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NATIONAL TESTS: WHAT OTHER COUNTRIES EXPECT THEIR STUDENTS to KNOW Editor's Note

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NATIONAL TESTS: WHAT OTHER COUNTRIES EXPECT THEIR STUDENTS to KNOW Editor's Note NATIONALHumanities ENDOWMENT FOR THE HUMANITIES • VOLUME 12 • NUMBER 4 • JULY/AUGUST 1991 NATIONAL TESTS: WHAT OTHER COUNTRIES EXPECT THEIR STUDENTS TO KNOW Editor's Note Testing Our Expectations How do American students measure up against students in Europe and Japan? How can we know when we have made educational progress? These are some of the questions raised by Endowment Chairman Lynne V. Cheney in her new report on humanities education, National Tests: What Other Countries Expect Their Students to Know. A major difference, she writes, is that the other countries test the content of courses, not just test-taking skills. The report offers examples of the testing NEH Chairman Lynne V. Cheney's most done in France, Germany, Great Britain, the European Community Schools, recent report, National Tests: What Other and Japan. A sampling: Countries Expect Their Students to Know, • From the Tokyo University entrance examination: Describe the changing examines testing in France, Japan, Great Britain, Germany, and the European Com­ commercial relationship between Western European countries and China from munity schools. (Clockwise from upper right: the mid-eighteenth century to the mid-nineteenth century. © Sally and Richard Greenhill Photographers; • From a European Community oral examination dealing with Russia in photo by Owen Franken, courtesy of German revolution: How far was there a "disintegration of the rear, that is, of the whole Information Center; © Peter M enzel; © Peter country" during the period October 1916 to March 1917? Menzel; courtesy of Japan Information and Cul­ ture Center. Cover illustration: Ashley Gill) • From the philosophy section of the French baccalaureate, a four-hour essay question: Is it easy to be free? Humanities A bimonthly review published by the As Cheney observes: "The high expectations they have are manifest in the National Endowment for the Humanities demanding questions they ask, not only about their own history and culture, but also about those of other societies." Chairman: Lynne V. Cheney Educational expectations are a recurring theme in this issue of Humanities. Director, Communications Policy: Elizabeth Carros Keroack, a teacher for twenty years in Massachusetts, borrows Claire del Real some lines from the Four Quartets to describe her experiences in an NEH- supported seminar at Oxford studying Hardy and Eliot. And three new teacher- Editor: Mary Lou Beatty scholars look forward to what they will be doing this fall as they embark on a Assistant Editors: James S. Turner year of independent study. Ellen Marsh Editorial Assistant: Kristen Hall Meanwhile, the debate as to what should be taught continues in lively fashion. Marketing Director: Joy Evans Chairman Cheney and Professor Henry Lewis Gates, Jr., of Harvard University ventilate some differing views on multiculturalism, core curriculum, and who Editorial Board: Marjorie Berlincourt, is misunderstanding whom on the right and the left. The final word goes to Harold Cannon, Richard Ekman, George classical scholar Bernard Knox, who reminds us that misunderstanding, even F. Farr, Jr., Donald Gibson, Guinevere controversy, is nothing new to humanities education. He looks back on the Griest, James Herbert, Thomas Kingston, Jerry Martin, Malcolm Richardson disputes of the fifth century B.C. and rights some Platonic wrongs by redress­ ing the reputation of the Sophists. Design: Hausmann Graphic Design, Inc. —Mary Lou Beatty The opinions and conclusions expressed in Humanities are those of the authors and do not necessarily reflect Endowment policy. Material appearing in this publication, except for that already copyrighted, may be freely reproduced. Please notify the editor in advance so that appropriate credit can be given. Humanities (ISSN 0018-7526) is published bimonthly for $11 per year by the National Endowment for the Humanities, 1100 Pennsylvania Avenue, N.W., Washington, D.C. 20506. Second-class postage paid at Washington, D.C., and addi­ tional mailing offices. Postmaster: Send address changes to Humanities, NEH, 1100 Pennsylvania Avenue, N.W., Washington, D.C. 20506. Annual subscription rate: $11.00 domestic, $13.75 foreign. Two years: $22.00, $27.50. Telephone: 202/786-0435. Fax: 202/786-0240. 2 JULY/AUGUST 1991 Contents Education A Conversation with ... Henry Louis Gates, Jr., of Harvard and NEH 4 Chairman Lynne V. Cheney discuss multiculturalism. National Tests: What Other Countries Expect Their Students to Know. 11 In a new report, NEH Chairman Lynne V. Cheney looks at humanities testing in Europe and Japan. The Numbers Game by Jeffrey Thomas. A survey of high school history 20 teachers shows advanced-placement teachers are more likely to have a master's degree. A Summer at Oxford by Elizabeth Carros Keroack. A high school English 22 teacher writes about studying Hardy and T. S. Eliot in their own milieu. "R and R": Reading and Research for Schoolteachers by Douglas Varley. 25 Three of the latest NEH/Reader's Digest Teacher-Scholars discuss plans for the year ahead. The Classical Inheritance For and Against the "New" Education by Bernard Knox. Putting 30 academic controversy in perspective with a look at the Sophists of fifth- century Athens. Shakespeare's Classical Muse by James S. Turner. Standing on the 35 shoulders of the great Roman playwrights. Other Features 28 Noteworthy In Focus: Carl Bode by James S. Turner. Establishing American studies 37 as a discipline. Picture Essay: American Victorianism Through the Stereoscope by 38 Julia Van Haaften and Janet Murray. Parlor entertainment before there was television. 41 Calendar The Humanities Guide Study Grants for College and University Teachers by Clayton W. Lewis, 42. Recent NEH Grants by Discipline, 43. Deadlines, 46. A Conversation with... Henry Louis Gates, Jr. politics in the guise of literary criticism accept a major opportunity for redefin­ and literary theory or cultural theory, ing what the notion of culture—the and I think that's dishonest. For notion of civilization—is in this country. instance, black people are doing much What do I do when Colin Powell better in the curriculum and the class­ will be shouted down by students if room than we are in the streets, and he were speaking at a university? to think that my appointment at Har­ I would defend his right to speak. vard solves the real-world problems I mean, I certainly did not win any new of black people is just to misrepresent friends by defending 2 Live Crew's a much more complicated process. right to perform. Not only that, but then to set oneself Cheney: That's one of those places at up as the commissar of truth, political which you and I have an enormous truth, and say that unless people gap between us because I find 2 Live adhere to a certain ideology, whether Crew so offensive. it's on the left or the right, then that Gates: I think they're offensive. person is somehow suspect and should Cheney: But what I never heard you be upbraided. say, in all of your many public state­ Now, I lived through the sixties, and ments about them, was that their atti­ I think that so much was good about tude toward women was totally unac­ the 1960s. But within the black move­ ceptable, it needed to be condemned, ment there was an enormous amount and it was not healthy for people in of political correctness, so that unless any segment of our society. your afro was two feet high or unless you had the right sort of dashiki, then Gates: I said that in the New York you were politically suspect. And I Times piece. I said they were both recognized then that it was unfortu­ sexist and misogynist. Cheney: I'm not sure that's strong ulticulturalism was the topic nate, it was wrong. And I saw a lot of enough. when Endowment Chairman that kind of tendency manifesting itself Lynne V. Cheney met recently in the academy again. Gates: What is stronger than misogy- Mwith Henry Louis Gates, Jr., who leaves Cheney: But how do you, when you nistic? Okay. I think that they are Duke University this fall to become pro­ advocate tolerance— and this is a point terribly, blatantly sexist and misogy- fessor of English and literature at Harvard on which you and I agree—how do nistic, and that those of us who teach University. Gates will also be the direc­ you reconcile that with behavior that African-American vernacular culture tor of Harvard's W.E.B. DuBois Institute is unacceptable or with speech that is have to critique the whole tradition for Afro-American Research. He heads unacceptable? of vernacular culture as misogynistic the NEH-supported Black Periodical Gates: Let's talk about behavior. and sexist, and that those of us who Literature Project. Let's talk about Mortimer Adler's teach it—and we do teach it—need to refusal to put more women or people teach, as part of our lesson that day, Lynne V. Cheney: I thought we might of color in the great books. I know a critique of that form of sexism and start by talking about your speech at that's not what you had in mind. But I that form of misogyny. Much of my the American Studies Association, find that intolerable. career has been based on teaching "Goodbye, Columbus." You spoke Cheney: So what do you do? You African-American women's work and about tolerance and about how we stand up and condemn it. resurrecting it. simply will not meet the challenges Gates: I stand up and condemn it. Cheney: That was why it was such ahead, any of us in this international The New York Times calls me. I say, a shock to me to have you find 2 Live nation, if we do not cultivate tolerance. "I think that's racist.
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