NATIONALHumanities ENDOWMENT FOR THE HUMANITIES • VOLUME 11 • NUMBER 6 • NOVEMBER/DECEMBER 1990

THE CHARLES FRANKEL PRIZE Editor's Note Charles Frankel In this issue we again honor the Frankel Scholars, five Americans receiving recognition for their work in bringing the humanities to a larger public audience. The occasion seems an appropriate time to reflect on the character of the man for whom the award is named, the late Charles Frankel. Charles Frankel was a university professor, a philosopher, who believed that scholars had a civic role to play. In a book published by the National Humanities Center in North Carolina, The Humanist as Citizen, and dedicated to Frankel, William E. Leuchtenburg said of him "he succeeded perhaps more The 1990 recipients of the Charles Frankel than any other American of his generation in personifying the ideal of the man Prize: (top row) David D. Van Tassel, Ethyle of letters who is active in the world of great affairs." R. Wolfe, Henry E. Hampton, (bottom row) Frankel was a professor of philosophy for forty years at Columbia Univer­ Bernard M. W. Knox, and Mortimer J. Adler. sity in New York and the author or editor of seventeen books. He served out­ (Photo by Herbert Ascherman, Jr.; photo by side the Columbia community as well—as director of the New York State Civil J. T. Miller; courtesy ofBlackside, Inc.; courtesy of B.M. W. Knox; photo by Susan Q. Jaffe; Liberties Union, cochairman of the National Assembly for the Teaching of courtesy of Institute for Philosophical Research) the Principles of the Bill of Rights, chairman of the committee on professional ethics of the American Association of University Professors, and then, on leave Humanities from Columbia, as assistant secretary of state for educational and cultural A bimonthly review published by the affairs. At the time of his death he was the president and director of the newly National Endowment for the Humanities begun National Humanities Center in North Carolina. What were his views Chairman: Lynne V. Cheney about the "connectedness," as he liked to say, between the humanities and the Publisher, Editorial Director: present? Here is Charles Frankel, in his own words: Marguerite Hoxie Sullivan "The modern world, almost by definition, is a world in which new knowledge and Editor: Mary Lou Beatty techniques produce rapidly changing social conditions that in turn produce vertigi­ Assistant Editors: James S. Turner nous changes in human beliefs and values. The coherence that people have thought Ellen Marsh they have seen in things is regularly broken; their sense of connectedness with what Production Assistant: Susan Q. Jaffe has gone before and of an intelligible direction in where they are going is disrupted. Editorial Assistant: Kristen Hall Humanistic scholars are more knowledgeable, perhaps, yet they are only occasionally Marketing Director: Joy Evans wiser than their fellows. They may be as lost as their unscholarly neighbors. But Editorial Board: surely the effort to find coherence, to restore a sense of continuity and direction, can­ Marjorie Berlincourt, Harold Cannon, not be left only to impulse and unguided inspiration, to visionaries or sloganeers, or to Richard Ekman, George F. Farr, Jr., newspapermen or leaders of political parties. If people with knowledge of philosophy, Donald Gibson, Guinevere Griest, literature, and history do not take part, if people who have time specifically set aside James Herbert, Thomas Kingston, to permit them to think do not take part, the results are likely to be thin and fragile." Jerry Martin, Malcolm Richardson The values, he insisted, were enduring: "In every generation in which the Design: Hausmann Graphic Design, Inc. humanities have shown vitality, they have refreshed their thinking by learning from other disciplines, and they have looked beyond their books to the primary materials The opinions and conclusions expressed in that have made these books. They have performed an essential public, civic, educa­ Humanities are those of the authors and do not tional function: the criticism and reintegration of the ideas and values of cultures necessarily reflect Endowment policy. Material appearing in this publication, except for that dislocated from their traditions and needing a new sense of meaning." already copyrighted, may be freely reproduced. Please notify the editor in advance so that If there is a distinguishing characteristic of the Frankel Scholars, it is this appropriate credit can be given. The Chairman devotion to imparting the knowledge of the humanities. of the Endowment has determined that the pub­ lication of this periodical is necessary in the —Mary Lou Beatty transaction of the public business required by law of this agency. Use of funds for printing this periodical has been approved by the direc­ tor of the Office of Management and Budget through September 1992. Send requests for sub­ scriptions and other communications to the editor, Humanities, National Endowment for the Humanities, 1100 Pennsylvania Avenue, N.W., Washington, D.C. 20506. Telephone 202/786- 0435. Annual subscription rate: $11. (USPS 521-090) ISSN 0018-7526.

2 NOVEMBER/DECEMBER 1990 Education A Conversation with ... NEH Chairman Lynne V. Cheney discusses California's new approach to teaching history with I 4 Charlotte A. Crabtree, director of the National Center for History in the Schools.

The Numbers Game by Jeffrey Thomas. What eighth graders study—and how well they learn it. 9 The Frankel Scholars by Mary T. Chunko. Profiles of five people II being honored for outstanding contributions to public under­ standing of the humanities.

Other Features More Than a Manuscript by Ellen Marsh. The story behind 16 medieval and Renaissance manuscripts and books.

Treasures of the Vatican Archives by Douglas N. Varley. 20 Unearthing rare holdings, thanks to a new computerized data base.

In Focus: Luis Martin by Victoria I. McAlister. A distinguished 23 professor of Latin American studies.

Santa Fe Indian School: A Native American Perspective by 24 Bob Quick. A centennial exhibition reflects on the past and looks to the future.

American Political Parties, 1789-1989 by Douglas N. Varley. 28 A new atlas charts the geographical patterns of party politics for the first 100 Congresses.

31 Calendar

32 Noteworthy

Picture Essay: Japanese Archaeological Ceramics by Richard 34 Pearson. A New York exhibition shows the oldest ceramics in the world.

On Making Foreign Languages Our Own by Jon N. Moline. 36 A model program at Minnesota's St. Olaf College seeks to change the way students think about foreign languages.

The Humanities Guide Research Conferences by Christine Kalke, 39. Recent NEH Grants by Discipline, 40. Deadlines, 46.

HUMANITIES 3 A Conversation with... Charlotte A. Crabtree

Charlotte A. Crabtree: I couldn't ever, when "multicultural diversity" agree more, and I am convinced this is used to divide and polarize people is an unstoppable reform. It's clearly along racial and ethnic lines and to Lynne V. Cheney a movement supported by the gen­ alienate children from our common eral public. And the response from national identity. classroom teachers across the country Cheney: The California framework to a survey we did recently indicates with which you have been involved that their interest and support for —Diane Ravitch was the other prin­ history is really quite strong. We're cipal author—places a great emphasis even beginning to see, miracle of mir­ on multiculturalism. Or is there acles, a break in the resistance of the another word that you use? National Council for Social Studies. Crabtree: The framework emphasizes Cheney: The National Council for the United States as a multicultural, Social Studies thinks history should pluralistic nation absolutely, but a mul­ be central, doesn't it? ticultural, pluralistic people under one Crabtree: Actually, the official posi­ flag, under a constitution that unites us tion is no, and the concern there is as one. Professor Kenneth Jackson, really a reflection of the disarray in historian at Columbia University, puts that field. Since that field took shape this very well. He says that we, unlike in 1916, there have been enormous other societies in many places of the controversies of a philosophical world, have no common national, nature about what social studies religious, or ethnic origin. What binds Charlotte A. Crabtree ought to be. There are people who us as a people is our political system believe it must be concerned with and the civic values that are its core. controversial issues that are at the Cheney: And how does the Califor­ heart of informed citizenship, which he teaching of history in nia framework encourage understand­ is fine; that's an important part of it, elementary and secondary ing of that political system? What but it can't be all of it. There are schools was the topic when does it do to help youngsters learn people who believe it should be the Endowment Chairman about the evolution of democracy? teaching of social science. That was T Lynne V. Cheney talked Crabtree: In world history, children the great movement of the 1960s, and recently with Charlotte A. Crabtree. learn of the roots of democracy in there were voices in that camp that Crabtree is a professor in the Graduate ancient Greece, the Judeo-Christian expressed hope that history would School of Education at the University foundations of Western civilization, soon be as dead as Latin in the schools. of California, Los Angeles, and director and the slow development of demo­ There's a new emphasis on the of the National Center for History in the cratic institutions in medieval and rise now, and that is the multicultural- Schools, a cooperative NEH/UCLA early modern Europe. In American diversity movement. program. history, children learn of the political Cheney: But this is a multicultural development of the nation, our consti­ Lynne V. Cheney: I sometimes get society. Why should an emphasis on tutional heritage and rights. Although discouraged with the pace of educa­ multiculturalism be a problem? we have not always equally provided tion reform, but I think one clear sign Crabtree: It is not a problem if multi­ for those rights for all of our people, of progress is the growing focus on culturalism is developed as an essen­ nonetheless the history of this nation history and the realization that it is tial emphasis in a balanced and accu­ has been the steady movement toward important to restore it to its central rate history of the nation and the expanding the protection of those place. world. I become concerned, how­ rights for all of our society. Children

4 NOVEMBER/DECEMBER 1990 also learn that this movement toward is an inappropriate curriculum for Indians, who were already here. From equity under law is still an unfinished young children." Jerome Bruner, then on, the intent is to maintain an story, one whose outcome will rest in Bruno Bettelheim, and other scholars even-handed, historically accurate their hands. who have studied the young child presentation of how these and other Cheney: Why don't you describe for say, "This is not only a bad curricu­ interrelating groups proceeded in the me the specific history that's studied lum, this is limiting for a child's intel­ development of this nation. in California schools, according to lectual development. It is not just a Cheney:--And when students study the framework. weak curriculum, it is a dysfunctional world history in sixth, seventh, and Crabtree: The first three years, the curriculum." The new curriculum tenth grades, give me examples of primary years, introduce children to emphasizes myths, legends, and other important cultures they would the long ago, in order to establish a stories—children love stories—and become familiar with. foundation for later systematic study through them they can reach far out Crabtree: From the very beginning, of history. Stories, myths, and leg­ in time and out in space. And I might they become familiar with African ends link children to people and say that the teachers can't wait to get civilizations. If one introduces the events from the past and build appre­ hold of these materials so they can ancient world in terms of prehistory ciation for the long continuity of begin to engage young minds with and the records that archaeologists human experience. Then, with fourth stories that enchant them. and paleontologists now have brought grade, the curriculum begins to move Cheney: When you begin the study to our attention, then students will systematically with history as the of U.S. history in grades five, eight, learn that the earliest forms of human core, integrated with other fields. and eleven, how does the California life are now believed to have evolved Fourth grade centers in California framework make clear the important in Africa. Children will also learn the history. The youngsters have three contributions made to this country history of ancient Mesopotamia and solid years of U.S.-history-centered by people from a diversity of back­ Egypt and the history of ancient studies in grades five, eight, and grounds? Kush. We have been complimented eleven, and three solid years of world- history-centered studies in grade six, seven, and ten. Ninth grade is legis­ latively required in California to be a ^ he new curriculum emphasizes year of electives, providing choices among courses in history, geography, myths, legends, and stories - economics, and the humanities. And then the twelfth grade, which caps all of this, introduces deeper, more pene­ children love stories - and through trating studies of the U.S. Constitu­ tion and our governmental system, them they can reach far out in time and compares and contrasts that with governments in other parts of the world. This twelfth-grade course can and out in space. And I might say that be an extremely successful, very advanced study because it can build the teachers can't wait to get hold of upon earlier study of the political his­ tory of the United States and political developments elsewhere in the world. these materials so they can begin to Cheney: What was the situation, before the California curriculum? engage young minds with stories that What did children learn about in their social studies classes in the first enchant them. three grades? — Crabtree Crabtree: Basically, they learned what one of my friends here in California Crabtree: Well, for one thing, it makes by a major African scholar for the fact calls the me-and-my-belly-button clear that Europeans were not the that Kush is presented as a civiliza­ curriculum, a curriculum which first people here, that there were tion in its own right, and an impor­ focuses upon the child in kindergarten American Indians who had long occu­ tant one that interacted with Egypt. —who am I? Then in first grade, my pied these lands and who had devel­ In their sixth-grade studies, students family; in second grade, my neighbor­ oped cultures and societies. The early shift to the civilizations of ancient hood; and in third grade, my town or history of our nation becomes, there­ China and ancient India, of the early my city. fore, the convergence of three popula­ Hebrews, and of ancient Greece and Cheney: This is the expanding envi­ tion groups: those from Spain, France, Rome. ronments approach. England, and, later, more widely from Our purpose in California is to Crabtree: This is expanding environ­ Europe; those from Africa, some of lay a foundation in the ancient world ments, and always the here and now. whom came with the earliest Euro­ so that youngsters would understand We in California said, "Enough. This pean settlers; and the American how societies evolved all over the

HUMANITIES planet. We want them to understand want to see any change from the could be easily implemented. the great ethical systems being formed existing curriculum, and they made Crabtree: There was a time of tremen­ in the ancient world that laid the no bones about it. I was called in to dous anxiety. We were regularly foundations for law and justice and present a speech on what elementary being told by the textbook industry humane consideration of other peo­ school students could learn, and after that to make a profit a textbook had ple in these societies. I had done that, I was asked to do to be sold in 85 percent of the school Cheney: What about Islam? When the same for junior and senior high, districts of America, and it had to do they study Islamic societies? which I did, and I found myself on the capture at least 15 percent of the sales Crabtree: Not until the Middle Ages, framework committee. Very quickly, in every one of those districts. We because Muhammad's work begins Diane and I joined forces. We had were told that because our frame­ to emerge in the seventh century A.D. some strong support from several work was so different from the rest So the seventh-grade curriculum, other members, and we began to of the nation's, no publisher could which moves into the Middle Ages, work toward the curriculum that is take the risk. In order to avoid com­ introduces Islam. there now. pliance with the framework, the American Publishers Association tried to push for legislation that would deny the state board of education ne of the joys of The California authority to supervise the adoption of Q textbooks purchased with state funds. If successful, the publishers would Framework is that it's good have been able to market their pro­ ducts in California and ignore the reading. I hope that presages the kind state's history framework altogether. We had a long struggle, but the pub­ lishers lost. of history that will be taught. Cheney: Did you get textbooks? Crabtree: In the final round, nine pub­ — Cheney lishers submitted a total of twenty-six products for review. Of the nine pub­ lishers, only one, Houghton Mifflin, Cheney: And what about Latin During the process, 1,700 review­ had produced a full series that was American societies? ers participated. They sent in elabo­ designed specifically for California's Crabtree: We debated long and hard rate reviews of specific sections of framework. Most others offered one in the years that we developed the what we submitted, and we worked book only, most frequently an eighth- California framework whether to very closely with the state board of grade book. introduce the ancient societies of the education. I flew to Sacramento, Cheney: Is the process for adopting Americas or reserve them for the sometimes three times a week, to new textbooks finished? medieval world and do a flashback keep the revision process moving. into their ancient times. Like Islam, The framework was adopted by the Crabtree: The materials have been the medieval period is when the great state board of education in July of under review by panels of scholars— civilizations of the Incas and the 1987 and published in January 1988. historians, geographers, scholars of Aztecs reached their height. Just in It is now the official curriculum— religion, scholars of various ethnic terms of balance of space and time which means that textbooks will be groups—as well as classroom teach­ and what you can put into a single adopted in accordance with it and ers and librarians. These panels have course, our decision was to place that statewide testing will be devel­ met three times in Sacramento, a week- these early societies of Central and oped according to its requirements. long meeting each time, and pro­ duced thoughtful, elaborate reviews South America in the seventh grade. Cheney: I don't think many people of the materials that had been submit­ Cheney: I have read a great many understand that textbooks come out ted. Their recommendations then curricula in my life—more than I of curricula, that these documents are were given to the curriculum com­ even like to think about, because typi­ important partly because of the mes­ mission, which held public hearings cally they are remarkably dull docu­ sage they send to the textbook pub­ and made their recommendation to ments. And I have to say that one of lishers. I know when The California the state board. We recommended the joys of The California Framework is Framework first came out, there were only the Houghton Mifflin series, that it's good reading. I hope that a lot of doubtful people who said that kindergarten through grade eight, presages the kind of history that will they weren't at all convinced that the and the eighth-grade book produced be taught. How long did it take from American textbook industry would by Holt, Rinehart and Winston. the day someone first thought about ever produce textbooks that could a new curriculum until The California implement this curriculum. Who Cheney: What about grades nine, Framework was written and adopted? ever heard of studying ancient Rome ten, eleven, and twelve? Crabtree: It began in 1985. Diane in sixth grade? There must have Crabtree: Those grades are not under Ravitch was on the initial framework been a period of some anxiety as you state adoption requirements. High committee; I was not. And for about waited to see whether people would schools make their own choices. a year they struggled. Many did not produce textbooks so the curriculum Cheney: Over the years there have

6 NOVEMBER/DECEMBER 1990 been numerous complaints from with the presentation of their faiths will not end up in trouble in your across the political spectrum—every­ in the books. The main concern of communities or in your schools? How one from religious fundamentalists the Islamic people who testified was do you incorporate the use of sacred to People for the American Way— that the textbooks did not present texts? The texts include readings that there isn't sufficient attention to Islam as the divine word of Allah. from the Hebrew Bible, readings from religion in the textbooks, and the text­ It was necessary for us to explain the New Testament, and readings book publishers have always said it's what is and is not permitted in teach­ from the other faiths. Among the just too controversial. I know the ing about religion in public schools materials covered are the study of California framework requires that in a pluralistic society that separates Hinduism, the origins of Buddhism religion be taught as a historical church from state. and its spread into China, the central force. How controversial are the The books actually have done an teachings of Confucianism, Islam, textbooks written in accordance with extraordinary job of never making a Judaism, and Christianity. the framework? What happened claim for the truth of any of these Cheney: This process started four when you held public hearings? faiths but simply saying what is stated years ago, and you've been through Crabtree: The publishers were right in the historical record, including the it most of the way—developing a on target; there was a lot of contro­ sacred texts of the group in question, curriculum, putting out a call for text­ versy. But it is a kind of controversy what the followers of the faith held to books, and so on. You've probably that we embrace with good reason. be true, and what the consequences had hundreds of meetings, many We simply cannot understand world of those beliefs were. The textbooks meetings going on for hours and history and much of American history have walked a very careful line. hours, the hardest kind of meetings if we don't understand the powerful We did find a few errors in the where you work to build consensus role that religious belief has played. interpretation of ancient Judaism and around ideas that are controversial. So, we do have to help people under­ a few errors in the Islamic treatment. Don't you ever get tired? stand the fine line between teaching Those errors are being addressed. Crabtree: In some ways I honestly about religion in history and prosely­ One of the things the publisher is believe that this, plus the history cen­ tizing or presenting any particular going to do at the request of the cur­ ter that NEH has made possible, has faith as truth. This was especially riculum commission is to develop a been the realization of a career. It is interesting to deal with during the monograph that will be attached to simply wonderful to be part of a fun­ hearings. We had more than ninety the teacher's edition of the textbooks. damental change in the curriculum, people come forward to complain The monograph is intended to help a change that we truly believe is in about the books, and most of them teachers understand how you walk the best interest of our children and were concerned with religion. We this careful line: What does the Con­ their education. There's no way to had many Islamic voices and many stitution permit you to do in teaching get tired under these conditions. It is Jewish voices expressing concern about religion in history so that you too exhilarating. ht b Ssn . Jaffe Q. Susan byPhoto

Charlotte Crabtree and Lynne V. Cheney announcing NEH funding of a center for research on history education (March 22,1988).

HUMANITIES 7 Cheney: Well, you were nice to men­ the teaching units, and they're really activity that goes on. When we go tion the history center. You've marvelous. These are going to be so to publishers of Antigone, let's say, or undertaken some challenging work popular with teachers because they of a book that has some wonderful there, too, such as defining essential bring together authentic materials. drawings of the Bridge of Hellespont, knowledge in history. Is that the Teachers love to work with primary and say, "We'd like to have the right way you put it, essential knowledge, sources, but it's sometimes hard for to reproduce this because this is going essential learning? them to find the time to gather the into teachers' hands," very often Crabtree: We now have a volume materials together, to go out and get we've been told yes. Publishers have nearing completion that will do sev­ copies of Antigone and Pericles' fune­ been wonderful. Very few have eral things. It will have a first chapter ral oration. I'm thinking of the his­ asked for any payment. But we some­ by Paul Gagnon, "Why Teach History tory center teaching unit I just read times run into a no. We're now into at All in the Schools?" It's powerful on the Golden Age of Greece. our fourth Antigone. With the help of and probably the finest statement Crabtree: Yes. That's one we're a scholar of ancient Greece, we finally found some translations of the last century that we don't have to get any­ body's permission to use. T eachers love to work with Cheney: They're outside of the copy­ right area. primary sources, but it's Crabtree: We have to do a little trans­ lation of our own at times in order sometimes hard for them to find the to make some of the more Victorian- style language accessible to a high school student today, but that seems time to gather the materials together, to be the way Antigone is going to finally come in. For our children's to go out and get copies of Antigone edition of Antigone, we do have per­ mission, and we will have Antigone both for high school students and for and Pericles' funeral oration. elementary school students. Cheney Cheney: Oh, that's nice. — Crabtree: One of our Greek scholars, Dr. Stan Burstein, has himself trans­ that has yet been put together. Part especially proud of. We now have lated some ancient Greek material for two of this document asks, "What is something like seventy-five teacher us because he's so eager to have that Essential in American History and associates of the history center who Greek unit out. He said, "Look, I'll What is Essential in World History have come and studied with our translate it for you since your pub­ for All Students to Know on Gradua­ scholars, been involved in institutes lisher turned you down," and that's tion from Twelfth Grade?" This sec­ of the National History Center, and been kind of fun, too. But it's a great tion is the work of the center's distin­ they have produced teaching units search, a paper chase to find out guished historians, working with under the guidance of the historians. who owns the copyright and to get teachers and curriculum experts, and Cheney: There's an overview in each permission. builds a case for why some topics of the curriculum packages, and then Cheney: Do you ever think of your­ are essential for the understandings under that umbrella, there are just self as being in competition with that should come out of the study wonderful things to read and under­ yourself? I mean, you worked on the of history. stand. There are maps. Architectural curriculum that produced the text­ Cheney: When will this be drawings, I remember in one. These books that are about to be adopted, published? units are going to be very popular. and in a sense the curricular materials Crabtree: We are in the final editing Will teachers have to pay for them? that will be available through the of this material. In fact, this morn­ Crabtree: Well, the National Endow­ history center are competition for the ing I just got the fourth rewrite of ment for the Humanities has paid for textbooks. "What's Essential about Africa." We all the production costs, all the devel­ Crabtree: Well, I don't know if the wanted to be certain that we had opment costs. What teachers will have center's materials are so much com­ agreement among scholars of African to pay is enough to cover reproduc­ petitive as supplementary. They history that this unit is being prop­ tion and mailing. We're not going to offer what the textbooks do not, go erly formed. We expect to have the put the materials in expensive bind­ beyond them to give the greater volume ready for desktop publica­ ers, we're going to three-hole punch depth. Our big problem with the tion, and we will have copies printed the materials; and the teachers can textbook always is, it's finite space. and bound and ready for national put them in files or in binders them­ These units are in-depth opportuni­ dissemination in the fall. selves. So they're going to receive ties for teachers to plumb deeply Cheney: Are you going to put it out these materials at minimal cost. beyond what any textbook can con­ at the same time as the curriculum Your readers might be interested tain and to get youngsters engaged packages? I've seen three or four of in some of the behind-the-scenes in the rich use of primary sources. □

8 NOVEMBER/DECEMBER 1990 THE NUMBERS GAME BY JEFFREY THOMAS What Eighth Graders Study—And How Much of It They Do

This article is part of a series deriving from are now available on the attitudes look at these curricular frameworks statistical studies supported by NEH. and academic experiences of eighth- nationwide reveals a wide variety of grade students, as are supporting course-taking patterns, with distinc­ OUNG STUDENTS' exposure data from the students' parents, teach­ tions often emerging within subject to the humanities begins in ers, and school principals. The report areas and among schools of various Y earnest upon their leaving results from the National Education types and locations. elementary school and entering the Longitudinal Study of 1988, a project For instance, nearly one-quarter transitional stage of middle school undertaken by the U.S. Department of all eighth graders study a foreign or junior high school. It is here that of Education with supplemental sup­ language. Chart 1 shows that stu­ elementary education's emphasis on port from the National Endowment dents in the Northeast are more than social studies and language arts for the Humanities and the National twice as likely to take foreign lan­ begins to give way to the study of Science Foundation. Following are guage courses as students in other history, literature, and languages as selected findings from this study. parts of the country, that students in distinct academic disciplines. urban or suburban schools are nearly What do we know about students' twice as likely to take a language as Course-Taking Patterns experience with the humanities at their peers in rural schools, and that this level? Until recently, not much. The academic requirements of schools With the 1990 publication of A Profile in different areas of the nation usually Jeffrey Thomas is the assistant director of the American Eighth Grader and its define the courses that eighth graders for humanities studies in the Office of companion studies, however, data in those areas may take. However, a Planning and Budget.

CHART 1: Percent of 1988 eighth graders who report taking specified humanities courses by selected characteristics

ENGLISH HISTORY/SOCIAL STUDIES

STUDENT Regular Remedial No FOREIGN History Social Studies History & No History/ RELIGION CHARACTERISTICS English English English LANGUAGE only only Social Studies Social Studies

1 2 3 4 5 6 7 8 9 10

TOTAL 83.7 12.1 4.2 24.1 25.6 23.0 47.2 4.3 17.6 Geographic Region Northeast 84.5 12.3 3.1 49.6 14.9 31.2 50.9 2.9 23.5 North central 84.3 12.2 3.5 19.5 25.9 24.6 47.1 2.3 21.3 South 85.0 9.9 5.1 15.4 32.1 18.8 43.1 6.0 12.1 West 79.7 15.8 4.5 20.1 24.3 19.9 50.8 5.1 16.3 Urbanicity Urban 81.4 13.7 4.9 29.6 23.6 23.6 47.0 5.8 24.6 Suburban 83.9 12.4 3.7 27.2 25.5 21.5 49.6 3.4 19.2 Rural 85.3 10.4 4.3 15.6 27.3 24.5 44.0 4.2 9.9 School Type Public 84.6 11.0 4.4 23.5 26.4 23.5 45.4 4.6 8.6 Catholic 73.4 23.4 3.2 16.2 12.7 19.3 65.7 2.3 92.5 Independent private 85.4 13.7 0.9 87.8 33.7 20.3 44.1 2.2 22.1 Other private 83.2 15.0 1.8 37.0 31.1 17.4 50.2 1.3 69.1 Sex M ale 81.6 13.8 4.6 23.8 25.1 21.8 48.3 4.8 16.5 Female 85.3 10.4 3.8 24.4 26.1 24.0 46.1 3.8 18.6 Race/Ethnicity Asian 81.3 14.2 4.4 37.5 18.4 17.4 58.0 6.1 19.3 Hispanic 76.4 17.3 6.3 19.5 24.0 18.6 51.4 6.0 16.4 Black 80.7 11.3 8.0 21.5 23.5 25.7 43.0 7.8 12.1 White 85.6 11.3 3.1 24.7 26.7 23.4 46.7 3.2 18.7 Native American 75.1 15.7 9.2 19.6 17.6 22.6 52.7 7.1 13.3

NOTE: Because of rounding of numbers, individual percentages may not always total 100 percent. SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of 1988: Base Year Student Survey."

HUMANITIES 9 students in independent private schools are vastly more likely to take Chart 3: Time students spend on English and social studies homework a language than students in public or each week Catholic schools. Almost nine in ten eighth graders in independent pri­ English Social Studies vate schools reported taking a lan­ None 10.1% 12.8%

guage course. Less than 1 hour 43.6 39.1 A high percentage of students in 1 hour virtually all school settings takes reme­ 21.1 21.6 dial English—one in eight students 2 hours 9.7 10.4 nationally, and almost one in four stu­ 3 hours 5.4 5.7

dents in Catholic schools. 4-6 hours 3.6 3.6

7-9 hours 0.8 1.0 Chart 2: Average hours per week spent on various activities 10 or more hours 0.3 0.4

HOURS PER WEEK

25 Chart 4: Emphasis teachers give to English topics

Major topic Minor topic Review only Not covered

Composition 76.3% 21.9% 1.2% 0.6% 20 Grammar 74.6 19.5 5.5 0.4

Literature 57.9 27.7 3.6 10.8

Reading 43.7 33.0 11.7 11.6 15 Spelling 41.2 41.5 12.6 4.6

Study Skills 18.6 45.2 29.7 6.4

10 Chart 5: Frequency of teachers' use of literary genres in making assignments to their students

Majority Some of time Rarely Never 5 of time

Fiction 45.6% 43.2% 5.1% 6.0%

Expository Text 9.4 47.3 30.4 12.8

0 Drama 5.1 57.4 24.6 13.0 T.V. Watching Outside Reading Homework Biography 4.9 59.4 24.5 11.2 ACTIVITY Poetry 4.1 55.6 31.0 9.4 Source: U. S. Dept, of ED, NELS: 88, Base Year Mythology/Folktales 3.3 45.7 32.0 19.0

Other Non-fiction 4.9 52.7 30.8 11.6 The Dominance of TV Television viewing dominates the plans, eighth graders tended to aim literature trailing distantly (Chart 5). out-of-school time of most eighth high—nearly two-thirds expect to graders: The average number of One in five English teachers did not finish college and a third aspire to hours per week spent watching tele­ require their students to read any careers in professional, business, or books outside their textbook. vision is 21.4, almost four times the managerial occupations. number of hours spent on homework Parental Participation and twelve times the number of hours What English Teachers Assign spent on outside reading (Chart 2). Parents of eighth graders indicated Seventy percent of students reported When asked how much emphasis a high level of interest in their chil­ that their parents rarely or never they give to various types of instruc­ dren's activities. Slightly less than limited the amount of time they could tion, eighth-grade English teachers half reported that they go to history spend watching TV. More than half most often listed composition as their museums with their children, and of the students reported spending primary focus, followed in descend­ almost 90 percent reported that they less than one hour per week on home­ ing order by grammar, literature, read­ enforce family rules about home­ work in English and in social studies ing, spelling, and study skills (Chart 4). work. Even so, one in three reported classes (Chart 3). These teachers had an overwhelming that they "seldom or never" helped In responding to questions about preference for fiction in making their their eighth grader with his or her their educational and occupational assignments, with all other forms of homework. □

10 NOVEMBER/DECEMBER 1990 Five people have been chosen as the winners of this year's Charles Frankel Prize for their THE work in bringing history, literature, philoso­ phy, and other areas of the humanities to the FRANKEL general public. Those being honored are: Mortimer Adler, a "philosopher at large" who has made accessible the ideas of Aristotle, Aquinas, and other thinkers AWARDS through the Great Books Foundation, and who is himself the author of more than forty books; BY MARY T. CHUNKO Henry Hampton, a film producer who examines aspects of history and the African-American experience and whose company, Blackside, Inc., has produced more than fifty films, among them Eyes on the Prize, which won nineteen awards;

Bernard M. W. Knox, author of Oedipus at Thebes and for five decades an eloquent spokesman about the world of the ancients as a professor of classics at Yale University and director of Harvard University's Center for Hellenic Studies;

David Van Tassel, Benton Professor of History at Case Western Reserve University and the founder of National History Day, which in sixteen years has grown to involve 300,000 secondary school students in forty-seven states;

Ethyle R. Wolfe, professor of classics, who while serving as provost and vice president for academic affairs at Brooklyn College, became the architect of a core curriculum which has served as a model for other institutions nationwide.

"We at the Endowment are delighted to recognize the achievements of these five distinguished citizens who have fostered understanding and appreciation of the humanities among a wide cross-section of the American public," said NEH Chairman Lynne V. Cheney in making the announce­ ment. "Each of them exemplifies the commitment to scholar­ ship and public affairs that characterized the life and work of Charles Frankel." Frankel was a Columbia University professor of philos­ ophy committed to the role of humanist scholars in public service. He served as an assistant secretary of state for edu­ cational and cultural affairs (1965-67) and then became the first president of the National Humanities Center in North Carolina. The award, which is being given for the second time, carries a stipend of $5,000 for each of the winners.

HUMANITIES THE FRANKEL

SCHOLARS MORTIMER J. ADLER

i

hilosopher, educator,and moved to the University of Chicago Adler's many books include Art author of widely read works in in 1930, where he and Hutchins and Prudence (1937, reprinted 1978); Pphilosophy and the history of changed the school's academic require­ What Man Has Made of Man (1937, ideas, Mortimer J. Adler calls himself ments to emphasize the classics of reprinted 1957); How to Read a Book a "philosopher at large." During a Western civilization. In 1946, he and (1940, revised edition 1972); How to career spanning six decades, he has Hutchins established the Great Books Think About War and Peace (1944); The exposed thousands of Americans to Foundation, a nonprofit organization Time of Our Lives (1970); Philosopher at the ideas of Plato, Aristotle, Aquinas, that brings together adults from all Large (1977); Aristotle for Everybody and other outstanding thinkers. An walks of life to discuss the classics. (1978); How to Think About God (1980); advocate of education based on close Hutchins and Adler also edited the Six Great Ideas (1981); The Angels and reading of the great texts of Western 54-volume set of the Great Books of the Us (1982); The Paideia Proposal (1982); civilization, Adler has devoted much Western World, published by Encyclo­ How to Speak/How to Listen (1983); Ten of his life to "restoring philosophy pedia Britannica, Inc. In connection Philosophical Mistakes (1985); A Guide­ to its proper place in our culture and with this project, Adler edited the book to Learning (1986); We Hold These making it accessible again to the per­ two-volume Syntopicon ("synthesis Truths (1987); Reforming Education son in the street," as he said in a 1981 of topics"), which is an index to the (1989); Intellect (1990); and Truth in interview. ideas contained in the great books. Religion (1990). Born in New York City in 1902, Since 1974 he has been chairman of Adler attended Columbia University, the board of editors of the Encyclo­ where he completed the four-year pedia Britannica. ILMMAKER Henry E. Hamp­ program in three years, was elected Since 1952, Adler has been presi­ ton has combined his interests to Phi Beta Kappa, but failed to re­ dent and director of the Institute for in mass communications, ceive a B.A. degree because he did Philosophical Research, where he has religion, and African-American not attend the required physical edu­ continued to promote public under­ culture to reach national audiences cation classes. Despite this, he was standing of the great ideas of Western with films that examine significant appointed instructor in psychology civilization. In 1980 he convened a aspects of history and the African- in 1923, wrote his doctoral disserta­ group of twenty-two educators to American experience. tion on the measurement of musical develop Paideia—from the Greek A native of St. Louis, Missouri, appreciation, and received a Ph.D. in word meaning "bringing up a child" Hampton was born in 1940, attended 1928. Adler received his B.A. degree —a program aimed at introducing Washington University, and gradu­ from Columbia in 1983. Socratic discussion of primary texts ated with a degree in pre-med and At the invitation of President to public elementary and secondary English literature in 1961. From 1963 Robert Maynard Hutchins, Adler schools nationwide. Adler continues to 1968, he was director of broadcast­ to address many groups across the ing and information for the Unitarian country and currently serves as hon­ Universalist Association, a national orary trustee of the Aspen Institute. He is also University Professor at the University of North Carolina at Chapel Hill.

12 NOVEMBER/DECEMBER 1990 HENRY E. HAMPTON Henry Hampton (top right) filming in Boston, with business manager Ben Harris and production assistant Peter Montgomery at the camera.

religious organization based in Bos­ rights movement. He is currently at and historical texts. By discussing ton. In 1968 he served as press officer work on two documentary projects, ancient Greek works as living, dra­ for an interfaith group of U.S. reli­ a nine-hour series on America and matic texts in lectures, books, films, gious leaders who met with world the Great Depression and a six-hour and dramatic criticism, he has made leaders to promote peace and cross- series on America's war on poverty. these works accessible to a broad cultural understanding. In 1977 he Hampton has been a visiting pro­ public. He told a Washington Post was awarded a Loeb Fellowship at fessor at Tufts University and board reporter in 1983, "To be a professor the Harvard University School of chairman of Boston's Museum of of ancient Greek is to be a professor Design to pursue research on the Afro-American History, where he led of modernity." relationship between the media and the campaign to restore the African Born in Bradford, England, in government information programs. Meeting House, the oldest standing 1914, Knox was educated at St. lohn's In 1968 Hampton founded African-American church in the coun­ College, Cambridge University, where Blackside, Inc., a film and television try. He has been a political and cul­ he graduated with a B.A. in 1936. production company. As president tural commentator for WGBH-TV in Knox, who is a naturalized American of Blackside, Hampton has been Boston and has published several arti­ citizen, volunteered to serve in the responsible for more than fifty films cles on religious issues and urban U.S. Army during World War II and and media projects, including affairs. Hampton has received ten received the Bronze Star, as well as "Nightrain" (1968), a series that aired honorary degrees, including one the Croix de Guerre from France. over five Boston-area commercial from his alma mater, Washington After the war, he earned a Ph.D. in television stations; "Voices of a University. classical studies at Yale University Divided City" (1982), which aired in 1948 and joined the faculty as pro­ nationally on public television; fessor of classics. "Kinfolks" (1979), an award-winning URING A CAREER span­ In 1961 Knox became the first documentary that examines the state ning five decades, Professor director of Harvard University's Cen­ of the African-American family in DBernard M. W. Knox has elo­ ter for Hellenic Studies in Washing­ America; and "Eyes on the Prize: quently evoked the world of ancient ton, D.C. Established with a grant America's Civil Rights Years (1954- Greece in books, on television, and from the Old Dominion Foundation, 1965)," a six-part documentary series in public lectures. As professor of the center each year hosts eight "jun­ that aired on public television in 1987. classics at Yale University and direc­ ior scholars" from around the world This series garnered more than nine­ tor of the Center for Hellenic Studies, who live there with their families. teen television and film awards, he introduced a generation of students Knox retired as director of the center including a Peabody Award and a and young scholars to Greek tragedies in 1985. DuPont-Columbia Gold Baton for Throughout his career, Knox has excellence in broadcast journalism. been much in demand as a speaker Hampton's "Eyes on the Prize II: and has lectured at numerous col­ America at the Racial Crossroads" leges and universities, including was broadcast to critical acclaim Oberlin College, Stanford University, earlier this year. He is the coauthor with Steve Fayer of Voices of Freedom, a 700-page oral history of the civil

HUMANITIES 13 ht b ] T Miller T. ]. by Photo

BERNARD M. W. KNOX

ETHYLE R. WOLFE

Oxford University, and the Univer­ S ARCHITECT OF Brooklyn As a faculty member, Wolfe was sity of California, Berkeley. For many College's acclaimed core cur­ instrumental in the formulation and years he spoke at the Naval War Col­ A riculum, educator Ethyle R. adoption of the college's core curricu­ lege on the relationship between con­ Wolfe has provided the school's large lum. Today she is provost emerita. temporary American foreign policy and diverse student body with a Shortly after the core curriculum and the situation of Athens during coherent vision of what constitutes a was adopted in 1980, core committee the classical period. He has also writ­ liberal education. Thanks to Wolfe's chairman Wolfe invited faculty of the ten and acted in a television film on efforts in developing the ten courses college to attend a series of four-day Sophocles' Oedipus the King, and in that make up the college's required development seminars. As she stated 1978 he received the George Jean core of learning, thousands of stu­ in a 1989 article in Brooklyn College Nathan Award for his dramatic criti­ dents at Brooklyn College and other Magazine, “It was not until after the cism. He has received honorary institutions nationwide have been core was devised and I was charged degrees from Yale, Princeton, and challenged by a liberal arts education with making what looked promising George Washington universities. consisting of courses in literature, on paper actually work, that I real­ Knox's other honors include a Gug­ history, science, art, and philosophy. ized curriculum reform is meaning­ genheim fellowship and membership Through her many addresses at less without faculty development. in the American Academy of Arts campuses and conferences across the The seminars are really the most and Sciences. country, as well as through a visi­ exhausting thing I have ever done." Knox has published widely in tor's program that she established at In addition to the development semi­ scholarly, as well as popular, publica­ Brooklyn College, she has been an nars, Wolfe organized a visitor's pro­ tions. Among his books are Oedipus effective catalyst for reform of college gram which brought 153 educators at Thebes (1957), Oedipus the King curricula nationwide. from 120 colleges across the country (1959), The Heroic Temper (1964), and Born in Burlington, Vermont, in to the Brooklyn College campus to Word and Action (1979). He served 1919, Wolfe attended the University learn more about the core curriculum. as contributing editor of the 1985 of Vermont, earning bachelor's and Her outreach efforts have extended edition of The Cambridge History of master's degrees in 1940 and 1942. beyond the Brooklyn College campus Classical Literature (Volume 1). His She pursued graduate study at Bryn as she travels widely to address the most recent work is Essays Ancient Mawr College and at New York Uni­ academic community and the general and Modern, which won the 1990 versity, where she earned a Ph.D. in public on the importance of liberal PEN/Spiel vogel-Diamonstein Award classics in 1950. Wolfe's long associa­ arts education. honoring the art of the literary essay. tion with Brooklyn College, which is At Brooklyn College Wolfe estab­ part of the City University of New lished both the Latin/Greek Institute, York, began in 1947. She has served an intensive ten-week program in as a professor in the college's Depart­ ment of Classics and Comparative Literature and as dean of the School of Humanities, as well as provost and vice president for academic affairs.

14 NOVEMBER/DECEMBER 1990 DAVID D. VAN TASSEL

classical studies that draws students University of Wisconsin, Madison, in Among Van Tassel's other books are from across the country, as well as 1955. From 1957 to 1969, he taught Recording America's Past: An Interpre­ a humanities institute, recently re­ history and philosophy of education tation of the Development of Historical named the Ethyle R. Wolfe Institute at the University of Texas. Since 1969, Studies in America, 1607-1884 (1960); for the Humanities, which promotes he has taught history at Cleveland's Science and Society in the United States intellectual and interdisciplinary dis­ Case Western Reserve University, (1966); American Thought in the Twen­ course among scholars. where he has served as chairman of tieth Century (1967); European Origins Wolfe has served as coeditor of the department since 1987. In 1980, of American Thought (1969); The Rand The American Classical Review and as he was named Elbert Jay Benton Pro­ McNally Series on the History of Ameri­ associate editor of The Classical World. fessor of History. can Thought and Culture (1967-1976); Recently, she served on the executive In 1974, Van Tassel established a Aging, Death, and the Completion of committee of the study group that history competition on the campus Being (1978); The Elderly in a Bureau­ produced The Liberal Art of Science: of Case Western Reserve. He started cratic Society: The Elderly, the Experts, Agenda for Action (1990), a publication the competition in order "to give and the State in American History (pub­ of the American Association for the secondary school teachers a tool to lished with Peter Stearns, 1986); and Advancement of Science. stimulate interest and excitement in Cleveland: A Tradition of Reform (pub­ their students for the learning of lished with John Grabowski, 1986). history." From a local event involv­ Van Tassel is the founding editor isto ria n David d. Van ing 125 participants the first year, of Human Values and Aging Newsletter Tassel has spent much of his the competition spread throughout and served on the editorial board of career encouraging public the state of Ohio. In 1980, the first The Gerontologist. He has also served H national competition was held. Today interest in the study of the past. As as a consultant to filmmakers. He founder of National History Day, the competition involves more than assisted producer Robert Ornstein a national competition that recog­ 300,000 secondary school participants on a 1976 film about Robert Frost and nizes secondary school students for in forty-seven states and the District served as a consultant to producer excellence in historical research and of Columbia. Local and state compe­ Naomi Feil on two films, "Looking analysis, he has fostered a better titions culminate in national finals for Yesterday" (1978) and "One Hun­ understanding and appreciation of each June, at which more than 1,800 dred Years to Live!" (1980). □ history and the work of historians students present historical papers, among students as well as the general media presentations, performances, public. Born in Binghamton, New and exhibitions on historical topics. York, in 1928, Van Tassel grew up in A specialist in U.S. social history Darien, Connecticut. He graduated and gerontology, Van Tassel has from Dartmouth College in 1950 and written and edited several works on earned a Ph.D. in history from the local and national history, including the Encyclopedia of Cleveland History (1987), the first encyclopedia for an urban area in the United States.

HUMANITIES 15 More Than a Manuscript The Story Behind Medieval and Renaissance Books BY ELLEN MARSH TO the discern­ and Renaissance manuscripts. The "and to give scholars enough basic ing scholar, Walters project and similar ones at information for them to pursue their old books the Beinecke Library at Yale, the own specific interests. Cataloguers often convey Houghton Library at Harvard, and have inquiring minds. One of our a story that Berkeley's Bancroft Library are being most difficult decisions is at what goes beyond supported by the National Endow­ point to cut off our research. We the words on ment for the Humanities as part of a must leave further discoveries to their pages. concerted effort to make medieval future investigators." For instance, In the collec­ and Renaissance manuscripts acces­ the gifted scribe who did most of the tion of the Walters Art Gallery is a sible to students and scholars. textual transcription in Bude's prayer late fifteenth-century French prayer No scribe in a scriptorium could book may have executed other com­ book, with the original velvet binding be more dedicated to his work than missions for Bude—but this remains and silver gilt book clasps. It was com­ the scholars who devote themselves to be studied. missioned by Jean II Bude during an to writing detailed analyses and de­ The profession demands a broad illness when he was in his fifties, and scriptions of books made by hand five range of skills. Cataloguers are both contains fervent prayers addressed hundred or more years ago. The cata­ paleographers, who decipher ancient to the cross and to the sufferings loguer's task is not easy. "As they hands, and codicologists, who de­ endured by Christ and the Virgin. have come down to us, some volumes scribe and interpret the book as a cul­ Bude had chosen, as was the custom are cobbled-up products, perhaps tural artifact. They must be well in France at that time, to have himself comprised of excerpts from manu­ versed in history, art history, litera­ depicted close to the sacred figures scripts of different dates and origins," ture, languages (both classical and of the pieta. "This is not a portrait in says Anthony Bliss, rare books librar­ vernacular), and have a comfortable the modern sense of the word," says ian at the University of California at familiarity with the Bible, the lives Lilian Randall, research curator of Berkeley. "The expert has to be able of the saints, and liturgy. They must manuscripts at the Walters, "although to detect that this is not an intact also have the wisdom to call upon the beard is probably true to life." fifteenth-century book, for instance; colleagues and consultants for advice When Randall examined this pre­ that in fact it did not exist as such in and information. viously uncatalogued volume, she the fifteenth century." The manuscript cataloguing sys­ was able to identify Bude by the coat Portions within a volume may be tem of many libraries has been cas­ of arms in the lower border. "It is untitled; sometimes pages are miss­ ual. Anthony Bliss describes the one rare to find both heraldic and picto­ ing; some sections may be bound up­ at the Bancroft Library in Berkeley rial evidence of this sort in a prayer side down; some are even unbound. as "Believe It or Don't." "When the book other than ones made for mem­ The cataloguer must identify each library acquired a volume, the deal­ bers of the French royal family," author and text, and, if possible, er's description or a general descrip­ Randall notes. She conjectures that the scribe and illuminator; the date; tion from a catalogue would be cop­ the younger man attired in gold bro­ provenance; the use to which the ied and added, along with an acces­ cade, who looks sympathetically work was put and for whom intend­ sion number, to a binder. Texts were toward the kneeling figure of Bude, ed; and its travels through various misidentified," Bliss says, "and attri­ is his son and heir, Jean III Bude. libraries and owners. butions, scribal signatures, and other The elder Bude (ca. 1430-1501) was Scholars now consider a precise important clues about the manuscript royal counselor and audiencier de la description of the physical appear­ were not noted. Therefore significant Chancellerie de France under Charles ance of the book to be important— resources were hidden from students VIII. Between 1481 and 1487 Bude how the binding is attached, the ap­ and scholars." Other repositories suffered an extended period of poor pearance and materials of the spine, had similar uncritical cataloguing health, which seems to have inspired what kind of clasp or ribbons close procedures. him to add to his library, with em­ the volume, and, if the text is on Contemporary methods of cata­ phasis on works in medicine, philoso­ paper, the watermarks. Even stains loguing manuscripts have been phy, and theology. The prayer book on pages are recorded. The catalog­ strongly influenced by the work of was one of these acquisitions. "The uer records any notations made in the the late Oxford scholar N. R. Ker, prayers must have been successful," book by its owners over the years, as whose publication in 1969 of Medieval remarks Randall. "Bude lived for well as bookplates, tags, and book Manuscripts in British Libraries set an another twenty years." numbers. An entry for a single man­ international standard for meticulous Since 1977, Randall has been uscript, which includes text, decora­ working full time on a catalogue of tion, physical description, history, the Walters's holdings of medieval and bibliography, may fill six closely (Far left) Pieta from a late 15th-century prayerbook in the collection of the Walters Art printed pages in a catalogue. Gallery (W. 258, f. 50). The coat of arms of Ellen Marsh is an assistant editor of "We try to place the book in the the original owner, Jean II Bude, is depicted in Humanities. context of its time," says Randall, - the lower border...... *......

HUMANITIES orey f ence irr, ae University Yale Library, Beinecke of Courtesy Yale University Beinecke Library MS 446: Three Treatises on Falconry ------♦ ♦ ♦ ------Each manuscript is described in me­ ticulous detail: the condition of the parchment, the handwriting of the scribe or scribes, the coloring in each illustration, the random markings, the repairs, the binding, the prov­ enance. Here is an excerpt from the catalogue description of MS 446, in which this miniature appears.

Parchment (fine, smooth), ff. i (paper) + i (original parchment flyleaf) + 66 (later foliation 1-62) + i (paper), 262 x 175 (168 x 101) mm. Written in 25 long lines. Double horizontal and vertical bounding lines, full length and full across; ruled on hair side in hard point or faintly in lead; some prickings in outer margin. I-VI10, VI16. Catchwords perpendicu­ lar to text between inner bounding lines. Written by a single scribe in elegant round humanistic script below top line. One miniature, f. lr, five falcons sit­ ting on a perch in a niche, with a 6-line initial, blue and light green, with green and blue acanthus, against gold, framed in red, with white dots; full border, pink and blue flowers on stems with pink, orange and green leaves and gold dots spiraling around a pink and gold bar; framed in gold and inhabited by birds, putti; four of the putti in lower margin support a coat-of-arms (or, 4 pallets tenne; see T. de Marinis, La biblioteca napoletana dei re d'Aragona [Milan, 1947] v. 2, p. 324 and pi. 13A, of f. lr). 5-line initials, gold, filled with blue or crim­ son with flowers in white, on irregular grounds of crimson or blue with flowers in white, and hair-spray extensions with crimson and blue leaves, flowers and golc trefoil leaves or dots. 2-line initials, gold, filled with crimson or blue against irreg­ ular crimson or blue grounds with white "At the beginning of the Beinecke manuscript there is a splendid miniature of five falcons relax­ filigree. Rubrics throughout. ing in their palatial abode with hoods over their eyes, as if to keep them from darting away from Binding: s. xix. Red goatskin, gold- the falconer at an inopportune moment. The unidentified artist has added an unexpected ele­ tooled with "Cetreria" on spine. Gilt ment of realism, delicately painted bird droppings below the perch.” edges with illegible inscription on fore Barbara A. Shailor edge. Produced probably in Naples in Thomas Phillipps (no. 2253; stamp on f. i hill from whom it was purchased and the third quarter of the 15th century for recto and tag on spine); his purchase from presented to Yale (October 1946) by Ferdinand II of Aragon (arms on f. lr; see Longman. Sold by Sotheby's on 1 luly William Robertson Coe. A. Lupis, La sezione venatoria della biblio- 1946 (no. 16, pi. 23 of f. lr) to C. A. Stone- tecca aragonese di Napoli...[Bari, 1975] pp. 33-38). Unidentified round label with the Excerpted from Catalogue of Medieval and Renaissance Manuscripts in the Beinecke Rare Book and Manu­ number "238" on spine. Belonged to Sir script Library, Yale University by Barbara A. Shailor, Vol. II, pp. 397-398.

18 NOVEMBER/DECEMBER 1990 pursuit of a particular line of inquiry and pinpoints the material that one needs to see. "As a librarian," says Rodney Dennis, curator of manuscripts at Harvard, "I am constantly amazed that nobody knows where anything is. For instance, scholars are often not aware that their own universities may have impressive holdings of medieval manuscripts. Cataloguing these collections has an enormous effect on scholars, on how they study and what they study." He adds, "There is no way to tell now precisely how the catalogues will be used, but you can be sure that they will be used." □

The cataloguing of medieval and Renais­ sance manuscripts has been supported by the Access category of the Division of Research Programs at the following insti­ tutions: Bancroft Library, University of California, Berkeley, $66,492 outright in 1988; Beinecke Rare Book and Manu­ script Library, Yale University, $113,208 outright since 1981; Houghton Library, Harvard University, $171,315 outright and matching funds since 1987; and the Walters Art Gallery, $226,194 outright since 1985.

Bibliography

Dutschke, Consuelo W. Catalogue of Medieval and Renaissance Manuscripts in the Bancroft Library, University of California, Berkeley. Vol. 3. Los Angeles: UCLA Center for Medieval and Renaissance Studies and the University of California Press. Forthcoming. The first folio ofFm ter Paulius's Almi Viri Francisci Senesis Vita (Florence, ca. 1460) por­ trays Francesco Patrizzi (1275-1328), the subject of the text. Light, Laura. Catalogue of Medieval and Renaissance Manuscripts in the description of these materials. British the changes in cataloguing standards. Houghton Library, Harvard University. and European scholars dominate the Instead of an encyclopedic approach 2 vols. Binghamton, N.Y.: Center field, but there is now a small coterie such as De Ricci's, however, Ameri­ for Medieval & Early Renaissance of American scholars who specialize can institutions with major manu­ Studies, SUNY. Forthcoming. in cataloguing. script collections have decided to pub­ Randall, Lilian M. C., et al. Medieval Until recently, researchers have lish individual catalogues of their and Renaissance Manuscripts in the had to rely upon several venerable holdings. Walters Art Gallery. 3 vols. Baltimore reference works for U.S. holdings: Students and scholars in many and London: Johns Hopkins Univer­ Seymour de Ricci and W. J. Wilson's disciplines—art historians, philolo­ sity Press in association with the Census of Medieval and Renaissance gists, classicists, linguists, mediev­ Walters Art Gallery, 1989— . Manuscripts in the United States and alists, and those interested in Ren­ Canada (1935 and 1937), and a 1962 aissance topics, among others—find Shailor, Barbara A. Catalogue of supplement compiled by C. U. Faye manuscripts to be an indispensable Medieval and Renaissance Manuscripts and W. H. Bond. The information in source of primary material. These in the Beinecke Rare Book and Manu­ these catalogues is being superseded scholars need catalogues with de­ script Library, Yale University. 3 vols. by current scholarship that reflects tailed, precise information: A good Binghamton, NY: Center for Medi­ the changes to collections that have catalogue obviates the need to visit a eval & Early Renaissance Studies, occurred over the years as well as multitude of individual libraries in SUNY, 1984— .

HUMANITIES 19 TREA U RES O F TH E VA TICA N A RCH IVES

BY DOUGLAS N. VARLEY VISITORS TO THE Vatican are dawning scientific view of the heav­ new works. According to Blouin, the moved by the beauty of its ens but also an abundance of texts record of the Vatican's activities in glorious paintings and its recounting European exploration of this area holds valuable information magnificent architecture. For many this world as well. Among the most for art historians, who are only begin­ scholars, however, the Vatican's impressive documents from the Age ning to understand the social and precious treasures include not only of Discovery is Pope Alexander Vi's institutional context of neoclassicism. its works of art but also the rare doc­ bull Inter Cetera of 1493, which arbi­ The archives are not, however, uments housed in its archives. trates between Spanish and Portu­ just the private textual preserve of The nearly five miles of corres­ guese claims to the lands just visited historical characters the stature of pondence and registers that fill the by Columbus. Less celebrated, but popes, explorers, and artists. Blouin shelves of the Vatican archives record perhaps more useful for current is quick to point out that they con­ both the signal events that seem to research, is the correspondence of tain a surprising wealth of informa­ define European civilization and the the Propaganda Fide (housed sepa­ tion on social life in the seventeenth background against which they stand rately from the Vatican archives but and eighteenth centuries. For ex­ out. The list of texts relating to emi­ included in the project), which forms ample, petitions for papal benefices, nent individuals or decisive moments a continuous account of Catholic the ecclesiastical equivalent of grant in the last 1,100 years of Western his­ evangelism worldwide from 1470 proposals, provide detailed informa­ tory is rivaled by few archives any­ to the present. This material, says tion about the petitioner that histori­ where. The proceedings of Galileo's Blouin, can be invaluable to scholars ans can use to reconstruct social trial over his belief in a heliocentric tracing the dynamics of cross-cultural relations of status and obligation. solar system, petitions of the English interaction and the development of Given the growing interest in social lords urging the Pope to accept colonialism. history, this is a vein in the Vatican Henry VIII's marriage to Catherine No less important is the part collection that scholars are likely to of Aragon: These are among the crown played by the Vatican in shaping mine with increasing thoroughness. jewels in the Vatican's collection. Europe's sense of its Greek and The resources of the archives, Roman past. "Much of what we however, are much broader than any know of classical art and the classical THE SWISS GUARDS and list of its most famous manuscripts world comes to us as a result of papal papal gendarmes who man can suggest. The Vatican has been no efforts," says Blouin. In the eigh­ the three security check points mere repository of important papers teenth century, for example, the pap­ through which every visitor must but an active shaper of social, intellec­ acy commissioned archaeological pass on the way to the sala di consulta- tual, and political history on an ecu­ excavations and amassed large col­ zione, or reading room, present no menical scale. The archival record of lections of ancient art. Papal commis­ real obstacles to the pursuit of schol­ its involvement in spiritual and mun­ sions also played an important role in arship: The archives are open to any dane affairs reaches beyond the insti­ fostering the use of classical forms in serious scholar. A real hindrance tutional history of the church into every domain of human activity. Even the early history of urban plan­ ning is well represented, the chang­ ing shape of Rome having been of constant interest to the popes. With support from the National Endowment for the Humanities, Francis Blouin, an archivist at the University of Michigan's Bentley Library, is constructing a computer­ ized data base for the archives, which he calls an extraordinary resource for studying "the history of the discovery of knowledge." The collection contains not only material vital for understanding the conflicts between orthodoxy and the

Opposite: Some of the registers from the Secretary of Briefs, a Vatican curial office. Above: Douglas N. Varley is a freelance writer A document (1530) from the Lords Assembled of England to Pope Clement VII to support the in the Washington, D.C., area. annulment of Henry VIII's marriage to Catherine of Aragon.

HUMANITIES 21 The original stack room of the Archivio Segreto Vaticano in the Belvedere, located next to the Salona Sistina.

researchers confront is the 1,300 Yakel, project archivist, and Kather­ likely to be valuable for his or her indexes. Some are first-rate works ine Gill, project historian, has already research. of archival scholarship, but many are located more than 300 series of docu­ Blouin came upon this oppor­ outdated and incomplete. ments in the archives not listed in any tunity to apply modern archival Aside from tracing the footnotes of the indexes or in any published methods to ancient texts quite by of others and using specialized sub­ guide. Each series of related docu­ chance. While on a visit to Rome ject guides, these indexes serve as the ments will have its own bibliographic with the American Friends of the only points of entry into the archives' record in the data base, which will Vatican Library, he naturally wanted vast holdings. The indexes, essen­ contain more than 2,500 entries. to have a look at the archives. The tially lists of the contents of record When it is completed, scholars on Vatican archives extended to Blouin series, are currently not organized this side of the Atlantic will be able the extraordinary privilege of com­ into any readily apparent system. A to review the entire archive through plete stack access, and he immedi­ scholar new to the archives must pore the Research Libraries Information ately recognized a great collection through a list of indexes to find those Network (RLIN) before leaving for badly in need of an improved and that are most promising. More prob­ Rome. more complete access system. His lematic, many of the archives' hold­ To make this ancient repository initial suggestions to the prefect in ings are not listed in any index or "user friendly," the data base will be charge of the archives about con­ Vatican guide. To find these texts, structured according to modern structing a computer data base were the scholar has to rely on luck or the archival methods like those used in well received. advice of the staff. "For one of the state and national archives in the Blouin still remembers his feel­ world's great archives, it's surprising United States. The organizing prin­ ings as he realized he would have a how difficult it is to use," Blouin says. ciple behind modern archives is the chance to rethink the access system The University of Michigan's grouping of documents according to one of the world's greatest repos­ data base will remedy this situation to the bureaucratic structure of the itories of medieval and modern man­ by providing an automated overview institution that generated them. uscripts: "I just kept saying this can't of the complete archives. "We're try­ Because the Vatican is one of the be for real." □ ing to provide the researcher with a earliest modern bureaucracies, its comprehensive sense of the holdings collection lends itself well to this In 1989, to modernize the access system of the Vatican in order to see the approach, which will allow anyone to the Vatican archives, the University of broad research possibilities in this with general knowledge of the Michigan received $112,772 in matching diverse collection," says Blouin. The church's administrative history to funds from the Access category of the project team, including Elizabeth home in on the records that are most Division of Research Programs.

22 NOVEMBER/DECEMBER 1990 IN FOCUS Luis Martin Distinguished Scholar of Latin American Studies by v icto ria i. M cAlister

TUDENTS CAN LEARN tion of a clash of cultures deserves, Latin American history in the according to Martin, attention and s library. They don't need me sensitivity as part of "the on-going to do that/' historian Luis Martin saga of human transformation be­ says. "A teacher has to be like a sym­ cause the natives of America are phony conductor who really makes a impacted greatly by the Europeans, certain music with our lives,who but the Europeans are changed as makes people realize that they have well by transferring themselves to the gifts and skills that are very impor­ New World, to a new environment." tant, and that is what a teacher has Martin underscores his hope that to do more than anything." U.S. students will take a greater inter­ Martin, who is the Edmund and est not just in Latin American history Louise Kahn Professor of History at and culture, but any culture different Southern Methodist University in from their own. "To become a truly Professor Ronald Davis said that after Dallas, says education is paramount educated person," Martin maintains, hearing Luis Martin speak at a work­ in his life because of his desire to "you must become universal and shop, one leaves "revved up to do explore with others the "open-ended therefore go beyond your boundaries, better work, to read better books, to mystery of our common humanity." to plunge into the history, the culture, think on a higher plane, and, above In his book, The Daughters of the way of life, the art, of a people all, to teach better." Conquistadores, a history of the that are not English-speaking." Each summer, Martin arranges women of the viceroyalty of Peru, Martin believes his own multicultu­ to take twenty-five to forty adult stu­ Martin writes: "If my reader gains ral experiences over the years have dents on educational tours of Spain some new insights into the variety, enriched his scholarly perspective. or Latin America. One such trip the splendor and, at times, the sor­ Born and raised in Spain, Martin explored the route of Cervantes' fic- row of being human, my efforts will earned a B.A. from San Luis College tive knight, Don Quixote. As they not have been in vain." In this book and an M.A. in philosophy from traveled by bus, the group's members as in his four others, Martin takes a Recuerdo College in Madrid. He was studied the novel and stopped at storyteller's approach in recounting to live on two other continents with many of the places described, such as and interpreting the events and very different cultures over the next Toboso, where Dulcinea, the knight's circumstances of history. decade. He went to Japan, where he lady, was supposed to have been Martin tries to cultivate in his earned a certificate in oriental studies born. Tours to Latin America have students a sense of their own connec­ and Japanese from Eiko Gakuen in included trips down the Amazon tions to the past. He stresses the im­ Yokosuka. His next step took him River and visits to Machu Picchu, portance of Latin American studies: to the United States, where he com­ the lost city of the Incas. "We must know more about our pleted his Ph.D. in Latin American Currently Martin is also working neighbors, about the history, the cul­ history at Columbia University in on his memoirs, in which he deals ture, and, if possible, even the lan­ New York. Martin returned to Japan with his experiences growing up guage of Latin America because they as a visiting professor of Latin Ameri­ during the Spanish Civil War. "I am are becoming part of the fabric of our can history at Sophia University in doing this book as a sort of catharsis," nation. I think a fair reason is that the Tokyo, and then went on to teach at says Martin, "because I see the Span­ problems in Latin America are affect­ the University of Puerto Rico. In ish Civil War affecting so many ing us too: their foreign debt, their 1968, he returned to the mainland things that have taken place in my problems with drugs, and terrorism." United States and joined the faculty life, and I want to enfold that outside For Martin, the Quincentenary at SMU, where he has been teaching of me, onto the page. This book is in 1992 of Columbus's first voyage now for more than twenty years. meant for one reader, my son." to the New World is an opportunity Martin sees the problems of get­ Martin also is committed to start­ "to put aside political rhetoric and ting a good education in the United ing a new association in Dallas for to reflect deeply on what we have States linked to a need for improve­ educators in the field of history. accomplished in the past, the good ment in the quality of teaching, espec­ The idea is to bring together, once a and the bad." Such a commemora- ially at elementary and secondary month, teachers from colleges, junior school levels. "I am always eager to colleges, and high schools to encour­ Victoria McAlister, an intern in the contribute as much as I can," says age one another, discuss issues, and, Office of the Chairman, is now a senior Martin, "to the development of our Martin emphasizes, "to create pride at Princeton University. teaching staffs in the public schools." in the profession of teaching." □

HUMANITIES 23 Santa Fe Indian A Native American

BY BOB QUICK

HEN SIX-YEAR-OLD Petra Romero arrived at Santa Fe W Indian School from her pueblo of Jemez in 1910, the school's white administrators replaced her moccasins with a pair of shoes. It was a symbolic step into a way of life in­ tended to assimilate native Americans into mainstream American society. r A 'r , This year, the Santa Fe Indian School is marking its hundredth anni­ versary. While many native Ameri­ can schools around the country have closed, Santa Fe Indian School not only remains open but is administered by the nineteen New Mexico pueblos whose children form the majority of its students. Joseph Abeyta, a Santa Clara Pueblo Indian and a Harvard graduate, is school superintendent, and more than 80 percent of the staff are native American. Celebrating the school's centen­ nial this fall is the exhibition "One House, One Voice, One Heart," which tells, from a native American perspective, the story of Santa Fe Indian School through photographs, murals, and oral history interviews. From mid-November 1990 to Febru­ ary 1991, the exhibition will be locat­ ed at Santa Fe's Museum of Indian Arts and Culture; from there it moves to different tribal museums and com­ munity centers in the state before traveling outside the state. The exhibition was made possi­ ble by two grants from the National Endowment for the Humanities. The first enabled Santa Fe Indian School students to interview former students of the school, many of them elderly, as part of an oral history project in

Bob Quick is a reporter for The New Mexican in Santa Fe. He has been an instructor at the Santa Fe Indian School. A 1900 photograph of a classroomi

24 NOVEMBER/DECEMBER 1990 School: Perspective

Uniformed boys in front of the boys' wing of the original school building. The girls are lined up in the background, by their wing of the building. Ca. 1905.

1986 and 1987. The second funded the exhibition's implementation, the publication of a catalogue and book, and the exhibition's travel to major tribal museums in 1991. "The project is unique in coming from the pueblos as it did," says proj­ ect director Sally Hyer, a Santa Fe author and historian. Hyer, herself not a native American, notes that the pueblos' involvement makes the exhibition far different from other presentations. "Most studies of Indian schools are studies of federal policy," she says. "We were trying to get away from that in this project and look at the people who actually S1 experienced the school." | Yet Hyer found that, until the Pueblo Indians assumed administra- I tive control of the school in the mid- j[ 1970s, federal policy was impossible | to ignore. "It defined everything they I did at the school: how they ate, what § they studied, everything," she says. Federal policy, in an effort to do what I seemed best at the time, oscillated inta Fe Indian School, founded in 1890. between a goal of complete assimila-

HUMANITIES 25 . . oenet rnig fie ht b H Creo Syor cuts Glet Washburn Gilbert courtesy Seymour, Carleton H. by Photo Office Printing Government S.U.

A laundry class, photographed for a 1904 report of the superintendent of Indian schools.

tion and a more tolerant acceptance of cultural diversity, Hyer explains. The Santa Fe Indian Industrial Training School was established in 1890 when the local trade board donated 100 acres of farm land to match a $25,000 grant by Congress for school buildings and student tui­ tion. The new school was largely identical in policy and purpose with twenty-five other Indian schools built The baseball team, ca. 1939. in fifteen states between 1880 and 1900. All the schools were based on the boys used to tell us, 'Look at that became an important force in the the principles set by Pennsylvania's mountain for the last time, sisters!' revival of native American arts and Carlisle Indian School, which army And we started crying. We thought crafts. Tribal artists were hired to officer Henry Pratt founded at an we were going some place we would teach silversmithing, weaving, em­ abandoned army post in 1879. His never come back from." broidery, pottery making, and wood­ plan was to help native Americans Because high school was thought working. Marching was dropped, the join the white world by removing inappropriate for native American vocational program was improved, children from the reservation, impos­ children, Hyer says, the Santa Fe and a high school was started, with ing strict military discipline, and Indian School offered just eight grades the first class graduating in 1934. teaching English and vocational until 1930. Boys and girls lived apart, In one of the exhibition's oral his­ skills. Speaking native American with the boys working in the shops tories, Joe Sando, who attended the languages was prohibited, and stu­ with the tailor, shoemaker, or baker, school from 1937 to 1941, remembers dents were encouraged to forget the and the girls practicing sewing, iron­ how important it was to have an old ways. ing, and cooking. In the early 1930s, Indian mentor in the classroom. In one of the exhibition's oral a sweeping change in federal Indian "Mr. Bluespruce, our cabinet-shop histories, Santanita Lefthand, now a policy took place, as a result of pres­ teacher, influenced me because he prominent member of Taos Pueblo, sure from Indian advocates and a was an Indian," Sando said. "He was recalls her memories of setting off for national study of Indian affairs rec­ the reason I went to college. He gave the Santa Fe school from Taos in 1919: ommending that Indian school courses me encouragement to go on and be "When we were climbing down the should reflect the history and arts of something." Sando attended Eastern hill from Taos Junction in the train, the tribes they served. The school New Mexico University and Vander­

26 NOVEMBER/DECEMBER 1990 and, for the first time, has a native American superintendent. In 1987, the school won a national award for excellence from the Office of Educa­ tion. More than 80 percent of gradu­ ates continue their education. Among former students are the chairman of the All Indian Pueblo Council and the presidents of the Mescalero and Jicarilla Apache tribes. Creating computer art, 1990. The superintendent sees the school as both a tradition and a path to the bilt University and became an edu­ dents to get jobs in cities. As much future. "Historically the Indian com­ cator and author. as possible, native American students munity has operated on the philoso­ Dorothy Dunn, a young white were expected to attend public schools, phy that the whole is important and teacher who studied at the Chicago and, over the objections of students, the community makes its decisions as a Art Institute, was in charge of the staff, and pueblo governors, Santa Fe group," says Superintendent Joseph art education program at the school Indian School was closed in 1962. Abeyta. "Over the next ten to fifteen in the 1930s. In another oral history, By the mid-1970s, responding years, competition will emerge be­ Pablita Velarde, one of Dunn's stu­ to a report that native American tween Indian people who are oriented dents who became a successful artist, education was "a national tragedy," toward individual goals and the tradi­ recalled Dunn as a teacher who en­ Congress passed the Indian Self- tional community that always oper­ couraged students to become aware Determination Act, which set up the ated on behalf of the whole. The of what native Americans could con­ means for tribes to run their own solution is to teach the students to tribute to the art world. "If it hadn't schools. The All Indian Pueblo Coun­ respect their traditional way of life and been for Dorothy Dunn, I wouldn't cil, made up of the governors of the also to develop themselves as indi­ have amounted to anything," state's nineteen pueblos, contracted viduals with individual talents." □ Velarde said. to run the still-existing Albuquerque As students went off to World Indian School and later moved the To develop its centennial exhibition, War II, enrollment fell. By the late program back to Santa Fe, whose Santa Fe Indian School has received a 1940s, the emphasis in native Ameri­ Indian school reopened in 1981. combined total of $145,313 in outright can education had swung back to Santa Fe Indian School is now funds from the Division of Public teaching skills that would enable stu­ controlled by the pueblo governors Programs.

HUMANITIES 27 American Political Parties 1789-1989 BY DOUGLAS N. VARLEY

HE FRAMERS OF the Consti­ Beginning with the Federalists and nearly 12,000 individuals who have tution intended that the Con­ Antifederalists, these factions, which served in Congress. Containing 200 gress, the House of Represen­ ultimately developed into our mod­ color-coded maps (100 for the House, tatives in particular, be a forum whereern political parties, have been a 100 for the Senate), the atlas provides local interests would be expressed.major feature of American politics. an exhaustive presentation of congres­ DThe selection of representatives by In the NEH-supported Historical sional political geography. For the geographically defined districts built Atlas of Political Parties in the United first time, students of American poli­ district, regional, and sectional States Congress: 1789-1989 (Macmil­ tics can see not only the shifting pro­ concerns into the institution. Yet lan), Kenneth C. Martis, a professor portions of party representation but from the first Congress on, con­ of geography at West Virginia Uni­ also the district-by-district breakdown gressmen have tended to form poli­ versity, charts the geographical pat­ of each Congress. In all, the results of tical factions that have not always terns of party politics reflected among over 35,000 House and Senate elec­ corresponded to regional boundaries. the members of the first 100 Con­ tions are presented. From this great gresses. The result is the only refer­ mass of detail, Martis has distilled a Douglas N. Varley is a freelance writer ence work to include a complete list­ visual presentation of what he calls in the Washington, D.C., area. ing of party affiliations for all of the "the birth, growth or decline, and

The map indicates that in the Thirty-third Congress (1853-55) the Whigs and Democrats had significant support in both North and South. A few years later the Whigs, torn by pro- and antislavery factions, had disappeared as a national party.

28 NOVEMBER/ DECEMBER 1990 trends of congressional political parties for every two-year period in U.S. history." Martis divides the history of Con­ gress into three eras. For the first three Congresses (1789-95), historians agree that there were no parties at all, only loose voting blocs divided over the principle of a strong central govern­ ment. The second era, which began with the fourth Congress (1795-97) and lasted until the late 1830s, saw an increase in party feeling. More well- defined congressional groups, like the Federalists and Democrat-Republicans, held caucuses and even set up board­ ing houses so that like-minded con­ gressmen could share a common address while in the capital. But for­ mal party structure remained rudi­ mentary, and many congressmen can be assigned an affiliation only on the basis of their roll-call voting behavior. William Henry Harrison's victory in the presidential election of 1840 inaugurated the third, and modern, era of congressional parties. The Whigs' brilliantly engineered "Log Cabin Campaign" won Harrison 243 electoral votes, to the 60 of his Demo­ cratic opponent, Martin Van Buren. This strong showing demonstrated once and for all the value of a strong, national party organization for get­ ting out the vote and getting candi­ dates to Washington. Stressing the ordinary roots of their candidate, the Whigs organized their electoral machine down to the level of wards and counties. This new reliance on party structure made Harrison's suc­ cess, in Martis's words, "a bellwether in the development of American politics." Read in sequence, the maps in the atlas display the electorate's responses to the issues that shaped the first 200 years of U.S. history. For example, the maps depicting the congressional geography of the mid-nineteenth century illustrate the distribution of American sentiment toward slavery. The map of the Thirty-third Congress (1853-55) shows the two main parties, the Whigs and the Democrats, fairly evenly distributed, each with signifi­ cant support in both the North and the South. By the Thirty-fifth Con­ gress (1857-59), however, the passage of the Kansas-Nebraska Act, which threatened to overturn the existing The 1840 "log cabin and hard cider" presidential campaign of William Henry Harrison inaugu- balance between free and slave states, rated the modern era of congressional party politics. had changed the situation radically,

HUMANITIES 29 I Martis notes that the atlas also ^ illustrates how migration patterns § played a role in bringing new states | into the prevailing matrix of North- South structure. For example, Okla­ homa, which became a state in 1907, was settled in the north by Republi­ can midwesterners moving south, while the southern section of the state was populated by Democratic south­ erners moving west. For much of Oklahoma's history, the state's voters have remained faithful to their poli­ tical ancestry by sending Republicans to represent its northern districts and Democrats to speak for those farther south. To capture the sometimes intri­ cate patterns of urban politics, the con­ gressional party atlas includes enlarged district maps for major cities. Students of urban history will find these a valu­ able resource for visualizing such phe­ nomena as the sometimes marked difference between urban, suburban, and rural voting patterns. Chicago, for instance, appears to have been a Democratic island in the sea of Repub­ lican northern Illinois since the turn of the century. Los Angeles has also maintained a Democratic core since the 1930s, while surrounding districts in southern California have switched their allegiance over the years. Re­ A campaign flag for the 1840 presidential campaign, which used slogans ("Tippecanoe and searchers interested in even greater Tyler Too"), songs, and political paraphernalia to elect the Wing candidates. detail can use the atlas in conjunction with Martis's earlier work, The His­ torical Atlas of U.S. Congressional Dis­ as the corresponding map indicates. gress (1877-79), the distribution of tricts: 1789-1983 (Macmillan), also The Whigs were gone—unable to House seats had returned to the 1857 completed with NEH support, to keep their pro- and antislavery fac­ pattern. The post-Reconstruction determine the effects of redistricting tions united in a single national party, South was again solidly Democratic on big-city congressional elections. they simply disintegrated—and the and the North uniformly Republican. "Maps open up a whole new country became divided along strictly That the congressional atlas makes dimension in historical understand­ regional lines. The Democratic party this obvious at a glance is an example ing," says Martis. By providing held sway in the South, while a new of the value of cartographic represen­ graphic access to the entire history of party, the Republican, was in firm tation. congressional elections, The Historical control of the North. The atlas also illustrates patterns Atlas of Political Parties in the United This split, as the maps for the in voting behavior within states. The States Congress: 1789-1989 exemplifies next 130 years graphically demon­ maps for House elections show that the contribution of geography as a strate, was destined to become the intrastate party differences have been discipline to public and scholarly background against which Demo- a fact of political life down to the understanding of the web of regional ratic inroads in the North or Republi­ present day. For example, most of interests and political visions in can successes in the South appear to the maps reveal a marked sectional American history. □ be special deviations. Popular dis­ split within Tennessee and Kentucky tress over the Union army's perfor­ going all the way back to the days of To produce the congressional party atlas, mance on the battlefield did carry pre-Civil War Unionist sentiment. In West Virginia University received some northern Democrats to the these states, the mountainous eastern $186,372 in outright funds from the Ref­ House during the Civil War congres­ districts have tended to vote Union­ erence Materials program of the Division sional elections of 1862 and 1863, and ist, and then Republican. The west­ of Research Programs. The university freed slaves cast their ballots for ern districts, on the other hand, were also received $115,658 in outright funds southern Republicans during Recon­ linked to the South and naturally from the same program to produce the struction. But by the Forty-fifth Con­ went Democratic after the mid-1850s. atlas of congressional districts.

30 NOVEMBER/DECEMBER 1990 CALENDAR November ♦ December lrnie im Te esnAkn Msu o Art of Museum Nelson-Atkins The Films Florentine

"Sentimental Women Need Not Apply," a documentary history This nineteenth-century gallery from Independence Hall is recreated of the American nurse, airs in "Mermaids, Mummies & Mastodons: The Evolution of the Ameri­ November 5 on PBS. can Museum," opening December 1 at the Peale Museum in Baltimore.

The goddess of fortune, or Tyche, is part of "The Coroplast's Art: Greek Terracottas of the Hellenistic World," at Princeton University in New Jersey through December.

"The Spirit of H. H. Richardson" looks at buildings inspired by the architect's romanesque style in an exhibition at the Kansas State Historical Society in Topeka through November 19.

"Sacred Mountains in Chinese Art" explores Eastern mysticism in an exhibition opening Novem­ ber 10 at the Krannert Art Muse­ um in Champaign, Illinois.

The transformation of a neighborhood into a bohemian enclave is examined in "Greenwich Village, 1830 to 1930," an exhibition at the Muse­ um of the City of New York through February. —Kristen Hall

HUMANITIES 31 NOTEWORTHY

In conjunction with the library's twenty-fifth anniversary celebration, Wolfe, donning a mortar board and black robe over his traditional pale three-piece suit, was awarded the honorary degree of doctor of humane letters. Other prominent names who have helped institutions meet their U.S. Newspaper Program papers from Florida to Tennessee as challenge grants include Jehan Sadat, well as Mississippi and New York. "It was 10 a.m. on April 22,1988, when widow of the slain Egyptian presi- It caught the eye of the librarian at Glenn Miller, bridge tender of the Stockfield Bob byPhoto the Lauren Rogers Museum of Art in Fort Bayou Bridge in Ocean Springs, Laurel, Mississippi. In the library's Mississippi, looked up from the book collection, the librarian found loose he was reading and noticed cars issues of five New York newspapers swerving around something on the and offered them to Brockett. Re­ drawbridge grate..." relates Sherry markably, the state library of New Brockett, co-coordinator of the New York did not already own any of the York State Newspaper Project. issues and one title was not even Since NEH launched the U.S. listed in the comprehensive bibliogra­ Newspaper Program in 1982, preser­ phy compiled of all the New York regional newspapers. These valuable papers have been catalogued and added to a national data base. After microfilming, they, Tom Wolfe on the Hopkins campus. like all USNP materials, will be avail­ dent, who raised $136,000 for the able to researchers nationwide. manuscript library at Saint John's Since its inception, the U. S. News­ University in Minnesota, and author paper Program has grown to involve Eudora Welty, who raised $14,000 as thirty-nine states and two territories. part of a Great Authors series cur­ Aimed at the identification, preserva­ rently sponsored by the Friends of tion, and cataloguing of newspapers the University of California, San published in the United States from Diego, Library. the eighteenth century through the vationists have found newspapers in present, currently funded USNP 14 Teaching Professorships unlikely places — attics, garages, cel­ projects will produce records for approximately 163,000 newspaper lars, city halls. The story Brockett tells Fourteen colleges and universities are titles and approximately 33 million is perhaps the most unusual of all. receiving challenge grants of up to pages of newsprint on microfilm. As the story goes, Miller, think­ $300,000 under a new $3.2 million ing the pile was a heap of trash, went Man in the White Suit to the Rescue NEH program of endowing faculty out into the middle of the bridge to chairs for distinguished teaching discover that the papers blowing into Reknowned essayist and author of professorships in the humanities. the river were issues of the Albany Bonfire of the Vanities, Thomas Wolfe They are Colby College in Water- Atlas dating from 1848 to 1850. The joins the list of public figures who ville, Maine; the College of Saint clothbound volume had fallen out of have assisted NEH grantees in meet­ Scholastica, Duluth, Minnesota; a truck headed for a nearby landfill. ing challenge-grant fund-raising Emory University, Atlanta; Gettys­ Because of his interest in the goals. Wolfe helped the Milton S. burg College, Pennsylvania; Kenyon paper, Miller saved the volume of the Eisenhower Library of Johns Hopkins College, Gambier, Ohio; Luther Albany Atlas from the dump and has University raise $20,000 toward their College, Decorah, Iowa; Miami Uni­ donated the papers to the New York NEH challenge grant awarded to versity, Oxford, Ohio; Mount Holy­ State Library's collection. improve the library's humanities oke College, South Hadley, Massa­ This story was retold in news­ collection. chusetts; Ohio University, Athens;

32 NOVEMBER/DECEMBER 1990 St. John's College, Santa Fe, New Mexico; Saint Joseph's College, Rens­ Revolution, Victorian Minds, On selaer, Indiana; St. Olaf College, nf Northfield, Minnesota; Southwest ~ Liberty and Liberalism, The Idea of Texas State University, San Marcos; | Poverty, Marriage and Morals and Syracuse University, New York. ^ Among the Victorians, and The New Plans for the endowed chairs vary. p History and the Old. She has In many cases, the professor will edited collections of the works of serve as a mentor for other faculty Lord Acton, Thomas Malthus, members and will develop improve­ and John Stuart Mill, and has ments in the institution's under­ contributed essays and articles to graduate curriculum. several editions and journals. The special challenge grants were Born in New York, Himmelfarb developed in response to the NEH earned a bachelor of arts degree report, Humanities in America. "Good in history from Brooklyn College teaching," wrote Chairman Lynne V. in 1942. She did graduate work at Cheney, "is the surest method for Girton College of Cambridge Uni­ bringing students to understand the versity in England and earned a worth of the humanities, the surest doctorate in history from the Uni­ method for encouraging lifelong ex­ versity of Chicago in 1950. In a ploration of what Alexis de Tocque- twenty-three-year teaching career ville called 'the empire of the mind.'" at Brooklyn College and the Grad­ The 1988 report found that U.S. col­ Gertrude Himmelfarb, uate School of the City University leges and universities place too much of New York, Himmelfarb served emphasis on publication or special­ Historian, Named as chairman of the doctoral pro­ ized research and not enough on 1991 Jefferson Lecturer gram in history and as Distin­ teaching. guished Professor of History. ertrude himmelfarb, "Professor Himmelfarb's "Bethany" Gets Christopher Award Ga historian with a special writings and lectures affirm the interest in Victorian England, has "The Silence at Bethany," a television value of studying the great his­ play about a young man torn be­ been chosen as the 1991 Jefferson torical ideas and political struc­ Lecturer in the Humanities. The tween orthodox and conservative tures that have influenced lectureship, established in 1972, is factions of a Mennonite community, modern, democratic societies," the highest award the federal gov­ has won a 1990 Christopher Award said NEH Chairman Lynne V. for excellence. Written and produced ernment bestows for achievement Cheney in announcing the selec­ in the humanities. by Joyce Keener, the NEH-supported tion. "The Endowment is proud Himmelfarb, professor emer- project originally aired in March 1989 to honor Gertrude Himmelfarb ita of history at the Graduate with the Jefferson Lectureship." as part of the PBS television series, School of the City University of American Playhouse. Himmelfarb is the twentieth New York, is the author of Lord recipient of the award, which Acton: A Study in Conscience and carries a $10,000 stipend. The lec­ Politics, Darwin and the Darwinian ture will be in Washington in May.

outstanding reference book of 1989. Planning Grant for Marianas Developed by the Center for the Study A $30,000 planning grant has gone to of Southern Culture at the University citizens of the Northern Marianas to of Mississippi, the encyclopedia was draft a proposal for a humanities also cited as an outstanding reference council in the island commonwealth. book by three library journals — The planning committee, headed American Libraries, College & Research by Daniel H. Nielsen, federal programs Libraries, and Library Journal. coordinator for Northern Mariana The Silence at Bethany. Wedding scene at College, says its goals would be to the bride's home. The bride, Dorcas Nissley A Rose Is a Rose Is a . . . (Suzanne H. Smart), and groom, Ira Martin foster literacy and education and to (Mark Moses), are at far right. The Division of General Programs is promote the culture of the Marianas changing its name to the Division of and its Carolinian and Chamorro Public Programs. "We decided to languages. Encyclopedia Wins Medal strike a blow for clarity," said Donald Currently, there are humanities The Encyclopedia of Southern Culture Gibson, division director. "The new councils in the fifty states, the District was the unanimous choice of the name emphasizes our work with of Columbia, Puerto Rico, and the American Library Association to public television, museums, libraries, U.S. Virgin Islands. receive the Dartmouth Medal for and other cultural institutions." —Alisa E. Regas

HUMANITIES 33 JAPANESE Archaeological Ceramics

BY RICHARD PEARSON

N THE 1950s, Japanese archaeolo­ 350 B.C., with the advent of rice culti­ gists radiocarbon-dated the layers vation from the continent. Iof ancient sites in the Tokyo Bay Jomon vessels were used for region and on the island of Kyushu. cooking and steaming plant foods Finding that the pottery fragments that were too fibrous to eat raw, oi from these layers were the oldest that needed to be leached to make ceramics in the world, they assumed them edible. Shellfish were probably that there must have been a mistake. also steamed in them. The early ves­ Surely the oldest ceramics would be sels had textured surfaces created by found in the Near East, the "Cradle of rolling twisted cords over them. The Civilization." In fact, it is now well technique sounds simple, but the documented that ceramics began in effects, multiplied by twisting, knot­ FIG U R E 1 Japan millennia before they appeared ting, and winding one cord over in western Asia. another, are distinctive. By Middle Some eighty specimens of Japa­ Jomon, around 2000 B.C., the rims nese ceramics, ranging through six and upper surfaces of the vessels periods of Japanese prehistory and were carved and sculpted. Figure 1 ancient history from about 10,500 shows a simple cylindrical form of B.C. to the eleventh century A.D., will the Middle Jomon (2500-1500 B.C.) be on display at the IBM Gallery in whose surface has been sculpted with New York from early December 1990 outlined ridges with incisions in through February 9,1991. Supported them. Elaborate coil-made vessels of by the National Endowment for the this type could be set in the hearth Humanities, "The Rise of a Great for cooking, judging from carbon and Tradition: Japanese Archaeological food deposits on the vessels. Ceramics" is organized by the Japan Around the end of the Jomon Society in New York and by Japan's period, smooth, burnished surfaces FIG U R E 2 Department of Cultural Affairs of the were common in many areas. Some Ministry of Education. of the later vessels were coated with The earliest ceramics in the exhi­ lacquer, which made them water­ bition are earthenware cooking and proof, durable, and extremely dec­ storage vessels of the Jomon period orative. Small pouring vessels (10,500 B.C. to 350 B.C.). In this per­ appear to have had a ceremonial iod, Japan remained relatively iso­ function. The vessel in Figure 2, lated despite the proximity of the from the Late Jomon (1500-1000 B.C.), Japanese islands to China. While the is polished black earthenware of the Chinese developed several different famous Kamegaoka style. It is systems of cultivation that trans­ thought to have contained wine or formed their Neolithic society into herbal medicine. At this time, the state-level societies by around 2000 hunting and gathering Jomon people B.C., the inhabitants of Japan contin­ of northeastern Japan seem to have ued to live in hunting and gathering reached a peak of ceremonial inten­ societies in pit-house villages in in- sity, in which vessels were ex­ 1 land valleys and near marine shores. changed over long distances. They turned to cultivation around The Jomon people, especially in northeastern Japan, created clay fig­ Richard Pearson is a professor in the urines that Japanese archaeologists ' Department of Anthropology/Sociology at believe were used in curing rituals. : the University of British Columbia, They are often found broken and FIG U R E 3 - Vancouver, Canada. A specialist in the scattered, suggesting that their ritual archaeology of Japan and East Asia, he is power was temporary. The imposing i currently studying the rise of the Chuzan figurine (Figure 3) of the Final Jomon ' kingdom of Okinawa. (1000 B.C. to 300 B.C.) is termed the

34 NOVEMBER/DECEMBER 1990 1 snow-goggle type because the eyes Some 20,000 cylindrical haniwa were appear to resemble Eskimo snow placed around the tomb traditionally goggles. Her body is covered with thought to belong to Emperor tattoo-like decorations, and she has a Nintoku, judging from an eroded headdress or ceremonial hairstyle. section examined many decades ago. In the Yayoi period (350 B.C. to The so-called imperial tombs have A.D. 300), close cultural ties with the not yet been opened by archaeolo­ Korean peninsula are reflected in new gists because many people believe forms of ceramics. Yayoi culture was that they belong to the ancestors of centered first in northern Kyushu in the Japanese imperial family, who southwestern Japan, but later shifted prohibit their excavation. to the Osaka region of the main In the late fifth century, haniwa island of Honshu. Pottery vessels horses were created. By that time, display plain surfaces, which were it appears that a fascination with sometimes slipped or painted red. In horse breeding and with the use of some cases, comb patterns have been equestrian armor and weapons had applied to the surfaces of vessels. emerged in areas such as the Kanto The pitcher (Figure 4) of the Mid­ Plain near Tokyo. While some his­ dle Yayoi (first century B.C. to first torians believe that Japan was actu­ century A.D.) is decorated with alter­ ally invaded and conquered by horse- nating bands of different kinds of riding people from the Korean penin­ comb patterns. The short cylindrical sula, most archaeologists believe foot has cutout leaf-motif decora­ that horse-riding traits were simply tions. Fine vessels like this appear to adopted by the ruling elite. have been used by local chiefs for With the coming of continental conspic-uous display. culture and Buddhism, ceramics were The Yayoi tradition of ceramics adapted to new roles, including roof continued into the Kofun period tiles. The oldest decorative roof tile (A.D. 300 to 700), with the production in Japan (Figure 6), from the ancient of a soft, reddish, utilitarian ceramic Yakushuiji Temple, dating to the known as haji. During this period, eighth century A.D., shows a demon Japanese society underwent further motif. Thought to have been used changes, including the appearance of to ward off evil spirits, the motif a centralized government by the fifth replaced more conventional Buddhist century A.D. On the coastal plain decorations of lotus and arabesques near Osaka, huge keyhole tumuli of of earlier periods. the same scale as the ancient tombs of Glazed ceramics came into Japan China and Egypt were constructed in in the sixth and seventh centuries. the fifth and sixth centuries. At this Three-colored ware arrived from time, under the influence of the Paek- China, as well as green-glazed ware che kingdom of Korea, the Japanese from both China and Korea. The began to produce hard, grey ceramics Japanese produced three-colored termed sue. Used for funerary offer­ wares only in the eighth century, but ings as well as daily tasks, they dis­ they produced green, lead-fluxed, play a range of new shapes and were twice-glazed earthenware objects— often deposited in the large tumuli. developed under the tutelage of The burial rituals associated with Korean specialists—as early as the these tumuli provided the occasion seventh century and continued until for some of Japan's most spectacular the twelfth century. ceramic art—the great tomb figures, The Sanage kilns near Nagoya or haniwa. Placed on the upper exter­ also produced ash-glazed stoneware, ior surfaces of the burial mounds, with a dark, olive-green color. Exam­ these took the form of cylinders, ples of these wares from the sixth to houses, weapons, animals, and in the the tenth centuries, rarely seen in the sixth and seventh centuries, humans. West, are included in the exhibition. □ Many of the animal haniwa figures represent warrior-chiefs or shamanes- In 1990, to support an exhibition on ses, but some portray commoners. Japanese archaeological ceramics, the The laughing man from the Late Japan Society in New York City received Kofun period (Figure 5) comes from a $100,000 from the Humanities Projects prefecture near Tokyo on the edge of in Museums and Historical Organiza­ the Kanto Plain, a center of cultural tions program of the Division of Public development in the Kofun period. Programs. orey f o Moline fon of Courtesy

Professor Jolene Barjasteh of the St. Olaf Romance Language Department explains a point of French vocabulary in an Advanced Foreign Lan­ guage Component session of a course on the Christian tradition in European history.

THE ENGLISH philosopher Yet, it is not uncommon for Amer­ the same native tongue. Ukrainians J. L. Austin once wrote ican undergraduates in liberal arts will never be Russians, nor Tibetans T that our common stock of colleges to view foreign language Chinese, whatever the official bor­ words embodies all the study as little more than an inconve­ ders may temporarily be. The most distinctions we have found worth nient hurdle to be cleared on the way robust and durable ideas of political drawing and all the connections we to a B.A. Foreign language study stops identity tend to be ideas of linguistic have found worth making in count­ just when students have acquired some and cultural identity. less generations. These distinctions mastery of forms, but before they have Breaking down the isolation of and connections are at the heart of seen the new disciplinary content that foreign language study from the rest knowledge and are central to every this mastery makes available to them of the curriculum will require chang­ humanities discipline. in history, philosophy, religion, and ing the attitudes of students and even What makes these words ours? other humanities disciplines. some faculty members. At my own Many are imported, and unclaimable Even students whose life after St. Olaf College, with support from without foreign language proficiency. college may not involve working in the National Endowment for the Like the rest of our cultural inherit­ international business or diplomacy Humanities, we have embarked upon ance, this part cannot be received pas­ need to understand world events. a long-range program intended to sively. We have to work to claim it. The resurgent nationalism at work change attitudes toward gaining, in the world today often involves cen­ using, and maintaining foreign lan­ Jon N. Moline is vice president and dean of tripetal forces made up of political guage proficiency. St. Olaf College in Northfield, Minnesota. unions whose peoples do not share St. Olaf College enjoys some ad­ ON MAKING FOREIGN LA

36 NOVEMBER/DECEMBER 1990 vantages in that respect. The college course reading assignments for AFLC attitudes of students in the humanities never abandoned its foreign language students are in the foreign language disciplines: Students who read impor­ requirement when it would have as well. Integration of different read­ tant texts in the original language will been fashionable to do so. Almost 60 ing lists for AFLC and non-AFLC stu­ be seen by other students as having percent of each graduating class over dents so far has not been a problem. attained greater depth and accuracy the past several years has studied In the spring of 1990 when the of understanding than those who have abroad. The principal study-abroad program was started, the courses were had to rely on English translations. programs are faculty led, and these offered in the English department Students are relearning the programs have created a large cadre ("Backgrounds to British and Amer­ degree to which language influences of faculty members outside the for­ ican Literature," with a Spanish lan­ ideas in the disciplines and in the eign language departments who guage component based on Don world of affairs. For example, stu­ appreciate the value of foreign lan­ Quixote), in history ("Modern Ger­ dents of German history dealing with guage study. After the experience many"), and in religion ("Essentials Wilhelm von Humboldt's educational of getting twenty or thirty under­ of Christian Theology," with a French theories learn that the words "culture graduates not only taught but also language component). In the 1990-91 and education" fail to convey the im­ transported and housed in Tokyo, academic year the courses being plications of Humboldt's Kultur and Taipei, or Cairo, a faculty member offered are in history ("Modern Bildung. They then begin to grasp the needs no convincing of the usefulness France," "Modern Germany," and importance Germans have attached of foreign language proficiency and "Modern Latin American History"), to the Bildungsbuergertum, and realize the cultural understanding insepa­ in English ("Backgrounds of Litera­ that this means more than "educated rable from it. ture," with a Spanish component), middle class." This additional mean­ Despite these advantages, incen­ and in religion ("Essentials of Chris­ ing helps them understand German tives have been devised to make it tian Theology," with a German com­ attitudes toward education. attractive for students and faculty to ponent, "The Christian orey f t Oa College Olaf St. of Courtesy devote significantly more time and Tradition in History," energy to foreign language study, for with a French compo­ schedules are full, and there are com­ nent, and "Liberation peting demands. For students, the Theology," with a Span­ college has established an Advanced ish component, offered Foreign Language Component (AFLC). on site in Mexico). This component requires five semes­ It is an important ters of a foreign language followed by part of the design of significant application in a field of the AFLC disciplinary humanities study. Certification of courses that they are applied foreign language competence regular offerings in such is granted (and noted on transcripts) departments as history after the successful completion of two or religion, and are not AFLC courses. restricted to AFLC stu­ The AFLC courses require stu­ dents. Students who are dents to apply their knowledge of a not taking these courses particular foreign language as they for the AFLC rely on study, for example, history. These translations, as they are courses taught by regular depart­ always have. But all mental faculty having advanced pro­ students in these courses ficiency in the foreign language. Stu­ can benefit from the dents taking such a course (e.g., "His­ greater attention to mean­ tory of Modern Germany") meet for ing and hence the more an extra discussion hour weekly with accurate understanding the course instructor and foreign lan­ that develops from the guage instructor. The additional hour work done in the AFLC is reflected in a 25 percent increase in discussion sessions. Our course credit for AFLC students. intention is to change the In that hour, class discussions are in the foreign language. Half of the Holland Hall, St. Olaf College.

NGUAGES OUR OWN BY JON N. MOLINE

HUMANITIES 37 Initial student evaluations indi­ ways to relate the study of the disci­ Faculty members in the disci­ cate that by far the most common plines to foreign language study and plines are motivated to some degree reason for taking a course with an explored ways to meet the pedagogi­ by the prospect of reactivating and advanced foreign language compo­ cal challenges involved in this inte­ improving their foreign language nent is the intriguing prospect of gration of foreign language and disci­ skills and by the improvement in the applying foreign language proficiency plinary study. An additional seminar course as a whole that results from outside foreign language courses. of this type was held in the summer the leavening influence of the AFLC Student evaluations indicate that of 1990. One faculty member com­ students on others. Since this is above students believe their comprehension mented afterward, "I wish we had all a teaching faculty, they are moti­ of the subject was enhanced even videotaped the seminar. It was vated by the prospect of developing more than their foreign language pro­ inspirational." improved challenges for their students ficiency. Students realize that there Since a sizable pool of potential and of removing obstacles in the way is no substitute for reading primary students was deemed essential to the of doing this. Initial faculty reports documents in the original language. success of this project, it was decided indicate that AFLC students engaged Since the regular course instruc­ to limit the initial stage to French, Ger­ in more careful analysis of course tor and the foreign language instruc­ man, and Spanish. There are at least material and prepared for class better tor form a team, careful preparation 100 to 150 students in the college who than others in the same courses. is essential if their work together is have completed the fifth semester in This project could easily overtax to succeed. The foreign language each of these languages. Later we the library resources of a liberal arts faculty members chosen for the proj­ hope to extend the program to include college: A vital component of it is a ect have shown not only literary other languages—Russian and Nor­ library acquisition program for suit­ interests but also broader cultural wegian next, and later, Japanese and able foreign language research mater­ and historical ones. Faculty members Chinese. ials to support the AFLC courses. This chosen from the humanities disci­ Curricular coherence is promoted is overseen by a professional librar­ plines have a background of study by encouraging students and faculty ian who has both foreign language and research in the foreign language to see courses as linked. With judi­ and humanities expertise. The librar­ to be used in the course. Since appro- cious planning a student can gradu­ ian works closely with both the proj­ ate with a major in Spanish, a second ect director and the pairs of faculty major in Hispanic studies, and the members to ensure that materials are Foreign Language Initiatives Advanced Foreign Language Com­ ordered and made available in time. The Division of Education Pro­ ponent, all without sacrificing the The success of this program grams is accepting applications breadth of a liberal arts education. will depend heavily upon student for its Special Opportunity in Indeed, this breadth will have been response, which, after all, is the entire Foreign Language Education. achieved with greater curricular point of the effort. So far enrollments Possible projects range from integrity than normal. Student eval­ are larger than anticipated. We are summer institutes for school uations indicate a strong appreciation convinced that the effort incorporates teachers to redesign of college of this connectedness and comple­ ideas whose time has come, and that language curricula such as the mentarity between foreign language world events underline this with language-across-the-curriculum preparation and AFLC courses in the increasing urgency. Ideas are intan­ effort at St. Olaf. The deadline is disciplines. One student commented, gible, and the spread of information March 15,1991. Information is "It is a great experience to see the technology has helped make them available from Thomas Adams or language that you've been working both the principal form of capital and Elizabeth Welles of the Division so hard at learning applied." the most important product in the of Education Programs, National One of the saddest things about contemporary world. Unfortunately, Endowment for the Humanities, teaching a foreign language must be ideas may travel no better across 1100 Pennsylvania Avenue, the realization that most of one's stu­ linguistic barriers than some wines N.W., Washington, D.C. 20506. dents are unlikely to apply or retain travel across oceans, even if informa­ what one has helped them learn. tion technology transmits encoded Hence, a program that facilitates symbols instantly. Ideas are notori­ priate foreign language materials retention of the foreign language ously difficult to translate without must be identified as assignments through disciplinary application can partial loss of meaning, partial gain of spurious meaning, or, more typi­ for students, and study guides and give new hope to language teachers glossaries must be prepared in each that their labors will not have been cally, both loss and gain. The Tower of Babel left a terrible legacy, but this course, released time and summer in vain. Foreign language faculty need not be an excuse to regard the salaries for course preparation are members are motivated by the pros­ made available. Provision is also pect of seeing their own isolation voices of others as babble or unwor­ thy of serious attention. □ made for faculty to improve their reduced, the value of what they do proficiency in the foreign language. as faculty colleagues affirmed, and In the initial stage, seven pairs the prospect of having more ad­ For its program in the Advanced Foreign of faculty members are involved. In vanced foreign language students in Language Component (AFLC), St. Olaf the summer of 1989, they took part the future if the project encourages College has received $568,750 in matching in a weeklong faculty development more students to take courses beyond funds from the Four-Year Colleges Pro­ seminar in which they considered the minimum, as we intend. gram of the Office of Challenge Grants.

38 NOVEMBER/DECEMBER 1990 HUMANITIES GUIDE FOR THOSE W HO ARE THINKING OF APPLYING FOR AN NEH GRANT

Research Conferences BY CHRISTINE KALKE

a r g a r e t m e a d o n c e ob­ the relationship between literary, his­ should be those scholars, junior and served that the development torical, and pictorial representations of senior, American and foreign, whose of the scholarly conference the Revolution. The three-day confer­ current work and interests make them wasM "fostered by the rebellion of the ence was held at Dartmouth College best suited to contribute to the confer­ educated man against a new kind of and involved 125 scholars. A confer­ ence. Other participants may include ignorance, an ignorance that is not the ence on Mozart's piano concertos at faculty from a wide range of institu­ stimulating ignorance of the unknown, the University of Michigan responded tions, undergraduate and graduate but the ignorance of what is already to the need for discussion of emerging students, local teachers, and members known." Today, with large numbers differences in interpretation in light of of the public. The Endowment believes of scholars pursuing diverse lines of newly available materials, recent stud­ that participation in research confer­ research, continuing pressure to pub­ ies of the concerto before and during ences can simultaneously serve the lish, an increase in the number of Mozart's time, and the insights of per­ needs of specialists and nonspecialists. scholarly journals, and long delays in formers who have been reevaluating The design of the conference pro­ bringing completed research into print, these works from the experience of gram itself is also critical to the suc­ scholars have found it difficult to keep using period instruments. Presenta­ cess of the application. One of the up with research in a single field and tions by twenty-four scholars served questions evaluators ask is whether a impossible to be fully aware of devel­ as the focus of discussion for the two conference is really necessary or other opments in allied areas of interest or hundred participants. means, such as the publication of the other disciplines. Conferences provide Before preparing an application to collected papers or a panel session at an alternative means of ascertaining the Conferences program, conference a professional meeting, would accom­ this information. organizers should first review the state plish the same goals more simply and The Endowment's Conferences of scholarship on a particular topic to with less expense. The design of the program encourages conferences that identify the issues that most need open conference sessions can reveal whether provide opportunities for scholars to and critical discussion and then estab­ the conference will simply display the present their work and subject their lish specific goals for the conference. various views on a topic or foster gen­ research results and theses to the The next steps would be to select the uine critical discussion. For example, informed critique of colleagues both scholars who would bring to the dis­ sessions involving specialists from dif­ inside and outside the familiar group cussion the most pertinent knowledge ferent fields or scholars with marked of specialists in the field. These con­ and experience, to design a program differences in viewpoints can generate ferences bring together scholars work­ that clearly implements the conference provocative questions and productive ing on related topics in one or several goals, and to arrange for the dissemi­ discussion. disciplines at a time when the open nation of the conference results to a W h ile other types of meetings are exchange of ideas will most benefit wider audience. supported by other Endowment pro­ ongoing research. Particularly important in a Confer­ grams, the Conferences program aims For example, a conference on the ences application is the statement of principally to advance of the state of French Revolution challenged histori­ the significance of the project. Appli­ scholarly research. The staff welcomes ans, art historians, scholars of litera­ cants should discuss the importance inquiries and encourages submission ture, and political theorists to fit spe­ of the topic in terms of the state of of preliminary drafts. The next appli­ cialized studies and diverse sources research in the field or fields involved cation deadline is January 15, 1991. into a larger framework by discussing and the expected contributions of the For application materials and further conference to the advancement of information, write or call the Confer­ Christine Kalke is senior program scholarly research and to a greater ences Program, Division of Research officer for Conferences, Centers, and understanding of the humanities. Programs, National Endowment for the International Research in the Division Presenters should be selected to Humanities, Washington, DC 20506; of Research Programs. provide diverse points of view and 202/786-0204. □

HUMANITIES 39 RECENT NEH GRANTS

Grant amounts in each listing are designated as survey of crannogs (artificial or enhanced natural $80,200 FM. An archaeological investigation of FM (Federal Match) and OR (Outright Funds). islands) in the midlands of Ireland, using a com­ village life at Tell Yaqush, Israel, a site occupied Division and program are designated by the two bination of land and underwater techniques to from the 4th to the 3rd millennia B.C. RO letter code at the end of each listing. survey these medieval settlement sites. RO U. of Louisville, KY; Lin A. Poyer: $133,758. An Corporation for Jefferson's Poplar Forest, VA; interdisciplinary study of stories about World War II Division of Education Programs William M. Kelso: $20,000 OR; $66,500 FM. in the Pacific told by Micronesians who lived in the EH Higher Education in the Humanities Excavation and study of Thomas Jefferson's former Japanese colonies during the war. RO ES Elementary and Secondary Education in Poplar Forest plantation, 1773-1823, 90 miles U. of South Alabama, Mobile; Gregory A. the Humanities from Monticello, to compare landscape design and labor systems on the two estates. RO Waselkov: $30,000 OR; $110,000 FM. An Division of Public Programs Deerfield Academy, MA; Caleb I. Bach: up to archaeological investigation of Old Mobile, the GN Humanities Projects in Media $28,500. A yearlong study of "Bishop Blaise: A founding settlement of French colonial Louisiana GM Humanities Projects in Museums and Saint's Progress." ES occupied from 1 702 to 1711. RO Historical Organizations Historic St. Mary's City, MD; Henry M. Miller: U. of South Carolina, Columbia; Isaac Jack Levy: GP Public Humanities Projects $60,000 OR; $50,000 FM. A study of previously $55,836. A study of Judeo-Spanish folk religion GL Humanities Programs in Libraries and unknown Catholic religious structures in St. and its meaning for the Sephardim, the descen­ Archives Mary's City, the first capital of the 1 7th-century dants of the Jews expelled from the Iberian peninsula in the 15th century. RO Office of Preservation English colony of Maryland. RO Idaho State U., Pocatello; Mary C. Suter: $5,000. U. of Texas, Austin; Joseph C. Carter: $89,598 PS Preservation OR; $60,000 FM. An archaeological study of the PS U.S. Newspaper Program Planning of computerized documentation of the ethnology collection. GM role of the countryside and its relationship to the Division of Research Programs Memorial Middle School, Laconia, NH; Elinor H. Greek colonial cities of Magna Graecia, Italy. RO RO Interpretive Research Projects Thorsell: up to $28,500. A yearlong archaeologi­ U. of Texas, Austin; William G. Reeder: $50,000. RX Conferences cal and cultural study of Celtic mythology. ES Planning of a traveling exhibition and publica­ RH Humanities, Science and Technology Milwaukee Public Museum, W l; Nancy O. Lurie: tion on the museum's ethnographic collection of RP Publication Subvention $200,000 OR; $200,000 FM. A permanent Mexican folk toys. GM RA Centers for Advanced Study introductory exhibition for the museum's North K. Aslihan Yener: $60,000 OR; $50,000 FM. Rl International Research American Indian galleries. GM Excavation and study in the Taurus Mountains RT Tools School of American Research, Santa Fe, NM; of an early Bronze Age settlement (Gultepe, RE Editions Turkey) opposite a tin mine (Kestel), to answer Douglas W. Schwartz: $45,300 OR; $22,000 RL Translations questions about early metallurgy and trading FM. Three postdoctoral fellowships in anthro­ RC Access patterns in the ancient Near East. RO pology and related humanities disciplines. RA Office of Challenge Grants SUNY Research Foundation/New Paltz, NY; CG Challenge Grants Jaimee P. Uhlenbrock: $50,000. A traveling ex­ hibition and catalogue on Greek terra-cottas of Arts — History and the Hellenistic period. GM Texas A&M Research Foundation, College Criticism Archaeology and Station; George F. Bass: $20,000 OR; $95,843 FM. Excavation and study of a 14th-century B.C. Academic and Cultural Collaborative of Maine, Anthropology shipwreck near Kas, Turkey, to provide infor­ Portland; Victoria Bonebakker: $185,495. A mation for Near Eastern studies, ancient trade two-year collaborative project, consisting of an American Schools of Oriental Research, Baltimore, and economics, Homeric studies, Egyptology, institute for 35 Maine humanities teachers, MD; Lawrence E. Stager: $58,663 OR; $20,000 FM. and ancient shipbuilding. RO Research on excavations in Tunisia at Carthage, the regional seminars, and follow-up activities, on U. of Arizona, Tucson; Russell B. Varineau: Phoenician city-state occupied from the 8th century the modernist vision in American art, literature, $250,000 OR; $200,000 FM. An exhibition, B.C. to 146 B.C., when it was defeated by Rome in and music. ES publication, and educational programs on the the Third Punic War. RO American Corpus Vitrearum, Charlestown, MA; Arizona State Uv Tempe; George L. Cowgill: native peoples of Arizona. GM Madeline H. Caviness: $100,014 OR; $50,000 $57,118 OR; $40,000 FM. Research on a tem­ U. of California, Berkeley; Nelson H. H. FM. Preparation of catalogue entries about pre- ple pyramid in Teotihuacan in central Mexico, Graburn: $225,000 OR; $50,000 FM. A trav­ 1700 stained glass in American collections, the first known city of the pre-Columbian eling exhibition, catalogue, and public programs eventually comprising four regional volumes. RO civilization that flourished from 100 B.C. and on the art and material culture of Alaskan native Brooklyn Museum, NY; Linda S. Ferber: 750 A.D. RO peoples. GM $1 50,000. A traveling exhibition, publication, Brooklyn Museum, NY; Diana G. Fane: U. of California, Berkeley; William S. Simmons: and educational programs on Albert Bierstadt, $200,000 OR; $100,000 FM. A traveling exhi­ $50,000. A traveling exhibition, catalogue, and 1830-1902, and his relationship to American bition, catalogue, and public programs on the related programs on the encounter of European landscape painting in the mid-19th century. GM Culin Collection of American Indian art. GM and native American cultures on the California Dartmouth College, Hanover, NH; James Cuno: Cornell U., Ithaca, NY; John E. Coleman: frontier. GM $250,000. A traveling exhibition and catalogue $30,000 OR; $60,000 FM. Excavation and study U. of California, Berkeley; David B. Stronach: on the European "Age of the Marvelous." GM of the Neolithic and Classical levels at Halai in $9,992 OR; $5,000 FM. A surface survey and Dartmouth College, Hanover, NH; Timothy F. East Lokris, Greece, on the coast north of Athens, publication of data on the history of settlement Rub: $140,000. A traveling exhibition, cata­ to provide information about early life in Greece and the layout of the lower town of Nineveh, the logue, and related programs on the concept of outside the famous urban centers. RO imperial capital of Assyria (present-day Iraq), 705 paradise in Islamic art. GM Cornell U., Ithaca, NY; Robert T. Farrell: to 612 B.C. RO Harvard U., Cambridge, MA; John B. Howard: $30,000 OR; $35,607 FM. An archaeological U. of Chicago, IL; Douglas L. Esse: $30,000 OR; $190,000. An inventory of music manuscripts

40 NOVEMBER/DECEMBER 1990 from 1600 to 1800 held by U.S. libraries. The transfer of records to a national bibliographic world history instruction, for 40 Michigan mid­ inventory is part of the Repertoire International data base. RC dle and high school teachers of history and des Sources Musicales. RC U. of Mississippi, University; Suzanne F. Steel: social studies. ES Jose Limon Dance Foundation, NYC; Norton $88,462. Cataloguing of 10,000 45 rpm re­ Pensacola High School, FL; Jacqueline Y. Owen: $14,000. Arrangement and description cordings of blues and other popular African- Young: up to $28,500. A yearlong study of the of the Jose Limon Dance Company archives American music. RC development of the welfare state in the Victorian and production of a printed guide and machine- novel. ES readable entries in the Research Libraries Princeton U., NJ; Denis C. Twitchett: $1 75,000 Information Network national bibliographic Classics OR; $50,000 FM. Work on volumes 2, 4, and 5 data base. RC of the Cambridge History of China, covering Bruce A. King: $78,000. A historical study of Chicago State U., IL; William J. Lowe: China from the Han through the Tang and Sung the Trinidad Theater Workshop from its origins $211,345. A two-year collaborative project dynasties, the 3rd through the 13th centuries. RO to the present, its place in West Indian cultural on the origins of Western civilization for 100 Providence College, Rl; Paul J. Dalpe: $47,650. history, and the role of Derek Walcott as direc­ Chicago elementary and secondary school A two-year masterwork study project for 16 tor and playwright, 1959-77. RO teachers of literature and social studies. ES English and history teachers from five Rhode Beth I. Lewis: $110,000 OR; $20,000 FM. A Miss Porter's School, Farmington, CT; Phyllis B. Island and southern Massachusetts high schools collaborative study of German art and its insti­ Katz: up to $28,500. A yearlong study of the on the Western classical tradition and the use of tutions— schools, the press, merchants, and artist decline and fall of Rome. ES the Socratic method of teaching. ES groups— in the first four decades of the 20th Robert E. Lee High School, San Antonio, TX; Saint Ann's School, Brooklyn, NY; William R. century. RO Ned W . Tuck: up to $28,500. A yearlong study Everdell: up to $28,500. A yearlong study of the Los Angeles County Museum of Art, CA; Earl A. of the archaic and Hellenistic foundations of history of ideas in Europe and America: 1872- Powell: $200,000 OR; $150,000 FM. A trav­ Latin literature. ES 1913. ES eling exhibition, catalogue, and programs ana­ Rolla High School, MO; Kathleen B. Elifrits: up Southwest Texas State U., San Marcos; James E. lyzing the policies of the National Socialists to $28,500. A yearlong study of Augustan Age Sherow: $185,349. A four-week summer insti­ toward art, music, film, and literature during the poets Vergil and Horace. ES tute with a two-day, follow-up seminar in 1992 pre-World W ar II era. GM Rutgers U., New Brunswick, NJ; Jocelyn P. Small: for 30 Texas social studies teachers on American Patricia Mainardi: $45,000. Production of a $100,000 OR; $87,795 FM. Addition of informa­ environmental history. ES reference work documenting 19th-century tion about classical antiquities in U.S. collections to St. Andrew's Episcopal School, Jackson, MS; French art institutions. RT both the Lexicon Iconographicum Mythologiae Charles A. Weeks: up to $28,500. A yearlong Classicae (LIMC) and the electronic index main­ Museum of Fine Arts, Houston, TX; Anne-Louise study of the confrontation between Europe and tained by the United States Center of LIMC. RT Schaffer: $50,000. Planning for an exhibition America in the Old Southwest, 1527-1820. ES U. of California, Irvine; Theodore F. Brunner: on changes in Inca art in the two centuries fol­ SUNY Research Foundation/Binghamton, NY; $430,309. Expansion of the Thesaurus Linguae lowing the Spanish conquest. GM Paul E. Szarmach: $158,226. Completion of a Graecae data bank to cover the addition of late reference work documenting the sources used Museum of Modern Art, NYC; Rona Roob: Greek and Byzantine texts and scholia. RT by Anglo-Saxon writers. RT $52,667. Production of 40 oral interviews doc­ U. of Arizona, Tucson; Peter E. Medine: umenting the museum's history and the entry of $201,686. A five-week national institute for 40 cataloguing records for the interviews into a secondary school English teachers on Shake­ national bibliographic data base. RC ' History— Non-U.S. speare and Milton. ES New York U., NYC; Larissa Bonfante: $27,826 Bates College, Lewiston, ME; Robert W . Allison: U. of Illinois, Urbana; Donald E. Crummey: OR; $45,000 FM. Preparation of a fascicle $87,096 OR; $ 1,270 FM. Preparation of tools $114,000. A study of land use and ownership documenting Etruscan mirrors held in American for cataloguing the manuscripts in the 19 mon­ in Ethiopia from the 13th to the early 20th collections for the International Corpus of asteries on Mount Athos, Greece. RT century. RO Etruscan Mirrors. RT Brown U., Providence, Rl; Thomas R. Adams: U. of Minnesota, Minneapolis; Thomas S. North Carolina Museum of Art Foundation, $120,000. Editing and proofreading of the two Noonan: $92,468. A comprehensive catalogue Inc., Raleigh; Richard S. Schneiderman: final volumes of European Americana, a six- of the dirham, a medieval Islamic coin of western $200,000. A traveling exhibition, catalogue, volume chronological guide to writings on the Eurasia, that will examine the origins and devel­ and programs on Buddhist paintings and related Americas published in Europe between 1492 opment of Islamic commerce with Europe. RT pictorial arts produced in China between 850 and 1750. RC U. of South Carolina, Columbia; Ralph W . and 1850. GM Cedar Falls High School, IA; Marguerite D. Mathisen: $35,108. Creation of Humanitas, a Pennsylvania Academy of the Fine Arts, Phila­ Vance: up to $28,500. A yearlong study of computerized data base of biographical infor­ delphia; Susan Danly: $55,626 OR; $20,000 medieval literature from St. Augustine through mation on 12,000 individuals from Late FM. Research and writing of an interpretive Dante. ES Antiquity, 260-640. RT catalogue of photographs by American artist Dartmouth College, Hanover, NH; Gene R. Thomas Eakins, 1844-1916, focusing on artistic Garthwaite: $120,000 OR; $5,000 FM. A study practice and the cultural milieux of 19th-century of the impact of government-sponsored eco­ Philadelphia. RO History-U.S. nomic centralization on selected regions of Iran Pennsylvania State U., Main Campus, University from 1921 to 1941. RO American Council of Learned Societies, NYC; Park; Robert D. Hume: $120,035 OR; $5,000 Edward Reed High School, Sparks, NV; Audrey Douglas Greenberg: $315,000. Preparation of FM. Research and writing of a book on the Pan­ Cournia: up to $28,500. A yearlong study of the American National Biography, a 20-volume theon Theater and the staging of Italian opera in historical and cultural perspectives on contem­ biographical dictionary. RT London at the end of the 18th century. RO porary Central America. ES Bowling Green State U., OH; Paul D. Yon: Phoenix Art Museum, AZ; Claudia G. Brown: Bernard Lewis: $10,000. 1990 Jefferson Lecture $50,274. Arrangement and description of 1 3 $1 50,000. A traveling exhibition on painting in in the Humanities. GJ archival and manuscript collections containing China from the end of the Qianlong reign in Lutheran School of Theology at Chicago, IL; material on the maritime history of the Great 1796 to the 1911 revolution. GM Ralph W . Klein: $42,760. Cataloguing of some Lakes. RC Research Libraries Group, Inc., Mountain View, 2,000 microfilms of Syriac manuscripts impor­ Center for Community Studies, Inc., NYC; John CA; Nancy E. Elkington: $212,209. Microfilming tant for the study of the literature, culture, and Kuo Wei Tchen: $65,000. Planning for an of 2,000 volumes of late 19th- and early 20th- history of Eastern Christianity and Islam. RC exhibition on the history of the Chinese in New century serials important to research in the his­ Museum of Fine Arts, Boston, MA; Rita Freed: York City. GM tory of art and architecture. PS $60,000 OR; $40,000 FM. Preliminary work, Chicago Historical Society, IL; Susan P. Tillett: U. of California, Berkeley; Sidra Stich: $200,000. two field seasons, and preparation of a publi­ $200,000 OR; $50,000 FM. A temporary ex­ A temporary exhibition, catalogue, and public cation on the tomb complex of the Old and hibition, catalogue, and public programs on programs on surrealist art and its historical and Middle Kingdoms at Bersheh, Egypt, a period of Chicago's emergence as a modern metropolis in cultural framework. GM dispersion of royal power in the 2nd and 3rd the 1890s. GM U. of Michigan, Ann Arbor; David E. Crawford: millennia B.C. RO Detroit Historical Society, Ml; Maud Lyon: $110,000. Development of an automated cata­ National Faculty, Atlanta, GA; Robert J. Baird: $80,000. Planning for an exhibition on the de­ logue of Renaissance liturgical publications held $201,000. A two-year collaborative project, velopment of the automobile industry and its ef­ by American and European libraries and the including a three-week summer institute on fects on the people of 20th-century Detroit. GM

HUMANITIES 41 Edison Elementary School, Salt Lake City, UT; Strong Museum, Rochester, NY; Scott G. Eberle: Egyptology and in Islamic and other Middle Cynthia N. Finder: up to $28,500. A yearlong $100,000. Implementation of an exhibition, Eastern studies. RA study of "The Westward Movement: Its Themes symposium, and educational programs on the Association for Computers & the Humanities, and Literature for Children." ES history of American advertising from 1 840 to Poughkeepsie, NY; C. M. Sperberg-McQueen: Germantown Historical Society, Philadelphia, 1940. GM $318,974 OR; $100,000 FM. Development of PA; Ann M. Hermann: $27,800. Planning for Tudor Place Foundation, Inc., Washington, DC; guidelines on preparing and interchanging ma­ an exhibition on the history of Germantown, Eleanor C. Preston: $5,000. Planning for com­ chine-readable texts for humanities research. RT Pennsylvania, from the late 17th century to the puterization of the cataloguing system at Tudor Benson Village School, VT; Lawrence S. Abbott: present. GM Place, a historic site in Washington, D.C. GM up to $28,500. A yearlong study of the impact of Goshen College, IN; John D. Roth: $57,505. U. of Maryland, College Park; Peter H. Curtis: the oral tradition on contemporary native Amer­ Microfilming of 52 Mennonite-related periodi­ $144,915. Cataloguing Maryland newspapers, ican literature. ES cals. PS adding 1,500 titles to a national bibliographic Brooklyn Historical Society, NY; David M. Historical Society of Pennsylvania, Philadel­ data base, and microfilming 200,000 pages as Kahn: $40,000. Planning for an exhibition phia; Marianne S. Wokeck: $240,000. Work on part of the Maryland Newspaper Project. PS and public programs on Brooklyn's Hispanic the Biographical Dictionary of Early Pennsylva­ U. of Missouri, Kansas City; John P. Popko: communities. GM nia Legislators, a three-volume reference work $507,667. Cataloguing newspapers from state California State U., Fullerton; James R. on the lives and careers of 1,100 Pennsylvania repositories, adding 1,000 titles to a national Hofmann: $55,000. Research and writing of legislators who served in the assembly in the bibliographic data base, and microfilming a biography of French scientist Andre-Marie 1 7th and 18th centuries. RT 236,000 pages as part of the Missouri Newspa­ Ampere, 1775-1836, founder of the science of Institute of Early American History & Culture, per Project. PS electrodynamics. RH Williamsburg, VA; Jean Butenhoff Lee: $26,000. A U. of New Orleans, LA; Jill B. Fatzer: $1 56,740. Center for Advanced Study in Behavioral postdoctoral fellowship for a beginning scholar. RA Microfilming of the information in the case files Sciences, Stanford, CA; Philip Converse: Japanese American National Museum, Los of the Supreme Court of Louisiana that date from $70,000 OR; $70,000 FM. Five postdoctoral Angeles, CA; James A. Hirabayashi: $1 50,000 1846 to 1861. PS humanities fellowships. RA OR; $50,000 FM. Implementation of an exhi­ U. of Puerto Rico, Rio Piedras; Enrique Vivoni: Center for Research Libraries, Chicago, IL; bition on Japanese immigration to Hawaii and to $ 10,000. Arrangement and description of the Marjorie E. Bloss: $95,080. Creation of machine- the American mainland from 1885 to 1924. GM archival records of two historically important readable catalogue records for 40,000 rare John Carter Brown Library, Providence, Rl; sugar companies in Puerto Rico. RC humanities titles in 14 microform collections. RC Norman Fiering: $47,500. Two or three post­ Valentine Museum, Richmond, VA; B. Frank John M. Chernoff: $62,650. A study of Dag- doctoral fellowships in the history of the Amer­ Jewell: $225,000 OR; $50,000 FM. An exhi­ bamba (Ghana) drummer musicians in their role icas before 1 830. RA bition, catalogue, symposium, and other public of preserving and transmitting their people's Kona Historical Society, Capt. Cook, HI; Jill R. programs on the history of working people in history. RO Olson: $19,900. A self-study to enhance public Richmond from 1 865 to 1 920. GM Colby College, Waterville, ME; Robert P. humanities programming. GM VI Division of Libraries, Archives and Museums, McArthur: $ 150,000. Endowment of a distin­ Lakeland High School, Rathdrum, ID; Wesley St. Thomas, VI; Jeannette A. Bastian: $30,324. guished teaching professorship in the humanities R. Hanson: up to $28,500. A yearlong study Microfilming of the contents of 205 land trans­ that will be awarded to a faculty member for a of the black protest movement through auto­ action, probate, and court record books from St. three-year term. The incumbent will develop a biographies. ES Croix, Virgin Islands, dating from 1778 to 1958. PS new core curriculum at the college. CG Memphis Museums, Inc., TN; Douglas R. Noble: College of Saint Scholastica, Duluth, MN; Washington State U., Pullman; Jacqueline L. $50,000. Planning for an exhibition and school George L. Goodwin: $21 8,750. Endowment of Swagerty: $14,000 OR; $22,000 FM. Planning programs on the history of Memphis during the a distinguished teaching professorship in the hu­ for an exhibition on cultural exchange between rule of Boss Edward Crump, 1910-54. GM manities for a three-year term. The incumbent Jesuit missionaries and the American Indians of New York Public Library, NYC; Irene M. will teach freshman seminars, classics colloquia the plains. GM Percelli: $62,068 OR; $52,413 FM. Completion for the faculty, and honors courses. CG Washington U., St. Louis, MO; Richard W . of the entry of 7,000 titles into a bibliographic Columbia U., NYC; Robert Wedgeworth: $349,146 Davis: $50,000. Writing of a multivolume se­ data base and microfilming of 2 million news­ OR; $200,000 FM. Training of preservation ries, The Making o f Modern Freedom, focusing paper pages, as part of the U.S. Newspaper administrators and collections conservators at the on the social, economic, and political dynamics Program. PS Conservation Education Program of Columbia of Western Europe and America in the 17th and Newberry Library, Chicago, IL; John H. Long: University's School of Library Service. PS 1 8th centuries. RO $200,000. Preparation of a multivolume his­ Cornell U., Ithaca, NY; Sander L. Gilman: Western Heritage Center, Billings, MT; Lynda torical atlas detailing in maps and text all $62,000. A study of how Sigmund Freud dealt Bourque Moss: $35,197. Planning for an exhi­ changes in the boundaries of U.S. counties from with the pathology and conditions ascribed to bition on the history of the Yellowstone River their origins to 1990. RT Jews in the 19th-century medical literature and region from 1890 to 1940. GM Oklahoma Historical Society, Oklahoma City; the relationship of racial theories to gender ster­ Bob L. Blackburn: $18,000. Planning for an eotypes in Freud's psychoanalytical theory. RH Oklahoma Newspaper Project. PS Council for Basic Education, Washington, DC; Onondaga County Department of Parks & Interdisciplinary Ruth Mitchell: $2,263,429. A three-year project Recreation, Liverpool, NY; Dennis J. Connors: to fund fellowships for six weeks of independent $150,000 OR; $25,000 FM. Implementation of Abraham Lincoln Elementary School, Oakland, CA; summer study annually for elementary and an orientation exhibition at the site of the 17th- Judith Marantz: up to $28,500. A yearlong study of secondary school teachers, librarians, and century French settlement, Ste. Marie de the African-American slave experience. ES principals. ES Gannentaha. GM Albuquerque Public Schools, NM; Leonora B. CUNY Research Foundation/Hunter College, David R. Ransome: $65,293. Microfilming of Durrett: up to $28,500. A yearlong study of NYC; Nancy G. Siraisi: $61,000. Preparation of the Ferrar Papers, which relate to English trade, native American myths, poetry, science, and a guide and translation for the 1 543 edition of exploration, and settlement in Virginia before petroglyphs. ES Vesalius's major work on anatomy, The Fabric 1665. RC American Academy in Rome, NYC; Joseph of the Human Body. RH St. Louis Park High School, MN; Lee H. Smith: Connors: $81,000. Three postdoctoral fellow­ CUNY Research Foundation/Lehman College, up to $28,500. A yearlong study to integrate the ships in classical studies, postclassical studies, Bronx, NY; Joseph W . Dauben: $119,000. Prepar­ history of religion into U.S. history. ES and art history. RA ation of a guide to selections from the works of State Historical Society of Iowa, Iowa City; American Institute for Conservation, Washing­ ancient Chinese mathematicians that will relate Nancy E. Kraft: $68,970 OR; $31,000 FM. Mi­ ton, DC; Catherine L. Maynor: $72,559. Pro­ them to early Western mathematics. RH crofilming of 1.6 million pages of Iowa news­ duction of the Paper Conservation Catalog, Department of Education, Lihu'e, HI; E. Kalani papers as part the U.S. Newspaper Program. PS which will provide information about preserving Flores: up to $28,500. A yearlong study of the Strawbery Banke Museum, Portsmouth, NH; archival and artistic materials on paper. PS Hawaiian traditions of Kaua'i. ES Jane C. Nylander: $40,000. Planning for an American Institute of Indian Studies, Chicago, Dubois High School, W Y; Michael G. Zecher: exhibition on a Portsmouth corner grocery store IL; Joseph W . Elder: $50,000. Five postdoctoral up to $28,500. A yearlong study of contempo­ as a central institution reflecting the social and fellowships for humanities research in India. RA rary Japan. ES cultural changes in American life during World American Research Center in Egypt, NYC; Terry Duke U., Durham, NC; Henry Louis Gates, Jr.: W ar II. GM Walz: $94,000. Three yearlong fellowships in $70,000 OR; $60,000 FM. Preparation of a

42 NOVEMBER/DECEMBER 1990 comprehensive microfiche edition of fiction, core courses and develop activities aimed at Endowment of three distinguished teaching poetry, and book reviews published in black improving humanities education. CG professorships in the humanities that will be periodicals between 1827 and 1940, and an Madison No. 1 School, Phoenix, AZ; Jody A. divided between two faculty members and a index to the literature. RE Chambers: up to $28,500. A yearlong study of visiting professor. The incumbents will conduct Emory U v Atlanta, CA; Irwin T. Hyatt: early modern to contemporary southwestern public forums and workshops for high school $300,000. Endowment of two distinguished history and literature. ES teachers. CG teaching professorships in the humanities for Massachusetts Board of Library Commissioners, Old York Historical Society, ME; Kevin D. four-year terms. The incumbents will mentor Boston; Gregor Trinkaus-Randall: $35,580. Murphy: $35,000. Planning for exhibitions, a undergraduates, encourage effective teaching, Development of a coordinated statewide catalogue, a brochure, and tours on the colonial and emphasize the value of the humanities to preservation plan for libraries and archives in revival movement in the Piscataqua region of all students. CG Massachusetts. PS southern Maine and New Hampshire between Episcopal Academy, Merion, PA; Lee T. Pearcy: Miami U., Oxford, OH; Stephen M. Day: 1876 and World War I. GM up to $28,500. A yearlong study of rhetoric, $300,000. Endowment of a distinguished teach­ Peabody Museum of Salem, MA; Susan S. Bean: science, and medicine in ancient Greece. ES ing professorship in the humanities that will be $50,000. Planning for the installation of an ex­ Folger Shakespeare Library, Washington, DC; filled annually by a visiting professor and three hibition of the museum's Asian collections. GM Werner L. Gundersheimer: $85,400. Three distinguished fellows who will be selected from Public Museum of Grand Rapids, Ml; Bryan W. fellowships in Renaissance studies. RA the faculty. CG Kwapil: $50,000. Documentation of the col­ Georgia College, Mi I ledgevi I le; Janice C. Model Laboratory School, Eastern Kentucky lections in the museum's historic property, the Fennell: $29,250 OR; $15,000 FM. Preserva­ University, Richmond; Stella K. Terango: up to Voigt House, built in 1895 and occupied by a tion of Flannery O'Connor's manuscripts by $28,500. A yearlong study of Russian and single family until 1971. GM photocopying, microfilming, repairing, deacid- Chinese myths and folktales. ES Regional Council of Historical Agencies, Syracuse, ifying, and encapsulating. PS Morgan Park Academy, Chicago, IL; Barry NY; Laurie Rush: $40,000. A professional devel­ Gettysburg College, PA; L. Baird Tipson: Kritzberg: up to $28,500. A yearlong study of opment program for history museum staff in $240,000. Endowment of a distinguished American reformers in the 1840s. ES upstate New York, leading to a series of exhi­ teaching professorship in the humanities for a Mount Holyoke College, South Hadley, MA; bitions on the history of industrialization. GM three-year term. The incumbent will be selected Elizabeth T. Kennan: $200,000. Endowment of Research Libraries Group, Inc., Mountain View, from the faculty and will strengthen the quality a distinguished teaching professorship in the CA; Steven L. Hensen: $200,000. Conversion to and content in the freshman colloquy in liberal humanities that will be awarded to senior fac­ machine-readable form of 16,000 catalogue learning. CG ulty members on a rotating five-year term. The records describing American history manuscripts Grant High School, Portland, OR; Janet L. incumbent will plan the Western Traditions and collections held by ten universities, librar­ Martin: up to $28,500. A yearlong study of met­ course and will recruit the teachers. CG ies, and historical societies. RC aphor in Asian, African, and North American Museum Computer Network, Syracuse, NY; Research Libraries Group, Inc., Mountain View, mythology. ES Deirdre C. Stam: $120,185. Defining a standard CA; Karen S. Smith-Yoshimura: $190,000. Con­ Mott T. Greene: $10,971. Preparation of a format that will enable museums to record and version into machine-readable format of the guide to Alfred Wegener's 1912 article on the exchange machine-readable information about records often East Asian library collections in theory of continental drift. RH their collections. RC North America, to be made accessible through Harvard U., Cambridge, MA; Walter J. Kaiser: Museum of the City of New York, NYC; Richard E. the Research Libraries Information Network $198,800. Four postdoctoral fellowships in Beard: $130,000. A temporary exhibition, cata­ bibliographic data base. RC Italian Renaissance studies each year for two logue, and educational programs on the history of Solinet, Atlanta, GA; Jane M. Pairo: $450,000. years. RA Greenwich Village from 1850 to 1930. GM Support for the Solinet Preservation Program, Indiana U., Bloomington; James C. Riley: National Trust for Historic Preservation, which will provide preservation education, $91,000. A study of illness among British work­ Washington, DC; Susanne B. Pandich: $16,207. training, and information services to institutions ers from 1872 to 1922 in order to reconstruct A self-study of the resources and interpretive in ten states in the Southeast. PS the geographical and temporal health patterns programs at Lyndhurst, a historic site on the St. John's College, Santa Fe, NM; Anthony J. in a period of mortality decline and radical Hudson River. GM Carey: $225,000. Endowment of a distinguish­ changes in disease theory and public health. RH Neal Middle School, Durham, NC; Beth C. ed teaching professorship in the humanities that Institute for the History of Astronomy, Berkeley, Smith: up to $28,500. A yearlong study of 20th- will be filled on a rotating two-year term. The CA; Norriss S. Hetherington: $56,000. Prepara­ century North Carolina literature and history. ES incumbent will do teaching-related research and tion of a guide to five of Edwin Hubble's publi­ Nebraska Library Commission, Lincoln; will lead a faculty study group. CG cations on modern cosmology. RH Katherine L. Walter: $33,350. Preparation of a Saint Joseph's College, Rensselaer, IN; John P. Japan Society, Inc., NYC; Gunhild Avitabile: coordinated statewide preservation plan for Nichols: $250,000. Endowment of a distin­ $100,000. An exhibition and catalogue on Nebraska. PS guished teaching professorship in the humanities Japanese archaeological ceramics from 10,000 New Orleans Notarial Archives, LA; Sally K. for a three-year term. The incumbent will men­ B.C. to A.D. 1185. GM Reeves: $96,520. Stabilization and rehousing of tor other faculty members who teach core Johns Hopkins U., Baltimore, MD; Owen 4,978 extra-large scale watercolor architectural courses and conduct a summer workshop on Hannaway: $75,000. Preparation of a guide to drawings and plot plans held by the New primary texts in the humanities. CG the treatises on the natural sciences and on Orleans Notarial Archives. PS Saint Olaf College, Northfield, MN; David L. mining technology by 1 6th-century German Newberry Library, Chicago, IL; Richard H. Wee: $300,000. Endowment of a distinguished humanist Georgius Agricola. RH Brown: $95,600 OR; $35,000 FM. Seven post­ teaching professorship in the humanities that Johns Hopkins U., Baltimore, MD; Daniel P. doctoral humanities fellowships. RA will be filled on a three-year, rotating basis. The Todes: $65,000. Research and writing of a bio­ Nicolet High School, Glendale, W l; Julia S. incumbent will teach three courses a year and graphy of physiologist Ivan Pavlov, 1869-1936, Werner: up to $28,500. A yearlong study of the design a model interdisciplinary course. CG placing him in the context of scientific ideas and individual in society and the cosmos from medi­ Society for the Preservation of New England the social relations of scientists in this period of eval to early modern times. ES Antiquities, Boston, MA; Nancy C. Carlisle: Russian history. RH North Carolina Preservation Consortium, $25,000. Documentation of the collection of Kenyon College, Gambier, OH; Reed S. Browning: Raleigh; David J. Olson: $41,000 OR; $9,000 women's costumes and accessories. GM $240,000. Endowment of a distinguished FM. Preparation of a coordinated statewide Southeastern Library Network, Inc., Atlanta, teaching professorship in the humanities for a preservation plan for North Carolina. PS GA; Jane M. Pairo: $1,265,389. Microfilming faculty member for a three-year, renewable term. Northeast Document Conservation Center, of 18,000 brittle books and serials held by 12 The incumbent will develop new courses, men­ Andover, MA; Ann E. Russell: $135,925. Expan­ members of the Association of Southeastern tor junior faculty, and advise future teachers. CG sion of photographic preservation services by Research Libraries. PS Lincoln Senior High School, Sioux Falls, SD; purchasing equipment for a new laboratory and Southwest Texas State U., San Marcos; Lydia A. William R. Thompson: up to $28,500. A year­ training two photographic technicians in copy­ Blanchard: $100,000. Endowment of a distin­ long study of contemporary Sioux humor. ES ing techniques. PS guished teaching professorship in the humanities Luther College, Decorah, IA; A. Thomas Northwestern U., Evanston, IL; Daniel Britz: that will be filled by a tenured faculty member Kraabel: $150,000. Endowment of an annual $58,504. Creation of a machine-readable find­ on a three-year, rotating basis. The incumbent distinguished teaching professorship that will be ing aid for 4,200 African Islamic manuscripts in will improve the humanities courses. CG awarded to a faculty member who has taught the university's Africana Library. RC Stanford U., CA; David C. Weber: $190,000. the humanities with distinction and will teach Ohio U., Athens; J. David Stewart: $300,000. Conversion of eight university research librar­

HUMANITIES 43 ies' bibliographic records for Latin American The History of Cartography, a six-volume series lished and unpublished cuneiform texts from the studies materials to machine-readable format for documenting map-making from prehistory to empire of the Hittites. RT entry into national data bases. RC the present in both Western and non-Western U. of Chicago, IL; Erica Reiner: $260,000 OR; Stockton State College, Pomona, NJ; Margaret S. cultures. RT $50,000 FM. Preparation of the Chicago Assyrian Marsh: $98,000. A study of the history of infer­ Vermont Folklife Center, Middlebury; Martha Dictionary, a comprehensive lexicon of Akkadian, tility in the U.S. in the 19th and 20th centuries, G. Ostrum: $40,000. Planning for a traveling the earliest known Semitic language. RT focusing on the connections among medical exhibition, publication, and interpretive U. of Chicago, IL; Robert Morrissey: $180,000. theory and practice, cultural ideals, and societal programs on the history and development of Mark-up of textual features and corrections in elec­ relations. RH Vermont's agricultural landscape. GM tronic language of the data base American and SUNY Research Foundation/New Paltz, NY; Virginia Polytechnic Institute & State Univ., French Research on the Treasury of the French Mary J. Corry: $1 35,044. Production of an Blacksburg; Roger Ariew: $98,000. A study of Language, which contains 1,800 French texts from index and data base of colonial American news­ the decline of Aristotelian natural philosophy the 17th through the 20th centuries. RT paper sources on the performing arts from 1690 and the emergence of modern science, speci­ U. of Colorado, Boulder; Zygmunt Frajzyngier: to 1783. RC fically, the new mechanical philosophy, in Paris $ 145,000. Preparation of the first historical Syracuse U., NY; Samuel Gorovitz: $272,500. in the first half of the 17th century. RH overview of the complex sentence structure of Endowment of a distinguished teaching pro­ Wasilla High School, AK; Nancy L. Robinson: 140 languages in the Chadic group of Afro- fessorship in the humanities. Chosen from the up to $28,500. A study of the potters of Tzin- Asiatic languages. RT faculty for a three-year term, the incumbent will tzuntzan, a Mexican artisan community. ES U. of Georgia Research Foundation, Inc., mentor junior faculty members and give special Wayne State U., Detroit, Ml; Thomas N. Athens; William A. Kretzschmar, Jr.: $1 55,000 attention to introductory courses. CG Bonner: $98,000. A comparative history of OR; $20,000 FM. Computerization of the T. C. Williams High School, Alexandria, VA; medical education in Britain, France, Germany, Linguistic Atlas of the Middle and South Atlantic Mary Jane Adams: up to $28,500. A yearlong and the United States from 1800 to 1914. RH States, a comprehensive study of the speech study of regional languages and cultures in Wilmington Friends School, DE; Richard S. variations in the area from New York to northern France and Spain. ES Reynolds: up to $28,500. A yearlong study of Florida and from the east coast to Ohio and Two Eagle River School, Pablo, MT; Donald Hispanic and Latin American migration to the Kentucky. RT W . Burgess: up to $28,500. A yearlong study United States. ES U. of Washington, Seattle; Anne O. Yue- of belief and conflict among the Salish and Winterthur Museum, DE; Katherine Martinez: Hashimoto: $90,000 OR; $10,000 FM. A col­ Kootenai Indians of Montana. ES $58,000. Two postdoctoral humanities laborative study of syntactic variation in six U. of California, Berkeley; Joseph A. Rosenthal: fellowships. RA major Chinese dialects that will benefit Chinese $105,085. Development of a model program to Yale U., New Haven, CT; Mario T. Garcia: language studies, comparative linguistics, and train conservation staff in the care of general $80,000. Research and writing of a comparative the history of the diffusion and migration pat­ library collections. PS history of Hispanics in the United States from terns of the Chinese people. RO U. of Chicago, IL; Sherry Byrne: $1,398,039. the 17th century to the present. RO Yale U., New Haven, CT; William W . Hallo: Microfilming of 10,150 brittle volumes from the $200,000. Completion of the cataloguing of Crerar History of Technology Collection at the 40,000 cuneiform tablets and related Near University of Chicago library. PS Eastern artifacts in the Yale Babylonian Collec­ U. of Florida, Gainesville; Harry W . Paul: Jurisprudence tion and preparation of printed guides to two $55,000. Research and writing for a history of major components of the collection. RC wine production in France since the Enlighten­ Yale U., New Haven, CT; Morris L. Cohen: ment, examining the increasing role of science $110,000. Preparation of an annotated biblio­ and technology and the cultural, social, and graphy of early American law through 1860. RC medical context of wine production. RH Literature U. of Illinois, Urbana; William J. Maher: $490,402. Microfilming of 4,500 deteriorating American Antiquarian Society, Worcester, MA; volumes in German, Brazilian, and Argentine Language and Nancy H. Burkett: $195,104. Completion of literature. PS the cataloguing of the society's collection of U. of Maryland, College Park; Stephen G. Brush: Linguistics______American children's books issued between 1821 $40,000. A historical study of the role of pre­ and 1899. RC diction in the reception and confirmation of Abbeville High School, LA; Earlene B. Battle Ground Academy, Franklin, TN; Laurel E. scientific hypotheses. RH Echeverria: up to $28,5003. A yearlong study of Eason: up to $28,500. A study of domestic issues U. of Michigan, Ann Arbor; Robert M. Warner: French-Acadian folk songs and folklore in the in five classic 19th-century novels. ES $977,358. Microfilming of 15,050 volumes that study of French. ES Central High School, Omaha, NE; Edward A. document the history of social sciences and of California State U., Long Beach; Clorinda Rauchut: up to $28,500. A yearlong study of Slavic and East European countries. PS Donato: $40,500. A masterwork study project "Shakespeare's Henry \/: The Laws and Politics U. of Missouri, Columbia; A. Mark Smith: on Italian literature and culture for 15 elemen­ of War." ES $54,000. Preparation of a guide for Ptolemy's tary and secondary school teachers of French Claude O. Markoe School, St. Croix, VI; Optics. RH and Spanish. ES Raymond H. Ross: up to $28,500. A yearlong U. of Nebraska, Lincoln; David J. Wishart: Cornell U., Ithaca, NY; Stephen M. Parrish: study of explorations in West Indian literature. ES $85,000. A geographic and historical study of $33,184. Preparation of a concordance to the Clinton High School, OK; Nancy B. Goodwin: the effects of territorial restrictions on the history complete writings of Sigmund Freud. RT up to $28,500. A yearlong study of Shake­ of native Americans of Nebraska, Iowa, and Hebrew Union College, Cincinnati, OH; speare's comedies and histories and their Italian Wisconsin in the 19th century. RO Stephen A. Kaufman: $270,000 OR; $90,000 and classical sources. ES U. of Texas, Austin; Harold W . Billings: $1 7,699. FM. Preparation of a comprehensive lexicon of Forrest City High School, AR; Peggy S. Barry: Planning for a public symposium and exhibition Aramaic, a major ancient language, based on a up to $28,500. A yearlong study of the theme on the thematic, technical, and linguistic aspects new compilation of Aramaic literature from 925 "coming of age" in 20th-century southern of Mexican-American literature from 1960 to the B.C. to A.D. 1400. RT literature. ES present. GL SUNY Research Foundation/Purchase, NY; Great Bend High School, KS; James D. Schoon­ U. of Texas, Austin; Harold W . Billings: $67,753. Maria Gagliardo: $265,402. A three-year over: up to $28,500. A yearlong study of the Cataloguing of 69 Mexican-American archival regional collaborative project on French and exodus of German intellectuals to America, collections in the Nettie Lee Benson Latin Spanish masterpieces for 60 French and Spanish 1930-41. ES American Collection and the preparation of a teachers from New York, New Jersey, and Greenfield Community College, MA; Margaret printed guide. RC Connecticut. ES E. C. Howland: $33,108. Preparation of a des­ U. of Utah, Salt Lake City; Thomas R. Carter: UMS-Wright, Mobile, AL; Irene B. McDonald: criptive catalogue of the papers of Archibald $71,284 OR; $60,000 FM. Fieldwork and up to $28,500. A yearlong study of 19th- and MacLeish, 20th-century poet, dramatist, and research for a six-part study of nonprofessional 20th-century Russian and Soviet literature and Librarian of Congress, and the entry of biblio­ architecture in the American West from 1840 to language. ES graphic records into national data bases. RC the present. RO U. of Chicago, IL; Harry A. Hoffner, Jr.: Harman Elementary School, Hanover, MD; U. of Wisconsin, Madison; David A. Wood­ $270,000 OR; $30,000 FM. Preparation of the Hunter M. Nesbitt: up to $28,500. A yearlong ward: $114,000 OR; $220,000 FM. Work on Chicago Hittite Dictionary, which includes pub­ study of introducing Shakespeare to children. ES

44 NOVEMBER/DECEMBER 1990 Martin Luther King Elementary School, Security, U. of Pennsylvania, Philadelphia; Nancy M. sive catalogue of Latin translations of Aristotle CO; Naomi H. Westcott: up to $28,500. A Shawcross: $74,481 OR; $25,000 FM. Arrange­ from the Renaissance period. RC yearlong study of Lafcadio Hearn and Japanese ment and description of the personal papers Thomas Jefferson High School for Science & myths. ES of the early 20th-century American writer Technology, Alexandria, VA; Carolyn Gecan: McCracken Junior High School, Spartanburg, Theodore Dreiser and the preparation of cata­ $120,936. A summer institute for 35 high school SC; Thomas W . Barnes: up to $28,500. A year­ loguing records for entry into a national bibli­ social studies and literature teachers on ethics in long study of critical perspectives on classic ographic data base. RC Western society. ES novels. ES U. of Southern Mississippi, Hattiesburg; Terry S. Notre Dame Academy, Covington, KY; Mary Latour: $110,000. Arrangement and description Josette, S.N.D.: $16,960. A yearlong master- of the personal papers of authors and illustrators work study project for 1 7 middle and high of children's literature and the preparation of school teachers from northern Kentucky on the cataloguing records for entry into a national bib­ Religion life and works of Edgar Allan Poe. ES liographic data base. RC College of the Holy Cross, Worcester, MA; John Ohio State U. Research Foundation, Columbus; Vernon Township High School, NJ; James M. L. Esposito: $1 23,000 OR; $5,000 FM. A study Geoffrey D. Smith: $1 34,000. Preparation of a Walsh: up to $28,500. A yearlong study of of the work and writings of Muslim scholars at comprehensive bibliography of American fiction imagination in Wordsworth, Coleridge, Emerson, the forefront of modern Islamic intellectual and published between 1901 and 1925. RC and Thoreau. ES political developments. RO Parkway School District, Creve Coeur, MO; Waynflete School, Portland, ME; Michele L. Mary K. Mills: $1 3,611. A yearlong masterwork Lettiere: up to $28,500. A yearlong study of study project for ten elementary school teachers the creative artistry of Joyce, Freud, Mann, and on the Arthurian legend. ES Woolf. ES Smyrna High School, GA; Arthur W. Wilhelm: Western Reserve Academy, Hudson, OH; Joyce Social Science up to $28,500. A yearlong study of Faulkner Dyer: up to $28,500. A yearlong study of British Amigos Bibliographic Council, Inc., Dallas, TX;' and France. ES and American literature written by women from Bonnie Juergens: $160,000. Development of a St. George's School, Newport, Rl; Jeffrey E. the Renaissance to the present. ES Simpson: up to $28,500. A yearlong study of regional preservation service in the Southwest Coleridge, Wordsworth, and romantic literary that will provide information, training, and con­ theory. ES sultations to libraries and archives. PS St. Joseph's High School, South Bend, IN; Philosophy Capitol High School, Charleston, W V; Rosalie Hildegard Stalzer: up to $28,500. A yearlong M. Blaul: up to $28,500. A yearlong study of study to produce an annotated bilingual edition Gonzaga Preparatory School, Spokane, WA; the visual tradition of Arthur, medieval to of Helene Kottanner's memoirs. ES Richard R. La Belle: up to $28,500. A yearlong modern. ES U. of California, Santa Cruz; Paul Machlis: study of philosophical and religious literature of Jamestown Senior High School, ND; June K. $23,032. Final editing and production of a cat­ late antiquity. ES Smith: up to $28,500. A yearlong study of alogue of 18,000 letters received by Mark Twain Northwestern High School, Detroit, Ml; Donald classic children's literature. ES and his family. RC L. Burke: up to $28,500. A yearlong study of U. of Kansas, Lawrence; Donna P. Koepp: U. of Massachusetts, Boston, Dorchester; Joseph Socrates' moral philosophy and the limits of $1 56,739. Preparation of a checklist and index W . Check: $88,074. A summer institute for 25 rational inquiry. ES to 20,000 maps that appeared in the American Boston-area high school English and social Renaissance Society of America, NYC; Charles State Papers and U.S. Congressional Serial Set studies teachers on Ernest Hemingway. ES H. Lohr: $20,538. Completion of a comprehen­ between 1 789 and 1969. RC

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LISTINGS OF NEW GRANTS you can reap the intellectual fruits of the ages.

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MAIL TO: Superintendent of Documents, Government Printing Office • Washington, D.C. 20402-9371

HUMANITIES 45 Area code for all telephone numbers is 202. Deadline For projects beginning

D ivision Of Education Program s — James C. Herbert, Director 786-0373

Higher Education in the Humanities - Lyn Maxwell White 786-0380 April 1, 1991 October 1991

Institutes for College and University Faculty - Barbara A. Ashbrook 786-0380 April 1, 1991 October 1991

Core Curriculum Projects - Frank Frankfort 786-0380 April 1, 1991 October 1991

Two-Year Colleges - Judith Jeffrey Howard 786-0380 April 1, 1991 October 1991

Elementary and Secondary Education in the Humanities - F. Bruce Robinson 786-0377 December 15,1990 July 1991

Special Opportunity in Foreign Language Education - F. Bruce Robinson 786-0377 March 15, 1991 October 1991

D ivision of Fellow ships and Sem inars — Guinevere L. Griest, Director 786-0458

Fellowships for University Teachers - Maben D. Herring 786-0466 June 1, 1991 January 1, 1992

Fellowships for College Teachers and Independent Scholars - Joseph B. N eville 786-0466 June 1, 1991 January 1, 1992

Fellowships on the Foundations of American Society - Maben D. Herring 786-0466 June 1, 1991 January 1, 1992

Summer Stipends - Joseph B. N eville 786-0466 October 1, 1991 May 1, 1992

Travel to Collections - Kathleen M itchell 786-0463 January 15, 1991 June 1, 1991

Faculty Graduate Study Program for Historically Black Colleges and Universities - Maben D. Herring 786-0466 March 15, 1991 September 1, 1992

Younger Scholars - Leon Bramson 786-0463 November 1, 1991 June 1, 1992

Summer Seminars for College Teachers - Stephen Ross 786-0463

Participants March 1, 1991 Summer 1991

Directors March 1, 1991 Summer 1992

Summer Seminars for School Teachers - M ichael H all 786-0463

Participants March 1, 1991 Summer 1991

Directors April 1, 1991 Summer 1992

OfflCe Of Challenge G rants - Harold Cannon, Director 786-0361 May 1, 1991 December 1, 1990

Distinguished Teaching Professorships December 1,1990 December 1, 1990

O ffice Of Preservation — George F. Farr, Jr., Director 786-0570

National Heritage Preservation Program - Vanessa Piala 786-0570 November 1, 1991 July 1992

Preservation - George F. Farr, Jr. 786-0570 December 1,1990 July 1991

U.S. Newspaper Program - Jeffrey Field 786-0570 December 1, 1990 July 1991

46 NOVEMBER/DECEMBER 1990 Area code for all telephone numbers is 202. Deadline

DlVISIOn of PllbllC Programs — Donald Gibson, Director 786-0267

Humanities Projects in Media - James Dougherty 786-0278 March 15,1991 October 1, 1991

Humanities Projects in Museums and Historical Organizations - Marsha Semmel 786-0284 December 7,1990 July 1, 1991

Public Humanities in Libraries - W ilsonia Cherry 786-0271 March 15,1991 October 1, 1991

Humanities Projects in Libraries - Thomas Phelps 786-0271

Planning February 1,1991 July 1, 1991

Implementation March 15,1991 October 1, 1991

DlVISIOn Of Research Programs — Richard Ekman, Director 786-0200

Texts- Margot Backas 786-0207

Editions - Douglas Arnold 786-0207 June 1,1991 April 1, 1992

Translations - Martha Chomiak 786-0207 June 1,1991 April 1, 1992

Publication Subvention - Gordon M cKinney 786-0207 April 1,1991 October 1, 1991

Reference Materials - Jane Rosenberg 786-0358

Tools - Helen Aguera 786-0358 September 1,1991 July 1, 1992

Access - Jane Rosenberg 786-0358 September 1,1991 July 1, 1992

Interpretive Research - Daniel Jones 786-0210

Archaeology Projects - David Wise 786-0210 October 15,1991 July 1, 1992

Collaborative Projects - David W ise 786-0210 October 15,1991 July 1, 1992

Humanities, Science and Technology - Daniel Jones 786-0210 October 15,1991 July 1, 1992

Conferences - Christine Kalke 786-0240 January 15, 1991 October 1, 1991

Centers for Advanced Study - D avid Coder 786-0240 December 1,1990 July 1, 1991

International Research - David Coder 786-0240 March 15,1991 January 1, 1992

Division of State Programs — Marjorie A. Berlincourt; Director 786-0254 Each state humanities council establishes its own grant guidelines and application deadlines. Addresses and telephone numbers of these state programs may be obtained from the division.

To receive guidelines for any NEH program, contact the Office of Publications and Public Affairs at 202/786-0438. Guidelines are available at least two months in advance of application deadlines.

Telecommunications device for the deaf: 202/786-0282.

HUMANITIES 47 SECOND CLASS MAIL NATIONAL ENDOWMENT POSTAGE & FEES PAID FOR THE HUMANITIES NATIONAL ENDOWMENT 1100 Pennsylvania Avenue, NW FOR THE HUMANITIES PUB. NO. 187526 Washington, D. C. 20506

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