DOCSLIB.ORG

And Others Education and Major Philanthropic Foundations. a Report to the National Academy of Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
And Others Education and Major Philanthropic Foundations. a Report to the National Academy of Education DOCUHERT RESUME ED 125 447 HE 008 017 AUTHOR Havighuist, Robert J.; And Others '\ TITLE Education and Major Philanthropic Foundations. A Report to the National Academy of Education. INSTITUTION National Academy of Education, Washington, D.C. SPONS AGENCY Spencer Foundation, Chicago, Ill-. PUB DATE 6 Apr 76 NOTE 251p. EDES. PRICE MF-SC.83 MC-314.05 Plus Postage. DESCRIPTORS Comparative Analysis; *Educational Finance; Educational Objectives; Elementary Education; Expenditures; *Financial Support; *Foundation Programs; Government Role; Grants; *Higher Education; Pest Secondary Education; *Private Financial Support; Program Descriptions; Secondary Education ABSTRACT Nine foundations are the focus of this study of the educational activities of major philanthropic foundations. The foundations are: (1) Ford;(2) Grant; (3) Russell Sage;(4) Carnegie; (5) Danforth; (6) Kellogg; (7) Lilly; (8) Mott; and (9) Rockefeller. After a brief overv. w foundation activities, general themes, apprcpriaions and projec s,, and the use of dollars are discussed. Foundations are compar with goveinment supportof educational innovation and experimentation, and an evaluation of foundation performance is presented. Appendices list:(1) categories for study of foundation grants;(2) constant dollar coefficients; and(3)' the questionnaire for recipientS of foundation and goiernment grants to education. (SCE) sir . ************************1,0**4*********************************** ***--7-: * Documents acquired by ERIC include many in dal mipublishe .s * materials not available from other sources C makes every effo e * to obtain'the best copy available. le eless, items of marginal * reproducibility are often enco and this affects the 'quality * of the microfiche and hardcopy reproductions ERI,C makes available' * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the 'original document. Reproddctione * * supplied by EDRS are the best that can be wade from the original. *' ssms**********************************************rnssssisssss*lassis , . 11 LA Major Philanthropic Foundations r-4 Education a C:1 11 A Report I to the National Acade of Education b y . bert J.'Haxighurst Professor Education and Human Development e University of Chicago Donald B. Uolsinger Assistant Professor of Education The University of Chicago . Erik S. Lunde Assistant: Professor, Department of American Thought and Language Michigan State University, U ARTMEPIT Ot FIEALTII. EDUCATION AWILLIIARE -NATIONAL INSTITUT; OF EDUCATION , MIS DOCUMENT mAS SEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGAitaiZATiCieORIOtt- TrAIG IT POINTS OF VIEW OR OPINIONS STATED oo-NOT NECESSARILY *ERRE SENT OfFtCsAt, NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY 1976 Table of Contents PREFACE I. INTRODUCTION Brief overview of foundationactivityltthe field of education from 1900 to the present. II. ANALYSIS OF EDUCATIONAL ACTIVITY'OFFOUNDATIONS' General themes of activity, related tochanging social conclitions and changing social needs. Categories of appropriations andprojects, for quantitative analysis. Use of dollars of 1967 purchasing powerto facilitate comparisons from one decade to another. SUPPORT OF EDUCATIONAL INNOVATION III. FOUNDATIONS COMPARED WITH GOVERNMENT IN AND EXPERIMENTATION -IV. EVALUATION OF FOUNDATION PERFORMANCE V. PERSPECTIVES CASE STUDIES OF THE NINE FOUNDATIONS VI. ROCKEFELLER FOUNDATIONS 0 VII. RUSSELL SAGE FOUNDATION VIII. CARNEGIE CORPORATION AND FOUNDATION IX. DANFORTH FOUNDATION X. W. K. KELLOGG FOUNDATION .* XI. FORD FOUNDATION XII. GRANT FOUNDATION, INC. XIII. LILLY ENDOWMENT, INC. 0-7-1 XIV. MD FOUNDATION APPENDICES ti P-3 PREFACE This Report is the product of collaboration of the three authorsover a period of about 21 months, froth May, 1974 to January, 1976. It started with the appointment of Donald Holsinger as an Academy Spencer Associate for the summer of 1974, to work'with the senior author on a study of educational activities of philanthropic ations. The Academy Spencer Associates PrograM provides a summer earch stipend for a younger scholar to work in close collab- oration wija member of the Academy on specific problems'in education. e plan to study the educational activities of major philanthropic founda- . ions was so broad as to make it questionable whether a summer's work by one individual could cope with it. However, the senior author had been working in t. ''this area in a casual way for some,years, and the subject itself wasso attrac- tive that it seemed worth while to make a start with whateveresources were 'available. Furthermore, several very competent younger s-were recommended for the award,,and Mr. H. Thomas JamesPresident of the Spencer Foundation, encouraged the senior authoi to apply directly to the Foundation for a second award, which was made to Erik S. Lunde. e Academy tpencer Associates program also provides the sum of $2,500 for travel and other expenses in addition to the summer research7tipend for the Associate. With these resources, the three authorked'iritensively during the sum- mer of 1974. Theyselected nine Foundations for special study, and they spent ten days_in New York City, working at the Foundation Center with its excellent Library, and interviewing officers of the five Foundations with New York headquarters, among the nine which had been chosen for special study. Visits and extensive correspondence were organized !or the other four Foundations. 4 P-/. - 2 - The end of the summer of 1974 found the authors so engrossed in the study that they decided to carry it on, in their spare time. At this point they decided to analyze the grants in'the field of education made by the several.foundations, using a set of content categories and dollars of constant purchasing power. The categories were worked out in conference, so as to get a set of descriptive categories that would facilitate comparison of foundations with eachother, and study of the program of a given fOundation as it developed through time. These categories'are,given in Appendix A. They may prove to be useful to. other researchers who wish to make a quantitative study., Dr. Holsinger took charge of the complicated task of transferring data from coding sheets to punch cards t6 the computer. Most of'th'Tables in the Report which follow Chapter I . are based on his work.' The officers of the, nine Foundations were all cooperativeandfriendlY to the project, as were the staff members of the Foundation Center in New York City. The Report consists of two Parts: the 'first being:4 general study of Foundation activity in the broad field of education; the second being a set of case studies of the nine Foundations. The case studies were written by they-- three authors as follows: Holsinged-Ford, Grater -and Russell Sage: Lunde Carnegie,.Danforth, and Kellogg; Havighurst--Lilly, Mott, andRockefeller. The chapters in the first part were put into final shape by Havighurst, with help from the two junior authors. The senior author has had an extensive experience with Foundations,'both as an officer and as a grantee. He served 4, the General Education Board (Rockefeller FOundation) from 1934 through1940 as .Assistant Director and later Director of the Program in General Education, velich supported innovation andexperimentation in the field of secondary and 5 P-5 3 Board's, program in Child andAdoles- 'college education. He also directed the Later, ill 1947 and cent Development during thelitter part of this periOd. 1948, he spent about8months in CentralEurope as arepresentative_of the out ways by which theFoundation could aid in Rockefeller Foundation, seeking / and Austrian the post-war restoration ofcommunication between the German academic communities on the ohehand and the kmerican andWest European academ- on the otherhand. is group I aS t - - I. FOUNDATIONS AND THEIR EDUCATIONAL ACTIVITIES Although charitable gifts are as old as civilization, it is only in very recent time that charitable or philanthropic foundations have 'come into action. The earlier charitable endowments of any magnitude were aimed at alleviating a problem or a distressful situation An orphan asylum or an old people's home, or free food for the hungry, Were instruments of philanthropy. But around 1900, the modern foundation was created as a means of attack on the causes of a social problem, so as to prevent or at least reduce the problem, and thus to nermanently,improve the human'condition. The support and application of education is an example of such a foundation activity. Two wealthy Americans at the beginning of the century began to turn their 'I, wealth to this kind of purpose. They were Andrew Carnegie and John Davison Rockefeller. Carnegie gave the money to create the Carnegie Institute of Technology in Pittsburit He provided funds_for public library buildings conditioned on the recip- tentcommutitty providing the site and guaranteeingan annual maintenance fund of not less than 10-percent of the building oast. By 1919, when he died, his money had gone into 2,509 library buildings at a cost of $56 million. Between 1901 and 1910 W. Carnegie set up six funds or trusts, including the Carnegie Foundation for the Advancement of Education and thetarnegie Indownett for International Peace. Then, in 1911, he made a gift of $25 million to create the Carnegie Corporation of New York. Shortly afterward he gave an additional $100 million toCarnegie Corporation. John D. Rockefeller in 1892 started his gifts to the University of Chicago,, . which eventually reached $35
Load more

Recommended publications
  • A History of the Perkins School of Theology
    FROM THE COLLECTIONS OF Bridwell Library PERKINS SCHOOL OF THEOLOGY SOUTHERN METHODIST UNIVERSITY Digitized by the Internet Archive in 2009 http://www.archive.org/details/historyofperkinsOOgrim A History of the Perkins School of Theology A History of the PERKINS SCHOOL of Theology Lewis Howard Grimes Edited by Roger Loyd Southern Methodist University Press Dallas — Copyright © 1993 by Southern Methodist University Press All rights reserved Printed in the United States of America FIRST EDITION, 1 993 Requests for permission to reproduce material from this work should be sent to: Permissions Southern Methodist University Press Box 415 Dallas, Texas 75275 Unless otherwise credited, photographs are from the archives of the Perkins School of Theology. Library of Congress Cataloging-in-Publication Data Grimes, Lewis Howard, 1915-1989. A history of the Perkins School of Theology / Lewis Howard Grimes, — ist ed. p. cm. Includes bibliographical references and index. ISBN 0-87074-346-5 I. Perkins School of Theology—History. 2. Theological seminaries, Methodist—Texas— Dallas— History. 3. Dallas (Tex.) Church history. I. Loyd, Roger. II. Title. BV4070.P47G75 1993 2 207'. 76428 1 —dc20 92-39891 . 1 Contents Preface Roger Loyd ix Introduction William Richey Hogg xi 1 The Birth of a University 1 2. TheEarly Years: 1910-20 13 3. ANewDean, a New Building: 1920-26 27 4. Controversy and Conflict 39 5. The Kilgore Years: 1926-33 51 6. The Hawk Years: 1933-5 63 7. Building the New Quadrangle: 1944-51 81 8. The Cuninggim Years: 1951-60 91 9. The Quadrangle Comes to Life 105 10. The Quillian Years: 1960-69 125 11.
    [Show full text]
  • "And So We Moved Quietly": Southern Methodist University and Desegregation, 1950-1970 Scott A
    University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2013 "And So We Moved Quietly": Southern Methodist University and Desegregation, 1950-1970 Scott A. Cashion University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the African American Studies Commons, and the United States History Commons Recommended Citation Cashion, Scott A., ""And So We Moved Quietly": Southern Methodist University and Desegregation, 1950-1970" (2013). Theses and Dissertations. 739. http://scholarworks.uark.edu/etd/739 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. “AND SO WE MOVED QUIETLY”: SOUTHERN METHODIST UNIVERSITY AND DESEGREGATION, 1950-1970 “AND SO WE MOVED QUIETLY”: SOUTHERN METHODIST UNIVERSITY AND DESEGREGATION, 1950-1970 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History By Scott Alan Cashion Hendrix College Bachelor of Arts in History, 2002 University of Arkansas Master of Arts in History, 2006 May 2013 University of Arkansas ABSTRACT Southern Methodist University was the first Methodist institution in the South to open its doors to African Americans in the early 1950s. There were several factors that contributed to SMU pushing for desegregation when it did. When SMU started the process of desegregation in the fall of 1950, two schools in the Southwest Conference had already admitted at least one black graduate student. University officials, namely then President Umphrey Lee, realized that because other schools had desegregated, it would not be long before SMU would have to do the same.
    [Show full text]
  • An Inventory of the Merrimon Cuninggim Papers
    An Inventory of the Merrimon Cuninggim papers Revised May 5, 2017 [work in progress] Title: Merrimon Cuninggim papers Merrimon Cuninggim (1911–1995) was a Methodist minister and educator who served as Dean of Perkins School of Theology, Southern Methodist University, from 1951 until 1960. Date range: 1943-1993 Bulk date range: 1951-1960 Extent: 16 boxes (16 linear feet) [Boxes 15-31] Collection BridArch 1.006 Acquired. The folder-level inventory that follows describes the collection before processing. Box File Contents 15 01 A – General 02 Abingdon 03 Abingdon – Emory S. Buck, 1956-1960 04 Adkins, Carl 05 Admission of Vanderbilt St., 1960 06 Ahmad-Shah, E. 07 Akin, Dr. Nita 08 Allen, Yorke 09-14 Alumni Association, 1953-1960 15 American Airlines 16 American Association of C. for T. Ed., 1953-1954 17-24 American Association of Theological Schools, 1951-1960 25-37 American Association of Theological Schools – Commission on Accrediting, 1954-1959 38-41 American Association of Theological Schools – Faculty Fellowship Commission, 1956- 1960 Bridwell Library * Perkins School of Theology * Southern Methodist University 1 42 American Association of Theological Schools – Guides for Self-Study 43-45 American Association of Theological Schools – Lilly Foundation, 1956-1959 46 American Association of Theological Schools – Motives in Christian Service, 1957 47 American Association of Theological Schools – Procedure in Re-inspection, 1958-1959 48 American Association of Theological Schools – Report, 1956 49-50 American Association of Theological Schools – Senior Scholarship Awards, 1958-1960 51 American Association of University Professors 52 American Council on Education 53 American Foundation Information Service 54 American Jewish Committee 55 Anderson, Bernard 56 Anderson, Thomas J., 1952 57 Applications for Positions, 1951-1952 58-59 Appointments – Reappointments, 1954-1956 60 Arnott, Robert J.
    [Show full text]
  • The Thresher an All-Student Newspaper for 45 Years Ends Political Series Volume 49—Number 26 HOUSTON, TEXAS FRIDAY, MAY 4, 1962 by GARY HANOVICH Professor Hans J
    Avttiuve* 17. iX* 484 Degree Candidates Will Hear Danforth Director Doctor Merrimon Cuninggim, Executive Di- Following military service, he became Profes- rector of the Danforth Foundation of St. Louis, sor of Religion at Pomona College, and later will deliver the principal address at the Forty- Chaplain of the Associated Colleges of Clare- ninth Commencement of Rice University, Satur- mont (California). He was appointed Executive day, June 2, at 6:30 p.m., according to an Director of the Danforth Foundation in 1960. announcement by Rice President Kenneth S. Doctor Cuninggim is the author of The Col- Pitzer. lege Seeks Religion, Freedom's Holy Light and DR. PITZER also announced that Doctor Christianity and Communism. Robert Elliot Fitch, Dean of the Pacific School DOCTOR FITCH was born in China, the son of Religion, would be Baccalaureate Speaker, and grandson of Presbyterian missionaries. He Friday, June 1, at 6:30 p.m. was graduated from Yale University and took Dr. Cuninggim, Dean of the Perkins School his Ph.D. at Columbia University. "***. of Theology at Southern Methodist University Before his appointment in 1951 as Dean of the from 1951 to 1960, was graduated from Vander- Pacific School of Religion, he served as Profes- bilt University, became a Rhodes Scholar and sor of Philosophy and Dean of the Faculty at took his Ph.D. from Yale University. Occidental College, taught at fhe College of the City of New York, Columbia, the University of HE WAS Director of Religious Activities at Texas and Pacific University in Oregon. Duke University, and was Professor of Religion In addition to his articles in Journals of Phil- at Emory & Henry College and Denison Univer- osophy and Religion as well as in many popular MERRIMON CUNINGGIM sity before serving as Chaplain in the U.
    [Show full text]
  • 111111.25111Uvas
    11111" 111111.25111Uvas MICROCOPY RESOLLITIONTEST CHART inioriAL DOCUMENT RESUME ,ED 079 211 SO 006-024 TITLE National Endowment for the Humanities. Seventh Annual Report [for 1972]. INSTITUTION National Endowment for the Humanities (NFAH), Washington, D.C._ PUB DATE 73 NOTE 132p.; 1972 Annual Report AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 3600 00014, $1.75) EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Annual Reports; Educational Finance; *Educational, Programs; Federal Aid; *Humanities ABSTRACT The annual report describes and disdusses bumanit::. programs which support the parallel development of research, scholarships and institutions with a broader public education program..Programs described in this repdrt represent the Endowment's efforts to bring the disciplines of the humanities to bearon -. problems of national concern.. Following an introduction to the seventh annual report, Fritz Machlup explains a conceptual framework for his study concerning 'gleaming MOre About Knowledgeu and reports findings on the recent growth in dissemination of humanistic knowledge. The divisions of public,.education, research, and fellowship prograis, each arranged in a separate section, are briefly described along-with an explanation of the function of the Office of Planning and Analysis--an office responsible for funding experiments to find better ways to carry out the Endowment's public mandate.. Appendices include a brief history of the Endowment; information for applicants; financial
    [Show full text]
  • 2019-2020 Education Graduate Catalog
    Department of Teacher Education and Graduate Studies in Education 2019-2020 Graduate Catalog Master of Arts in Teaching and Master of Education TABLE OF CONTENTS TABLE OF CONTENTS ........................................................................................................................................................................ 1 INTRODUCTION ................................................................................................................................................................................... 5 ACCREDITATION .................................................................................................................................................................................... 5 THE CLERY ACT .................................................................................................................................................................................... 5 TITLE IX ................................................................................................................................................................................................ 5 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 (FERPA) ............................................................................. 6 SALEM COLLEGE FACTS................................................................................................................................................................... 8 SALEM COLLEGE: A HISTORY .......................................................................................................................................................
    [Show full text]
  • The Chronicle Monday, November S, 1995 © One Copy Free Duke University Durham, North Carolina Circulation: 15,000 Vol
    THE CHRONICLE MONDAY, NOVEMBER S, 1995 © ONE COPY FREE DUKE UNIVERSITY DURHAM, NORTH CAROLINA CIRCULATION: 15,000 VOL. 91, NO. 49 Rabin's death evokes sorrow, raises questions University Experts analyze impact of responds to killing on peace process assassination By SANJAY BHATT adored by his countrymen for With three bullets, the as­ leading them through wars and By SANJAY BHATT sassination of Israeli Prime hostage crises, was gunned Members of the University Minister Yitzhak Rabin by an down by a lone assassin Satur­ community reacted in shock Israeli Jew has forced Israelis day night as he was leaving a and horror to Saturday's assas­ and the international Jewish peace rally in Tel Aviv. The al­ sination of Israeli Prime Minis­ community to confront the deep leged gunman, Jewish law stu­ ter Yitzhak Rabin by a Jewish division over the question ofthe dent Yigal Amir, 25, confessed Israeli and convened for a can­ occupied territories and has to the killing, saying he acted dlelight vigil and songs of peace further dimmed the prospect of on God's orders and did not re­ Sunday night on the campus of peace in the Middle East. gret killing Rabin. Right-wing the University of North Caroli­ "We never thought it would Jewish extremist groups have na at Chapel Hill. happen in Israel. We were all so claimed responsibility, al­ More than 200 members proud of our democracy," said a though it is not yet clear if Amir from the Durham and Chapel shocked Deputy Consul Gener­ coordinated his actions with Hill Jewish communities al Eitan Surkis-Almog in an in­ anyone.
    [Show full text]
  • Department of Teacher Education 2018-2019
    Department of Teacher Education 2018-2019 Graduate Catalog Master of Arts in Teaching and Master of Education 1 INTRODUCTION The Salem College Graduate Catalog includes the official announcements of academic programs and policies. Graduate students are responsible for knowledge of information contained therein. Although the listing of courses in this catalog is meant to indicate the content and scope of the curriculum, changes may be necessary and the actual offerings in any term may differ from prior announcements. Programs and policies are subject to change from time to time in accordance with the procedures established by the faculty and administration of the College. Salem College does not discriminate on the basis of race, color, national origin, *sex, *gender identity/expression, sexual orientation, age, religion, disability, or any other category protected by applicable law in the administration of its educational programs and student activities and services. *As a women’s college, Salem College admits only female students in its traditional-age undergraduate program as permitted by law. In its continuing education (Fleer Center ) and graduate programs, Salem College does not restrict admission on the basis of sex or gender identity/expression. The following person has been designated to handle inquiries regarding the nondiscrimination statement: Erin Jones Adams Assistant Vice President for Administration, Title IX Coordinator Inspector’s House 601 South Church Street Winston-Salem, NC 27101 (336) 721-2852 Accreditation Salem College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS-COC) to award baccalaureate and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call (404) 679-4500 for questions about the accreditation of Salem College.
    [Show full text]
  • 2003-2005 Undergraduate Catalog
    Salem College Winston-Salem, North Carolina 2003-2005 Academic Catalog The 232nd and 233rd Sessions Contents College Calendar ............................................................................................6 2003-2004 .................................................................................................6 2004-2005 .................................................................................................7 Salem College .................................................................................................8 Salem Facts.................................................................................................8 Salem College History................................................................................9 Our Mission Statement ............................................................................10 The Honor Tradition................................................................................11 Campus Buildings and Facilities...............................................................11 Library Services ........................................................................................13 Beyond the Campus.................................................................................13 Admissions ...................................................................................................15 Financial Information (Tuition, fees, etc.) .....................................................21 Financial Aid.................................................................................................26
    [Show full text]
  • School of Music 2016-2017 Graduate Catalog Master Of
    School Of Music 2016-2017 Graduate Catalog Master of Music in Performance and Pedagogy (Organ) with an Emphasis in Injury-Preventive Keyboard Technique Master of Music in Performance and Pedagogy (Piano) with an Emphasis in Injury-Preventive Keyboard Technique 1 INTRODUCTION The Salem College Graduate Catalog includes the official announcements of academic programs and policies. Graduate students are responsible for knowledge of information contained therein. Although the listing of courses in this catalog is meant to indicate the content and scope of the curriculum, changes may be necessary and the actual offerings in any term may differ from prior announcements. Programs and policies are subject to change from time to time in accordance with the procedures established by the faculty and administration of the College. Salem College does not discriminate on the basis of race, color, national origin, sexual orientation, age, religion, or disability in the administration of any of its educational programs and activities. As a women’s college, Salem College admits only women in the traditional undergraduate College. The College graduate programs and the Fleer Center programs admit both women and men. The following persons have been designated to handle inquiries regarding the nondiscrimination policies: Anna Gallimore, Vice President for Administration Inspector’s House 601 South Church Street Winston-Salem, NC 27101 (336) 721-2852 ACCREDITATION Salem College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) to award baccalaureate and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call (404) 679-4500 for questions about the accreditation of Salem College.
    [Show full text]