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National Endowment for the Humanities: Twenty-Second Annual Report--1987

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National Endowment for the Humanities: Twenty-Second Annual Report--1987 DOCUMENT RESUME ED 292 124 CS 211 101 TITLE National Endowment for the Humanities: Twenty-Second Annual Report--1987. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 87 NOTE 186p. AVAILABLE FROM National Endowment for the Humanities (NEH), Room 406, 1100 Pennsylvania Ave., NW, Washington, DC 20506 (single copies free). PUB TYPE Reports - General (140) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Endowment Funds; *Federal Programs; *Grants; *Humanities; Philanthropic Foundations IDENTIFIERS *National Endowment for the Humanities ABSTRACT Reflecting the efforts of the National Endowment for the Humanities (NEH) to support.the humanities in all their aspects, this report lists federal funds obligated for grants made in the 1987 fiscal year through the Endowment's five divisions (Education Programs, Fellowships and Seminars, General Programs, Research Programs, and State Programs) and through two offices--the Office of Challenge Grants and the Office of Preservation. The report provides brief descriptions of all NEH programs. Special Attention is given to the publication of "American Memory: A Report on the Humanities in the Nation's Public Schools." HEM has established a research center at the University of California at Los Angeles to study the way history is taught in elementary and secondary schools, and has launched the NEH/Reader's Digest Teacher-Scholar Program to provide one-year sabbaticals for elementary and secondary school teachers. In addition, ".he report includes lists of panelists, senior staff members, and members of the National Council on the Humanities, as well as a financial report for the year and a state-by-state index of grants. (ARH) *********************************************************************** Reproductions supplied by EMS are the best that can be made from the original document. *********************************************************************** 4 NATIONAL ENDOWMENT FOR THE HUMANITIES TWENTY-SECOND ANNUAL REPORT - 1987 Cover In American Memory: A Report on the Humanities in the Nation's Public Schools, NEH Chairman Lynne V Cheney called for students to "read great works of literature." Pictured are some American authors and poets who have created works that continue to be of enduring value: (lop row left to right) Nathaniel Hawthorne, Robert Frost, Willa Cather, (bottom row left to right) John Greenleaf Whittier ---, Emily Dickinson, Martin Luther King, Jr, and Samuel --- Langhorne Clemens (Mark Train). rb National Endowment for the Humanities Washington, D.C. 20506 ISSN 8755-5492 U 3 , .4 At, ' t 4.1 , f11.,3 , 4 5, e4, ^'"4.t. .10 rels)4444 44..1 .4144)441 ei'4441 4 ''*d t.F, 141 `.44. ( 1 1%,. The President The White House Washington, D.C. 20500 April 15, 1988 Dear Mr. President: I have the honor of transmitting to you the To improve humanities education in our "Mark the Evangelist I' annualreport of the National Endowment for the schools, we recommend changes in curricula, Ruing," from a Book Humanities for fiscal year 1987. It reflects our textbooks, and in the ways our teachers are of Hours in the collec- continuing effort to support the humanities in all trained and sustained. Through the Endow- tion of the Gibbers Art their aspects: to encourage education projects, ment's programs, we have also undertaken efforts Gallery France, early scholarly research, and programs for the general to help bring these changes about. sixteenth century. public. During 1987, then, we have laid particular In 1987 the gallery In all three areas, the year 1987 saw the fruition stress on education; we have done so in the sure received support from ofprojects relating to the two-hundredth anniver- knowledge that improving the teaching and the Division of sary of the Constitution. During the bicentennial learning of the humanities in our schools will General Programs for year, the Endowment's congressionally man- help forward research in and public appreciation an exhibition and dated report on humanities education in the of the humanities as well. The scholars of tomor- catalogue, "Time elementary and secondary levels was also com- row are in our schools today, as are the citizens Sanctified. The Book pleted. With our report, entitled American Mem- who will guide this nation well into the twenty- of Hours and Late ory we hope that we have helped place human- first century. If the lives of all Americans are Medieval Culture." ities education on the agenda of education enriched by an appreciation of the humanities, reform. our country will fulfill the vision of those who During the past several years, the importance gathered in Philadelphia in 1787, a vision, in of improving education in science and math has Madison's words, of "liberty and learning, each been widely recognized. American Memory ar- leaning on the other for their surest and mutual gues that teaching and learning in such disci- support" plines as history and literature are also crucial. "Knowledge of the ideas that have molded us and Sincerely, the ideas that have mattered to us functions as a kind of civic glue," the report says. "Our history and literature give us symbols to share; they help us all, no matter how diverse our backgrounds, Lynne V. Cheney feel part of a common undertaking:' Chairman 1 4.1 Let, 1,7,134"Z,. ".3. TABLE OF CONTENTS Letters of Introduction 6 Thefac fa tall case dock made by How the Endowment Works 10 William Claggett of Newport, ca. 173Z in American Memory 12 the collection of the Rhode Island Histor- The Jefferson Lecture 14 ical Society which received a challenge Division of Education Programs 16 grant in 1987 to restore the John Brown house, Division of Fellowships and Seminars 26 7 to create an endow- ment for operating Division of General Programs 64 costs relating to the humanities, and to Division of P:search Programs 105 make certain physical improvements to the Division of State Programs 130 society's facilities. Office of Challenge Grants 137 Office of Preservation 145 National Capital Arts and Cultural Affairs 151 Panelists in Fiscal Year 1987 153 Senior Staff Members of the Endowment 175 Members of the National Council on the Humanities 177 Summary of Grants and Awards for Fiscal Year 1987 178 Financial Report for Fiscal Year 1987 180 Index of Grants 181 7 FROM THE DEPUTY CHAIRMAN quick survey of the state of man Lynne Cheney's analysis and defense of the the humanities in America might lead the casual teaching of literature and history in the schools observer to be deeply pessimistic. In colleges and has been widespread and deep. Indeed, if one universities the number of students majoring in looks over the grants reported in this volume, humanities disciplines remains depressed. Some perhaps a more salutary view of the health of the professional organizations in the humanities do humanities might begin to emerge. not hesitate to defend narrowness and height- In all our divisions and activities we have ened specialization in the academic realm, or to attempted to keep clearly in mind the need for a downplay the necessity of transmitting the great restoration of understanding ofthe humanities at texts of literature to future generations. In our all levels of society. We have, for example, taken schools we have reports that students know far seriously our obligation to translate the works of less than they should about history and literature the humanities to the broader public. We have that two-thirds, for example, do not know when resisted the notion that the. great literature, the Civil War was fought or that half had no idea significant events, or fundamental questions en- that Keats or Wordsworth or Byron were poets. compassed by the humanities can be given to Yet, without denyingthe validity ofthose facts, public audiences only in snippets or by adultera- there's some cause for optimism. This past year, tion. We have tried to continue to adhere to a for example, saw a number ofserious books in the standard of excellence without ever confusing public marketindeed, on the "best seller" list excellence with either narrow erudition or with that argued for a restoration of broad gauged the simply interesting or entertaining. humanities studies at all levels of American In our fellowship programs we have continued education. The reception accorded NEH Chair- to seek out scholars whose work holds the promise of interest and significance not only for Antique gold and sil- themselves but for their disciplines and, indeed, ver pencils. A scholar across disciplines. In our Division of Research at Duke University Programs, we have taken great pains to explain received a Fellowship that we do not believe words such as "significant" for University Teachers and "important" to be empty. We ask of all such from the Division of applicants that their work be defended not simply Felloivships and Semi- on the grounds of an innovative approach or nars in 1987 to insight, but that the case clearly be made for the research and write a power of the research to illumine major issues, book on the history of events, or questions of recognizable significance the pencil, With a or importance to their peers. Pencil: An Essay on We have not been content with cultivating the Engineering and humanities in those areas where they already Culture. flourish. As this list of grants will attest, our attempts to reach out to elementary and second- ary school teachers have all proceeded quite well. Through such initiatives as our Access to Excel- lence Program, groups and institutions new to LETTERS OF the Endowment have found NEH receptive to INTRODUCTION their proposals. Yet, at no time was any criterion other than worth, merit, or excellence in effect. 6 All projects selected for support by the Endow- ment go through a rigorous process of review. general public in ways that have truly been Ralph Earl's portrait Every proposal is subject to the same careful enlightening and educational? Third, have we of ChiePustice Oliver scrutiny.
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