Regarding the purpose of the Act, the following is laid out in concrete terms: citizens in schools and institutions of higher learning located in such foreign country, or of the citizens of such foreign country in American schools and institutions of higher learning located outside the continental United States, Hawaii, Alaska, (including the Aleutian Islands), Puerto Rico, and the Virgin Islands,. [...] At the heart of this worldview lie two fundamental assumptions: that the programme has generated an exclusive elite devoted to the betterment of the world through public service and inter-cultural communication; and that Fulbright is all about the transfer of expertise through as much the camaraderie of inter-personal relations as the formality of professional appointments. [...] This situates the ethos of the programme in the same context as, say, the Rotary related brotherhood just as Fulbright spread the ideals of academia-based brotherhood in the second.19 Yet Fulbright the politician and Fulbright the programme did possess their own in-built limitations to realizing this one-worldist vision. [...] Therefore our security and the peace of the world are dependent upon the character and intellect of the leaders rather than upon the weapons of destruction now accumulated in enormous and costly stockpiles.21 18 Leonard Sussman, The Culture of Freedom: The Small World of Fulbright Scholars 1992), 3. [...] Over the years, studies of the impact of the Fulbright programme in national contexts have gradually increased, as the available data and access to archives has allowed for more 27 Neal Allen, “The Power of the Segregationist One-Party South in National Politics: Segregation in the Career of J.
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