected school days families. IS not before Since they close go for III summer, may attendance ViSit for at Li few SpeCial intended, schools dlthough some

Slates.
Regional and area staff representatives and their com

provide sponsorship through local organizations, such as high schools, churches, PT As, service clubs, business and profes slonal groups. These YFU committees asSist in finding host familtes for international students. They welcome them to
the community and offer many enriching experiences dur1flg

mlttees are now located throughout the United States. dre avail~lble to answer JII inqUires from stuctents,
families and schools.

They
host

SlHT'Imer

vacation.

their stay In the United States. Local committees also help In the selection of Amellcan students who Wish to go abroad, and may help raose funds for
I nternatlonal and Amencan exchange students.

art language study and classes In government, be available in some countries where there concenlration tunity to travel a broadenll)!! of Arnerlcc.1n live With exchanqe J famdy students.
10

('Ir history may IS a sufficienr This oppor has

To make this exchange possible, YFU has offices in Europe, South Amellca, PhilipPines, Japan and Ailica. YFU
ch,Hrrnen country. Three liVing here sound, 16rnrn films in color, about YFU students or and CQrnmll1ees overse.JS are all res.dents of each

and

another

country

enfluence

in ones

personal

development.

HOST
of their

FAMI LI ES receive I nternatlonal

own families and furOish them

students
with room

as members
and board.

families
ml ttees.

ovelseas are carefully

chosen by YFU National

Host Com

Lind abroad

are available

for schools,

churches

clubs. For further information "bout the Youth for Understanding

They may also prov"Je some spemJong money or help fond e~loyment so that the student may earn pocket money, Each student is expected to live as a member of the family, doing hiS share of household chores, which includes taking care of his room and personal effects. While some students feel a bit strange at first they soon come to feel very much at home With the family. This relationship os mutually gratify ing. Families who Wish to become hosts to a stuuent from abroad may apply through the YFU community committee, the local Or regional representative Or the Ann Arbor office.
An application form is provided and families are interviewed

3. Amellcan Students-13th Year Study Abroad Program, A select group of Amellcan students who are high school gradu ates with high academiC ability, and excellent scholastiC record with a facility rn a foreign language may apply for the 13th year of study abroad. Students live for approximately 14 months with a carefully selected family ilJ1(j attend an approved school. 4. American Students-YFU Chorale and Wind Ensemble
vicinity of Ann Arbor Each

program or for assIStance in developing a YFU committee in your area, please wllte to the International Off,ce In Ann Arbor, MichIgan, Your Inquiry will be referred to the staff
representative nearest you who Will assist you in any way.

Music Programs. Each year" are developed. usually In the

rehearses for several months and

by a representative

of YFU.

Families

are carefully

screened

then

makes a tour, either

of Europe

or Latrn

America.

Stu