NATIONAL ENDOWMENT FOR THE HUMANITIES • VOLUME 2 NUMBER 2 • APRIL 1981 Humanities Gerald Holton: Worlds within worlds by b a r b a r a d e l m a n w o l f s o n

PROLOGUE: It is January 1934 in the city of Par­ working nature, of the style and life of the sci­ is. A husband and wife are at work in a university entist, and of the power of the human mind." laboratory. They are exposing a piece of ordinary alu­ Hundreds of thousands of students in this minum to a stream of tiny charged bits of matter country in secondary schools and colleges have called alpha particles. Stated so simply, this hardly used the course, now in the third edition since sounds like an important event. But look more Close­ its commercial publication in 1970, and millions ly, for it is important indeed. Later you will look at more around the world have used the materials the technical details, but for now they will not get in in French, Arabic, Japanese, Hebrew, Italian the way of the story. and other language adaptations. Although few The story is something of a family affair. The will ever become scientists, they will have a husband and wife are the French physicists Frederic chance to "see physics as the wonderfully Joliot and Irene Curie. The alpha particles they are many-sided human activity that it really is." using in their experiment are shooting from a piece of Throughout his career as physicist, histori­ naturally radioactive metal. This metal is polonium, an, editor, and educator, Holton has been a lu­ first identified 36 years before by Irene's parents, cid interpreter of the complexity of the scientific Pierre and Marie Curie, the discoverers of radium. enterprise and the scientific imagination to What Frederic and Irene have found is that when scholars and practitioners in other disciplines as common aluminum is bombarded by alpha particles, well as his own. In the late 1950s he launched it too becomes radioactive fo r a short time. and edited Daedalus, the journal of the Ameri­ This was a surprise. Until that moment, a fa­ can Academy of Arts and Sciences, as a forum miliar, everyday substance becoming artificially radi- for serious dialogue on questions and ideas that cut across all fields of intellectual inquiry. Entire What student, opening an introductory high- issues of Daedalus have been devoted to science school physics text, can read that passage and and culture, the future metropolis, symbolism resist turning the page to find out what hap­ in religion and literature, mass culture and pens next in what promises to be a great adven­ mass media, arms control—most, if not all, of ture story? Telling a rousing story is indeed the the seminal questions of our time. To a whole aim of the Project Physics Course, a national generation of intellectuals, Daedalus exemplified curriculum codirected by Gerald Holton, "interdisciplinary studies" long before the term Mallinckrodt Professor of Physics and Professor came into academic fashion. of the History of Science at Harvard—the 1981 Twenty years later, Holton founded the NEH Jefferson Lecturer and first natural scien­ journal, Science, Technology and Human Values, tist to be so honored. published by the MIT press, and was one of the The team of collaborators who prepared the initiators and first faculty members of MIT's course hoped, Holton has written, "to develop new College of Science, Technology and Socie­ a sequence of organically related ideas whose Macrocosm to microcosm: the globe, a spiral galaxy, ty, which aims to incorporate humanities study pursuit takes a student to an ever higher van­ the symmetry of Leonardo, a pond's concentric rip­ into the science and engineering curriculum. He tage point, a more encompassing view of the ples, diffraction pattern of charged particles. is recognized as a leading Einstein scholar, and took on the job of organizing the first catalogue maps. On the left, a geopolitical map of Europe raisonnee of Einstein papers at Princeton, thus and Asia. This map "was regularly changed," a making the documents accessible to other re­ new one for each period, and. . . searchers. with each change we students could see the In Philosopher Stephen Toulmin has written violent, spasmodic, unpredictable pulsation that: of shapes and colors in the wake of the Few people in the United States have thrilling story of conquests. this done as much as Gerald Holton to foster an On the right side was a very different appreciation of science as a social and cul­ map—the Periodic Table of the elements: tural force, to promote an understanding of the very embodiment of empirical, testable, the links between science, philosophy and reliable, and ordered sets of truths. That issue... art. map was never changed, although there As an emissary who travels freely and easi­ was a rumor in the benches that some of ly between science and the humanities, Holton the blank spaces were being filled in. . . . "To the young mind," he writes, the gulf 1 Gerald Holton: Worlds within spans what are often perceived to be the closed between the maps "seemed like a division that Worlds by Barbara Delman Wolfson borders between the two worlds. His work is informed by the conviction that the supposed demanded some sort of decision." (The adult 4 New Directions in Science, Tech­ dichotomy between scholarship in science and Holton was to observe that Einstein saw it as a nology and Human Values scholarship in the humanities is false and artifi­ choice between a world "dominated by wishes, cial. He has consciously directed his energy, he hopes, and primitive feelings," and "this huge 13 NEH Grant Application Deadlines says, to "smashing” what he sees as "a strange world which exists independently of human be­ thing, an unnatural barrier between the sci­ ings," contemplation of which "beckoned like a 14 Dialogue on Applied Ethics by ences and all other materials taught." liberation.") "Only much later in life," Holton William F. May and Annette Baier This was not always so. To Holton as a has written, does it become clear "that these two kinds of destiny are in fact intertwined, Dustjackets: Research Tools and child in post-World War I Vienna, the gap be­ 16 that these two developments stem from two po­ Reference Works by George Farr tween the orderly world of science and the ever-changing panorama of history seemed tentials within the same person." 18 NEH Fellowships: An Overview by "unbridgeable." At the Gymnasium, Holton also read James Blessing Holton was born in Berlin of Austrian par­ Hegel, and vividly recalls the lesson on Hegel's ents in 1922 and was schooled at the rigorous pronouncement: "The final cause of the world 20 Fellowships for College Teachers classical Humanistische Gymnasium. In a re­ at large, we allege to be the consciousness of its cent article in The American Journal of Physics he own freedom on the part of spirit, and ipso facto 22 1981 NEH Fellowship Awards recollects the traditional, sharp division be­ the reality of that freedom." 27 1982 NEH Budget Goes to Congress tween history and science: I must confess that this formula, when The curriculum at our Gymnasium was presented in history class, was not easy to 28 About the Authors heavy on history, literature, and ancient unpuzzle; but it had a nice ring to it. Histo­ languages. . . . Here was the vibrant, ry as the evolution of freedom seemed an In the Next Issue. . . colorful, ever unfinished struggle of appealing idea. But just at that point in our mankind. . . studies, this train of thought was deprived On the other hand, in our science classes, of a good deal of its credibility when, one we encountered an entirely different uni­ Friday evening in March, the portion of the verse. Here was the finished and apparent­ map of Europe showing Austria turned ly unchanging product of distant and large­ suddenly brown, and our history teacher, ly anonymous personages, unchallengeable like many teachers in the other subjects, monuments to their inexorable rational­ turned up in Nazi regalia on the following I ^ FOR INFORMATION ABOUT ity—but only occasional traces of historic Monday. development. SUBSCRIPTIONS SEE PAGE 27 His family, forced to flee Austria after the At the front of the classroom hung two Anschluss in 1938, went to England and, two

Humanities Editor's Notes a bimonthly review published by the According to the recent Commission on the Hu­ another article describes a new program in ap­ National Endowment for the Humanities manities' report, ". . . science and technology plied ethics designed specifically for senior gov­ Chairman: Joseph D. Duffey have been a domain of the humanities in west­ ernment managers. Director of Public Affairs: Barry D. Wanger ern culture every since its Greek origins." That there are differences about the value Editor: Judith Chayes Neiman The author of those words might have been of applied ethics is manifestly apparent in our Editorial Board: James Blessing, Harold Gerald Holton, the tenth Jefferson Lecturer in Dialogue between two distinguished schol­ Cannon, Carole Huxley, Myron Marty, the Humanities. For even as the late C.P. Snow ars—a moral philosopher and a philosopher B.J. Stiles, Martin Sullivan, Armen Tashdinian, Barry D. Wanger, Judith was proclaiming his "two cultures" theory— cum religious scholar. Chayes Neiman stressing the divisions between science and the We also call your attention to Dustjackets, Managing Editor: Linda Blanken humanities—Professor Holton was founding which begins, in this issue, a three-part series Production Manager: Robert Stock Daedalus, the interdisciplinary journal of the on research tools and reference works—the life­ Librarian: Jeanette Coletti American Academy of Arts and Sciences. blood of scholars in every field. Although, as Designed by Maria Josephy Schoolman Mr. Holton's myriad achievements are the author states, "almost everyone at one time chronicled elsewhere in this issue of Humanities or another has consulted a dictionary, atlas, or The opinions and conclusions expressed in which focuses on NEH-supported activities that encyclopedia," to paraphrase the old saw about Humanities are those of the authors and do not neces­ join human values with science and technology. the weather, almost nobody talks about them. sarily reflect Endowment policy. Material appearing in Humanities may be freely reproduced although the Einstein and Modern Literature, co-authored These most interdisciplinary of works deserve a editor would appreciate notice and copies for the En­ by a physicist and a professor of literature, tells hearing—indeed three hearings, as you will dowment's reference. Use of funds for printing this of the profound effect the genius of Einstein's discover in subsequent issues of Humanities. publication has been approved by the Office of Man­ agement and Budget. Send address changes and re­ thought and work had on many of the twenti­ The list of 1981 NEH Fellowship Awards quests for subscriptions to the Superintendent of eth century's great works of literature. encompasses nearly every field of inquiry and is Documents, U.S. Government Printing Office, In describing the prescient role of the hu­ testimony to the ever-widening circle of hu­ Washington, D.C. 20402. Subscription price, $7 per 6 issues. (USPS 521 — 090) Other communications manities department in Pennsylvania State Uni­ manities scholarship, echoing the sentiments of should be addressed to: Editor, Humanities, National versity's medical school at Hershey, we note, the first-century Latin poet Terrence: "humani Endowment for the Humanities, Mail Stop 204, with pleasure, that more than half the medical nil a me alienum puto," or "Nothing human is Washington, D.C. 20506. Telephone: 202/724-1840. ISSN 0018-7526. schools in the country now include a well- foreign to m e." organized program in the humanities. And still — Judith Chayes Neiman 2 years later, to the United States. Holton was sixteen when they left Vienna. It was assumed that he would join his father in the practice of international law. "I was interested in regulari­ ties, it turns out," he says, "but in the much more credible kinds of laws—physical laws." He was already captivated by science, and began his studies at the School of Technology in Oxford. When the family arrived in America he was offered a fellowship at Wesleyan University in Connecticut. It was almost graduation time until he decided whether to take his B.A. in physics or literature. Physics won out when Walter G. Cady took him on as a research as­ sistant to work on crystal physics. (He received an M.A. in physics the next year—1942.) In 1943 Holton came to Harvard to work on the acoustics of sonar (useful in anti-submarine warfare), and to teach physics to radio officers and Army personnel. At war's end he began his Ph.D. work as a student of Percy W. Bridgman, winner of the Nobel prize in 1946 for his re­ search on high-pressure phenomena. Holton describes Bridgman as grounded "in the bedrock of American sensibility," a man "crusty and constantly questioning," to whom "the central reality was . . . science done at first hand." In the 1920s, when physicists were con­ fronted with the new ideas in quantum me­ chanics, Americans, under Bridgman's influ­ In these drawings from the Codex Leicester, Leonardo illustrates the phenomena of the moon's secondary ence, "just leapfrogged over the metaphysical light (left) and the relationship of the earth and moon to the sun (right). difficulties and went directly to the measurable part. This was absolutely American—pragmat­ ther of the Project Physics Course, Holton ic, and the pay-off was right there," Holton notes: says. Bridgman was One day in 1960 a high school teacher a wonderful mentor . . . in the sense that from California came into my office at .. . he didn't have compartments. In his Harvard. He said he had been using my life, both his physics and his philosophy of text . . . for the seniors in his . . . class. It science, and indeed his social theory, were worked well except that the sentences were The all of one piece. often too lengthy . . . He suggested I re­ The fact that he worked with his hands, write the text for that audience, and I in Jefferson with the directly understandable, transpar­ turn urged him to write a suitable textbook ent techniques, was part of his implicit phi­ himself. Lecture losophy. He never called himself a philoso­ The high school teacher was James Rutherford, Gerald Holton will deliver the tenth Jeffer­ pher, he just was a philosopher. and from this casual meeting came the col­ son Lecture in the Humanities in Washing­ ton on May 11 and in Boston on May 13. When Harvard President James B. Conant laboration—along with Fletcher Watson of the This year's lecture will be delivered in two returned to Cambridge from his World War II Harvard Graduate School of Education—that parts, one in each of the host cities. service in Washington, he was convinced of the eventually produced the Project Physics national need for stable support of scientific re­ Course. Established by NEH in 1972, the Lec­ search, wider understanding of the place of sci­ In 1964, with support from the National ture is the highest honor the federal govern­ ence in history, and the best teaching of science Science Foundation, the U.S. Office of Educa­ ment confers for distinguished intellectual that could be devised for students in all fields. tion, and several foundations, a group of nearly achievement in the humanities. What followed was the science requirement in 200 people—physicists, historians and philoso­ The purpose of the Jefferson Lecture is the General Education curriculum. phers of science, psychologists, filmmakers, to focus national attention on the humani­ Holton, a junior Harvard faculty member at reading specialists, designers—started working ties and to provide a unique forum from the time, tells of "the accident of being in­ on the texts, the companion anthologies of im­ which distinguished thinkers, scholars, and trigued into teaching in the General Education portant writings, films, lab equipment and oth­ citizens can bring their wisdom and experi­ program" by Conant, and of coming "up er materials that make up the course.* ence to matters of broad public concern. against some of the raw pedagogic problems" Stephen Toulmin has pointed out that Nominations for the Jefferson Lecture that the new curriculum posed. Holton's practical contributions have been . . . are received by the Chairman of the Na­ The first science textbook to come out of so widespread and effective . . . that some tional Endowment for the Humanities from the General Education program was also Hol­ people may be in danger of overlooking the learned and professional societies, national ton's first book, the Introduction to Concepts and complex theoretical insights that have and international organizations, and from Theories in Physical Science, published in 1952 underlain and directed his labors. A careful individuals. The National Council on the when he was thirty, and still in print. While the reading reveals how profound and subtle Humanities makes the final selection. book presents, as required of a text, the technic­ are his ideas about the whole enterprise of Previous Jefferson Lecturers were Lio­ science. al physics, it does much more. Holton rose to nel Trilling, Erik Erikson, Robert Penn the challenge set down in the Report Establishing Some of Holton's major work in the historical Warren, Paul Freund, John Hope Franklin, General Education at Harvard, that science in­ analysis of scientific thought may be found in Saul Bellow, C. Vann Woodward, Edward cludes two collections of essays: Thematic Origins in Shils, and Barbara Tuchman. The lecture­ . . .conceptual relations, a world view, and Scientific Thought: Kepler to Einstein (1973), and ship carries an a view of the nature of man and knowl­ The Scientific Imagination: Case Studies (1978). award and a sti­ edge, which together constitute the philos­ According to Holton, themata are the un­ pend of $10,000 ophy of science; a history which forms a derlying assumptions that shape a scientist's which the Endow­ continuous and important segment of all theories. Since they issue from a "general imag­ ment provides. All human history; and writings which include inative capacity," thematic analysis is a useful associated expenses some of the most significant contributions technique for tracking the scientific imagina­ which may not be to a literature. tion: supported by ap­ The aim of the book was, in Holton's words, The strong hold that certain themes have on propriated funds "the presentation of science as experience, as an the mind of the scientist helps to explain are covered by pri­ integrated and exciting intellectual adventure." his commitment to some point of view that vate contributions. That college text is in a sense the grandfa­ may in fact run exactly counter to all ac- 3 cepted doctrine and to the clear evidence of the senses. The term "thematic analysis," Holton reminds us, is familiar in anthropology, art criticism, musicology and other disciplines, and he likes to compare himself in "the task of identifying, ordering and categorizing thematic elements in scientific discussion" to the "folklorist or an­ thropologist who listens to the epic stories for their underlying thematic structure and recur­ rences." His role then is to describe themata— as he does in the following explication of a text by the contemporary particle physicist, Steven Weinberg: The technical report of, say, the analysis of a bubble chamber photograph is cast largely in terms of a life-cycle story. It is a story of evolution and devolution, of birth, adventures, and death. Particles enter on the scene, encounter others, and produce a first generation of particles that subse­ quently decay, giving rise to a second and perhaps a third generation. They are char­ acterized by relatively short or relatively long lives, by membership in families and Sir Isaac Newton, 1642-1727 Phenomena of the solar systems, circa 1851 species. Listening to these village tales told by physicists, one is aware that the terminolo­ gy may initially not have been 'seriously' Physicists in Historical Context and meant. Yet the life-cycle thema works, and James Meyers teaches at St. Gregory's College, the scientist at work: a particular individual in a so do a number of other themata imported a private two-year school in Shawnee, Okla­ definite historical setting facing certain prob­ into the sciences from the world of human homa. He is, as he puts it, "the physics depart­ lems with the resources available. The scientists encounters. ("On the Role of Themata in ment." He also teaches "some astronomy clas­ Scientific Thought," The Scientific Imagina­ who were examined were Galileo, Newton, tion: Case Studies.) ses, computer programming, and once in a Carnot, Maxwell, Rutherford, and Einstein; stu­ while an occasional math class." dents read works by the scientists themselves as Yet Holton warns against pushing anal­ Since graduate school, Meyers had always well as historical scholarship about their work. ogies too far. By merely describing, one gives had "a condescending attitude towards people Although there was not an exact balance of up the hope of making judgments: in the humanities. We were taught to regard humanists and scientists, there was a lively ex­ I would not like it to be thought that the them as people who weren't interested in any­ change between the disciplines. Gunns joked themata in a scientific work are its chief re­ thing that was worthwhile worrying about." that he gave scientists "an in-depth idea of ality. Otherwise, work in the history of sci­ And, Meyers adds, "since humanists used dif­ what the humanists' ignorance of science was." ence would degenerate into descriptivism, and scientific findings would seem to be on ferent methodology, they probably weren't But Klein commented that "it was startling to a par with the tales of the old men in the finding out anything worth finding out." the scientists to see how a historian would take hills of Albania, to whom today's story is However, since Meyers attended a summer a text and give it a close reading, suddenly to be just about as good or as bad as yesterday's. seminar in 1979 at Yale University, "Physicists confronted with a whole mode of thinking There is in science evidently a sequence in Historical Context," he has drastically re­ about the world, a whole way of talking about of refinements, a rise and fall, and occa­ vised his earlier opinions about the humanities. it." Gunns said, "I think they came to value the sionally the abandonment of introduction The seminar Meyers attended is part of the fact that an accurate history gave them a deeper of themata. But also there undoubtedly has annual program of summer seminars for college understanding of their own field." been on the whole a progressive change to teachers sponsored by the NEH. Preference in While Klein was discussing individual sci­ a more inclusive, more powerful grasp on granting fellowships to attend is given to those entists at Yale, Mendelsohn at Harvard was natural phenomena. who have been teaching for at least three years leading his students through the social history In the Humanistische Gymnasium, Holton and who are at a college or university without of modern science using three paths: the chron­ recalls, the discipline of history was presented access to the collections of a major library. One ological framework (the seventeenth through "as the measure of all things." The failure to focus for several seminars is in the area of sci­ the early twentieth centuries), methodological carry this vision through into the sciences—the ence, technology and human values. analysis of research procedures and modes of setting up of a false barrier between science and The seminar at Yale led by Martin Klein, interpretation in the social history of science, its cultural context—has always worried him. In and one given at Harvard by Everett Mendel­ and a focus on specific topics such as patterns an introduction to a Daedelus issue on "Science sohn, "The Social History of Modern Science," of institutionalization and scientific careers. and Culture,” Holton has cited Plato, dis­ were open both to the humanist and to the nat­ Mendelsohn described the interaction of his cussing Socrates' warning, more than 2,000 ural scientist. NEH seminars in Science, Tech­ students this way: "The seminar members years old, about the misapprehension of science nology and Human Values are planned so that themselves became resources for the perspec­ on the part of philosophers: the seminar content as well as the classroom ex­ tives and information of their own disciplines. When he was young, he had had a great ap­ perience of the participants will form a bridge The scientists took on the task of explaining petite for the study called natural science, between science and the humanities. technical materials to the humanist while the and had thought Anaxagoras would be a James Meyers, who was not an astronomer humanists became the teachers when historical suitable teacher. But these fine hopes were by training, feared he was passing "some of my or literary issues arose." One of the strengths of soon dashed: The man talked only of things own boredom on to the students." Most of his Mendelsohn's seminar was the diversity of its like air and ether and water and other St. Gregory's students were humanities majors, members, both in their research interests and absurdities. He left the real cause un­ and Meyers turned to the course at Yale for their regional diversity—participants came from touched, the soul unattended. help in relating science to the humanities. as far away as Montana, Minnesota, and Albert Gunns, a professor of history at Hawaii, as well as from the eastern part of the * Holton's account of the genesis of the Project Phys­ California State University at Long Beach, par­ United States. ics Course is taken from "On the Educational Phi­ ticipated in the seminar with Meyers at Yale. Several seminar participants remarked that losophy of the Project Physics Course," in The Sci­ His area of expertise, twentieth-century Ameri­ the variety of points of view provided a trusted entific Imagination: Case Studies (1978). can history, had led him to a recent and intense sounding-board as well as an intellectual hy­ interest in the impact of science on the develop­ bridization of their ideas. For Stanley Bernstein, ment of the United States. Gunns viewed the one of Mendelsohn's seminar participants and a Humanities wishes to thank Marcel LaFollette, editor of Science, Technology and Human Values, for the mate­ seminar as a way to learn more about the sci­ professor of chemistry at Antioch for the last rial on which some of this article is based, particularly the ence involved in his historical studies. eleven years, the mix meant "some legitimiza­ quotations from her interview with Mr. Holton. Klein's seminar was designed to focus on tion of my own idea that there is no such thing 4 Photographs: Courtesy of the AlP Niels Bohr Library be completely divorced from the concerns of the the of concerns the never from can divorced and completely situation be social a in works entist those ideas may be investigated, frameworks frameworks history." from some investigated, sciences, which social be in the from may framework a ideas that, those pursue to how of material, although that academic plus should should plus academic that new to although exposure the material, beyond stretched benefits it." about thinking been had also people other sci­ of history the of professor a and summer as a purely objective scientist. Then I got hints hints got I Then scientist. objective purely a as bridge, that I hadn't been imagining it, but that that but it, imagining been hadn't I that bridge, h Sca Hsoy fMdr Science Modern of History Social The for a professor are to do everything but scholar­ but everything do to are professor a for experience the found participant One dinner. or not be minimized. For many it was a mid-career mid-career a was it many For minimized. be not a was there that me developed to Everett indicated which material in the way The society. sci­ the that fact the by built bridge a that is belief “there his of Bozeman, affirmation in an was University seminar the State Montana at ence since graduate school and I had forgotten what what forgotten like!" was had it I and advise scholarship school real to graduate around since been committees, hadn't on I sit students. to teach, to ship: coffee, over discussion informal for chance ple breather, a time to re-immerse themselves in in themselves re-immerse to time a breather, "absolutely extraordinary. The usual pressures pressures usual The extraordinary. "absolutely been put on the back burner. back the on put been en i adto t cas etns tee s am­ is there meetings, class to addition in tern: scholarship, to finish a research project that had had that project research a finish to scholarship, are the students of the participants. For some some simple as For something mean participants. will it the attended, who of students the are as adopting a teaching technique used by the the by used technique teaching a adopting as freshmen in her introductory social science science social introductory her in at freshmen professor associate an encour­ Redd, seminar Kathleen Harvard aged The leader. seminar as bt li tl i trs f ua be­ human of terms in ately ings." ultim but ways, e cus fcsn o te nerlto o sci­ a of politics. and developing interrelation ence the is on she focusing course new classmen, upper experience." for human And at all and looking in disciplines all of perspectives usefulness "the course to convey to Minnesota, in Cloud University St. hi cre "o i trs f as n high­ and dams of terms in "not pursue career to have their they that idea the with students seminar, it meant impressing his engineering engineering his impressing meant it seminar, For Pierce Mullen, also at Cambridge that that Cambridge at also Mullen, Pierce For For many of the seminar participants, the the participants, seminar the of many For The ultimate beneficiaries of the seminars seminars the of beneficiaries ultimate The The seminars pursue a total immersion pat­ immersion total a pursue seminars The n fr un, h ln hmns who humanist lone the Gunns, for And For Mullen, who also went to the Harvard Harvard the to went also who Mullen, For nioFri 1901-1954 Fermi, Enrico w ofral icpie" — one's from different discipline." comfortable view own world making a and into seminar leap others with the ideas sharing Mendelsohn's was] of "[It value the to timony countries." science as well underdeveloped of as the world impact Western the the on of technology and examination an tion: work meant retooling a floundering history of of history floundering summer's a his retooling seminar, meant work Klein's in participated cec ore n rsnigi s "Moderniza­ as it presenting and course science Ms oen cec”lvrt Mnesh Hrad U., Mendelsohn /Harvard Science” lEverett Modern e Hvn CI5,4H7lTe oil itr of CTI$50,542H979l"The History Social Haven, New College for Teachers, Division Seminars MAI$48,78311979/Summer of Fellowships Cambridge, and Seminars Heaven (right) and earth (left) illustrate nineteenth-century mathematical and geometrical problems. geometrical and mathematical nineteenth-century illustrate (left) earth and (right) Heaven Pyiit i Historical Context"Martin"Physicists Klein/Yale in U., ati a ahntn writer. Washington a is Hart Perhaps Bernstein gave the most direct tes­ direct most the gave Bernstein Perhaps ioasCpriu, 1473-1543 Copernicus, Nicolaus Louisa Hart Louisa

ence, xc Sine i Atqiy n te ide Ages, Middle the and Antiquity in Sciences Exact iet, qaiy n Fdlt i Bioethics, in Fidelity and Equality Liberty, Ages, MA Cambridge, Middle U., Later Harvard the Murdoch, inE. John Learning of Unity The The Importance of History to the Philosophy of Sci­ of Philosophy the to History of Importance The Litera­ Lansing and Science in ture, Discourse of Functions Park The College Revolution, Maryland, of U. Brush, Scientific Second CT The Haven, New U., Yale Aaboe, Asger h Itrrtto o Sinii Change, Scientific of Interpretation The . mt, nin U, Bloomington U., Indiana Smith, H. ence, technology, and human values: human and technology, ence, Shapere, U. of Maryland, College Park Park College Maryland, of U. Shapere, te rcn NH umr eias n sci­ in Seminars Summer NEH recent Other E. Fred Carlisle, Michigan State U., East East U., State Michigan Carlisle, Fred E. a Hcig Safr U, CA U., Stanford Hacking, Ian Stephen G. G. Stephen Dudley Dudley David 5

From Schoenberg's Fourth String Quartet.

iconography and architecture of French cathe­ drals. The computer will have the capability of producing diagrams, line drawings, and pat­ terns in color to highlight the geometric forms within each of the architectural structures. In addition, a signal to the computer requesting, say, an interpretation of the religious symbol­ ism in crosses, hexagons and octagons in Ba­ roque baptistries will also trigger a slide projec­ tor that shows a photograph of the baptistry while the computer screen provides text and il­ lustrations. In addition to teacher, illustrator, and slide projectionist, the computer is both exhibit evaluator and librarian. By recording the amount of time that visitors spend on each pro­ gram and by including quizzes in some pro­ grams, the computer provides data for as­ sessing the effectiveness and popularity of various parts of its menu. Each program ends with a listing of resources and locations: materi­ al held in the resource center, adjacent to the exhibit; books and articles in nearby libraries; even models and illustrative works of art held at neighboring institutions. But it is by enabling the computer to act as Godel, Escher, and . . . the Humanities lab partner that the exhibition designers have A flock of Escheresque birds in still, symmetric al museum audience. out-programmed computers used in the past to flight crosses a ground that appears first to re­ In a jolting confirmation that the medium is interpret exhibits. The microprocessor is being cede, providing a white sky for the bird forma­ the message, the connections between mathe­ programmed to "simulate," meaning that it can tion, then to approach, becoming a grid of pale matics and music, art, literature, linguistics, ar­ produce on request lines and forms in certain twins flying their own, opposite journey. The chaeology, anthropology, and philosophy are patterns, helping the visitor experiment with white ground is neither paper nor canvas, but interpreted, illustrated, diagrammed, and ex­ certain mathematical principles. A visitor could the luminescent square of a computer screen; perimented with through a computer—four Ap­ conduct a series of free experiments with sym­ the “artist,” a visitor to the Franklin Institute ple microprocessors, to be exact. metry, for instance, by choosing a motif or mo­ The Escher Foundation Science Museum's exhibition on mathematics, The microprocessor is the most obliging tifs and a repetitive rule for laying copies of the ® the arts and the humanities, opening in Phil­ and versatile of museum guides. It offers its vis­ motifs on a plane surface. It is in this way that a adelphia this June. itors a “menu" from which they may select a visitor can produce the simplistic analogue of Producing on a computer, by a computer- program of particular interest to an Escher periodic drawing. After seeing the taught mathematical formula, the visual sym­ them—symmetry, depth and perspective, nu­ drawing in the exhibit, studying some text ex­ metry of an M.C. Escher drawing is one of merical relationships in music, or geometric plaining the principles of symmetry it em­ many experiments in the exhibition that will form. The information is organized and offered, bodies, along with their historical context and bring museum visitors face to face with what as in a subject outline, general information influence, the visitor can create a related Pythagoras of Samos first realized long ago, presented first, followed by a series of choices picuture of his own devising. “All is number." It demonstrates, too, a sophis­ for more detailed explanations. The computer also collaborates in compos­ tication in computer programming never before A visitor interested in geometric form, for ing music. In what project co-director Daniel used in interpreting the humanities for a gener- example, may be given information about the Goldwater calls "a very simple program," the

Readers familiar with Escher's art will recog­ nize that this pattern of birds was used in his well-known woodcut, Day and Night. Like the birds, Escher's symmet­ rical fishes consist of identical animals, dark and light. Reproduced by permission of The Escher Foundation, Haags Cermeentemuseum, The Hague, copyright 6 Copyright © 1939 by G. Schirmer, Inc. Used by permission. computer accepts numbers, translates them into notes, and directs a "music board," a simple electronic synthesizer, to produce correspond­ ing sounds. This capability allows a visitor to "compose" music in an approximation, howev­ er streamlined, of the Schoenberg method. It takes the computer about two minutes to teach theme, inversion, and retrograde. By com­ manding these components to be repeated in a certain series, the visitor "composes" a piece and is then directed to the resource center to hear tapes of music that Schoenberg composed in a similar, if more elaborate, fashion. Project directors Harvey S. Shipley Miller, curator of museum collections, and Goldwater, director of museum education, both emphasize that the exhibition, cofunded by the National Endowment for the Arts and the National En­ dowment for the Humanities, is not an exhibit on the computer, but one in which computers help to restore the visibility of mathematics and its reciprocal influences on art and the humani­ ties. Though the microprocessors are the most sophisticated and innovative departure from the conventional text-on-the-wall exhibition, The axis of double helical DNA (opposite page) photographed directly from a computer display bears an ex­ they are not the only means for visitors to en­ traordinary resemblance to the rose window in the National Cathedral. counter these influences. Goldwater describes Vinci, Mondrian; models of the Parthenon and guage. Sym m etry in art. Proof in logic. P erspec­ the planned exhibit as one "more in the tradi­ of Buckminster Fuller's geodesic dome; historic­ tive in psychology. Form in literature. The lan­ tion of the Science Museum, which is a 'hands- al analysis of the discovery, made in the elev­ guage of mathematics permeates human on' Museum." There will be a working camera enth century by the Arabic philosopher Alha- endeavor. But in the course of the twenty-five obscura for experimentation with perspective, zen, that an object's appearance depends on the hundred years since Pythagoras, the inter­ sets of tiles and mirrors that people can arrange angle of reflected light that reaches the eye; twining of mathematics with the arts and the in various patterns of symmetry, an oscillo­ commentary on the structural patterns and pro­ humanities has become increasingly difficult to scope to demonstrate the Pythagorean discov­ portions of Virgil's A en eid —information care­ recognize, hidden perhaps by its very ubiquity. ery of the harmonic series. fully selected from months of research will be The Franklin Institute exhibition is planned to To show how completely mathematics infil­ organized by the four thematic groupings: sym­ demonstrate that the language of mathematics trates all human surroundings, the directors are metry, numerical relationships in music, depth is the vernacular of the universe—a language selecting materials from many cultures, many and perspective, geometric form. that counts in the humanities. disciplines, many ages. An Escher drawing, a In the resource center, visitors can explore — Linda Blanken medieval Rose window, a wrought-iron trivet ideas too complex to capsulize on a computer Ms. Blanken is m anaging editor of Humanities. all may be used to depict certain laws of mathe­ screen or to turn into experimental devices: matical symmetry, but in addition, the symme­ Noam Chomsky's theories of transformational "Mathematics, the Arts, and the Humanities: A Model try of the Rose window also has implications for grammar, for example, or the influences of Computer-based Museum Interpretive Research religious symbolism; that of the trivet, for cul­ Greek geometric form on epistemology and Tool" /Harvey S. Shipley Miller /Franklin Institute, Phila­ tural anthropology. phenomenology. delphia, PAI$128,17311979-81/Museums and Historical Reproductions of paintings by Giotto, da P ro p o rtio n in architecture. D e p th in lan­ Organizations Program, Division of Public Programs

This illustration from Albrecht Diirer's Work About The Art of Meas­ urement published in 1525 shows how to re­ duce or enlarge a draw­ ing proportionally. This woodcut of a man draw­ ing a recumbent women was published in the second edition, 1538.

7 plain E=mc2, but in fact, insists Friedman, "a ballpoint pen is as good an explanation. By clicking the point, you increase the mass. The pen weighs a little more." Another popular misconception ascribes uncertainty to Einstein's universe. Yet the Un­ certainty Principle, discovered by Heisenberg in 1927, was never accepted by Einstein, who was fond of raising the rather unscientific objection that "God does not play dice." With this princi­ ple, the uncertainty which had once been a practical problem—a question of human ig­ norance—now became scientific fact. Stimulated by this idea, poets played with EINSTEIN AND images of uncertainty in indeterminate poetic lines. Novelists eschewed common causality in MODERN their plots, preferring to experiment with unresolved endings and nonlinear plots. For ex­ ample, in "t zero," a story by Italo Calvino, an LITERATURE archer contemplates the problems of space and time as his arrow hisses through the air, toward a lion which is at that very moment leaping In Frederick Durrenmatt's play, The Physicists, April Einstein upon him, its jaws agape and its long claws ex­ Albert Einstein is a central character, the inmate through the blossomy waters tended. Like the scientist observing his par­ of an insane asylum, left hopelessly to play his rebellious, laughing ticles, the archer calculates the probabilities that violin while the secrets of his theories are used under liberty's dead arm he will be eaten alive, versus the chance that his to create instruments of destruction. has come among the daffodils arrow will hit its mark. It is one of the many works of modern liter­ shouting Some writers, like Richard Coover, use dice ature where Einstein moves—if not in the plot, that flowers and men games in their fictional worlds. Others, like then behind it, revolutionizing techniques of were created Jorge Louis Borges, use the notion of a labyrinth narration. It is also one of the many instances relatively equal. to explore interdeterminacy. In Borges' story, where Einstein is used as symbol, the reality of Old fashioned knowledge is "Garden of the Forking Paths," a wartime spy the living man having been replaced by a per­ dead under the blossoming peach trees. discovers that the only way he can signal the sonification of the atomic age. "April Einstein" was indeed young when crucial word "Albert" is by murdering a stran­ Einstein as myth and muse is the subject of he made his discoveries about the universe, and ger of that name. On this murderous mission, an interdisciplinary study, Einstein and Modern barely middle-aged when his discoveries were he goes to the house of Stephen Albert, where Literature by Alan Friedman of the University accepted and Williams wrote this poem. Yet he he is told of a labyrinth, constructed by his own of California at Berkeley, and Carol Donley of is most often remembered as a wizened old man revered ancestor, which embraces "all possibili­ Hiram College, Ohio, scheduled for publication of seventy. "Einstein has become the symbol of ties of time." In the majority of these times, next year. Friedman, who directs the astronomy wisdom in our time," says Friedman, adding, says Albert, looking at the man who is, unbe­ and physics education program at the Lawrence "We associate wisdom with age. That's why knownst to him, his own assassin, "we do not Hall of Science, and Donley, who is on the fac­ Einstein is always shown as an old man." ulty of the English department, pool their re­ Friedman is fascinated by the myths that sources in exploring the myths and truths, the have grown up around Einstein. People believe, factual errors and formal experiments, inspired he says, "that Einstein's theory made every­ by Einstein and other modern scientists, in the thing relative. It's not so." Einstein did believe works of writers as diverse as Jorge Louis that certain laws of nature were universal, but Borges and Louis Zukofsky. Their collaboration many people took the loss of traditional abso­ began in 1979 with support from NEH. lutes such as time and space to imply a loss of The influence of Einstein on literature, traditional moral values. The world according to however, reaches back at least to 1919, when Einstein was a strange place: our intuitions the Eddington eclipse expedition verified a pre­ about time and space were falsified or distorted. diction of Einstein's theory of relativity, making The new world of Einstein is also assumed headlines around the world. Dozens of journal­ to be a world of the atom bomb and total anni­ ists and commentators wrote about Einstein's hilation. But Friedman sketches in the book the discovery, and poets were soon to follow. One links in the story of the idea for the atom of the first poets to publish a poem about bomb— links which have to do with Einstein Einstein, says Carol Donley, was William Carlos only in myth, not reality: "The idea for the Williams with "St. Francis Einstein of the Daf­ bomb dates to two years before Einstein's for­ fodils," in 1921: mula, E=mc2. It can be traced to one Friedrick Soddy, the man who won the Nobel Prize in chemistry the same year— 1921—Einstein won the prize in physics." Soddy realized as early as 1903 that radio­ exist, in some you exist and not I; in others, I activity from Uranium could make a power and not you, . . . In the present one, which a source—or a bomb. He wrote a book— The In­ favorable fate has granted me, you have arrived terpretation of Radium— that explained his ideas at my house ..." The spy responds that "in ev­ in popular, not technical, terms. H.G. Wells ery one I am grateful to you," but Albert inter­ read the book, and ten years later published a rupts him: "Not in all. Time forks perpetually science fiction account of the first atomic holo­ toward innumerable futures. In one of them, I caust. Then a Hungarian scientist, Leo Szilard, am your enemy." And as Albert turns away, read Wells' book, got excited about the idea of the spy raises his revolver to shoot. atomic energy, and came up with the idea of a It is this Einstein-inspired revolution in chain reaction, but kept it secret—fearing how thinking about time and space and the breath­ it might be, and finally was, used. taking formal changes which it inspired in "Einstein," says Friedman, "really had poetry and novels that Carol Donley examines nothing to do with the atomic bomb. When the in the book. "Not that there is always a causal possibility of atomic energy was suggested to connection between the new forms and him, he compared it to 'shooting birds, while Einstein's theory," warns Donley. "Rather, blindfolded, in a country where there are very poets like Williams looked to the theory of rela­ few birds.'" The atom bomb is often used to ex­ tivity to justify certain formal changes." 8 jaw of our lost kingdoms" where "lips that to understand the human condition. If people would kiss/Form prayers to broken stone"— in a let themselves be dominated by some aspect of way which reveals the fear and confusion of the life—by art or by science, they are doomed." new world. If to be "saved," we need art and science, One implication of relativity theory is that then these disciplines cannot be as antithetical space and time measurements for one observer as Nietzsche and some radical empiricists have will not be the same for another observer, in a taken them to be. For the neoplatonists, poetry different frame of reference. Thus, in Williams' in the generic sense was related to divine inspi­ poem about "April Einstein," Einstein is both ration and revelation—and not opposed to sci­ "tall as a violet/in the latticearbor corner" and ence. Poets are clearly inspired by science. And "tall as a blossomy/pear tree!" depending on scientists—as in the case of Szilard's reading of one's frame of reference. H.G. Wells' science fiction—are also influenced This aspect of relativity theory led novelists by literature. to experiment with multiple perspectives and Indeed, if the creative act in art or in sci­ points of view in telling a story. For if time and ence is a deep unconscious process, the rela­ space are not absolute, but depend on a frame tionship between artists, humanists, and men of reference, then, in Friedman's words, "We of science may be one of kinship, not antithesis. cannot have a God's eye view of the world." The work of Friedman and Donley goes a step For novelists this meant relinquishing the tradi­ toward deepening our understanding of that tional omniscient narrator, characteristic of kinship. — Carolyn McKee many nineteenth-century novels, for such a Ms. M cK ee is a W ashington writer. viewpoint implies absolute truth. Some of the In papers published in the William Carlos most exciting experiments in modern fiction use "Einstein and Modem Literature"/Robert Karplus/U. of Williams Newsletter, Donley shows how Williams multiple perspectives and points of view to tell California, Berkeley/$29,837/1979-81/Basic Research, Di­ applied relativity theory to the poetic measure a story. Novelists such as James Joyce, Law­ vision of Research Programs to create a "variable measure." Williams asked, rence Durrell, William Faulkner and Virginia "How can we accept Einstein's theory of rela­ Woolf, to mention only a few, all seem to be tivity, affecting our very conception of the "consciously building (their) novels on (their) heavens above us of which the poet writes so . . . understanding of relativity," notes Donley. much, without incorporating the essential In these examples, the influence of scientif­ fact—the relativity of measurements—into our ic ideas is quite indirect. Other writers, such as own category of activity? Do we think we stand Vladimir Nabokov, treat scientific ideas direct­ outside the universe? . . . Relativity applies to ly. "Nabokov," says Friedman, "likes to play everyone." Williams' experiments with the around with scientific ideas—half in fun, half poetic line have, of course, changed the entire seriously." As an example, Friedman uses course of American poetry—directly, or Nabokov's novel, A d a , part 4: through Williams' influence on such poets as The texture of Space is not that of Time, Charles Olson and Robert Creeley. and the piebald four-dimensional sport Through his reading of Einstein's work and bred by relativists is a quadruped with one conversation with Bertrand Russell, T.S. Eliot leg replaced by the ghost of a leg. acquired a sophisticated grasp of Einstein. Eliot "Nabokov is parodying a lecture on relativity objected to the application of scientific ideas to theory," Friedman says. "In this and in other areas outside science, yet, says Donley, "The novels, Nabokov seems to be saying that sci­ Hollow Men" and others of his poems reflect ence is no more and no less real than art, litera­ the shattered meaningless world— "this broken ture, or history. In all these ways we continue

A fundamental shift in medical education

Doctors are turning to the humanities for the among the departments. From the beginning, questions—if not always the answers—raised the humanities department participated in the by the proliferation of complex issues in mod­ decisions and operations of the school, includ­ ern medicine. Following the lead of the proto­ ing student admissions, recruitment of scientific typical Department of Humanities at the and clinical faculty, curriculum planning and li­ Pennsylvania State University medical school at brary development. Hershey, more than half the medical schools in The first class arrived in 1967. From 1969 this country now include a well-organized pro­ on, NEH supported the design of courses, and gram in the humanities. by 1974 the humanities department had a facul­ "We are witnessing that rare event—a fun­ ty offering courses in the history of science and damental shift in the aims of medical educa­ medicine, literature, philosophy and ethics, po­ tion," wrote Dr. Edmund Pellegrino, president litical science and law, and religious studies. of Catholic University, for the Encyclopedia The humanities department was developed Brittanica._ The shift, he says, "is as profound as by its chairman, the Reverend E. A. Vastyan, an the introduction of the laboratory sciences in Episcopal clergyman, formerly at the University the early years of this century." of Texas Medical School, who with a number of Penn State's medical school at Hershey is theologians from campus ministries had long the creation of Dr. George Harrell, formerly been meeting to discuss the role of religion in dean of the University of Florida Medical medical education. School. Harrell regarded the alliance between reli­ At a time when few of the nation's medical gion and medicine as one evident in history's schools had instruction in ethics, Harrell cre­ earliest records. "The first physicians were ated at Hershey a humanities department with priests, shamans and witch doctors," he says. status equal to that of the science departments, Vastyan thinks of a medical school as a par­ next door to the family and community medi­ adigm of our culture with its need to provide cine department—another Harrell innovation. A medieval medical student studies for examina­ basic human services while adapting to an ex­ The behavioral sciences were assigned an adja­ tions in this woodcut from Regimen Sanitatis plosion of technical advancement. cent location to encourage communication Salemi (Paris, 1506). He contrasts the ethics and philosophy 9 use of early abortion as a way of controlling A Guide to population, and a Portuguese Jewish physician named Rodrigo Castro discussed doctor's fees the Culture of and stressed the virtues of prudence and gener­ osity in the conduct of physicians in his M edicus politicus sive de officiis medicopoliticis as early as Science, the seventeenth century. courses offered to undergraduates with those at "What is unique about the G u id e ,” says Hershey. "Generally," he says, "college Technology, Durbin, the man who knows it more intimately, courses are taught from an historical perspec­ perhaps, than anyone, "is that it is the first ef­ tive and are designed for majors who must pass fort of its kind to pull the different disciplines exams to get into graduate school. It is not edu­ and Medicine together to study the impact of scientific and cation for life. technological advances on our culture as a "We are vocationally grounded. Our stu­ appears at a time when much debate—both in whole." Indeed, the scholars assembled for this dents know that as physicians they will encoun­ the classroom and in larger public fo­ four-year interdisciplinary effort with the help ter practical dilemmas and they are eager to rums—focuses on ethical questions arising in of grants from the National Endowment for the learn. Our purpose is to help students learn to science, technology, and medicine. The Humanities and the National Science Founda­ reason ethically. We don't have to cover the 723-page book contains state-of-the-art reviews tion decided to call their book a guide to culture, waterfront of literature or philosophy." of the history, philosophy, and sociology of not a guide to values precisely because they History can also broaden the student's vi­ three areas—science, technology, and medi­ were interested not only in value issues within sion, Vastyan says. "Science is put into a more cine, with a final chapter on science policy stud­ the sciences, but also the value of science-—and human context when you understand that in­ ies, an analytical table of contents, and an ex­ medicine and technology—within our contem­ fection was not overcome through medical dis­ tensive bibliography appended to each chapter. porary culture. covery, but with improvements in the social In the words of its editor, Paul T. Durbin, the The question of doctor's fees, for example, order—better sanitation, better housing." G uide is designed to "demonstrate the rele­ has a context within the history of medicine, as Of the various branches of humanities, vance of these new fields to the solution of eth­ Gert H. Brieger notes in his chapter on the his­ Vastyan thinks that ethics is the easiest to ra­ ical questions" arising in the context of science. tory of medicine. But the question also has an tionalize as a part of the medical curriculum. Teachers and students, scholars and policy ethical dimension—how much should doctors Vastyan's colleague Joanne Trautmann, as­ makers, will find references in the G u id e to receive for their services?—as H. Tristram sistant editor of the Letters of Virginia Woolf, technological and medical fruits of science Engelhardt, Jr., and Edmund L. Erde, indicate holds a rare and possibly unique position —from recombinant DNA to computer diagno­ in their chapter on the philosophy of medicine. among medical schools: she is a full-time pro­ sis—as well as social and historical cate­ The very same issue, however, can also be dis­ fessor of literature. The author of one textbook, gories— from national health insurance to Baby­ cussed within a broader social context, in terms Literature and Medicine, Trautmann is working lonian science. Unlike the Encyclopedia of of the social aspects of medicine, and the way on a second, The Healing Arts, and argues that B io e th ic s , which covers some of the same science and medicine work as social institu­ literature is the only discipline which offers a ground (and which also received major support tions. This is the approach of sociologists like whole view of humankind. from NEH), the G uide is not really an encyclo­ Linda H. Aiken and Howard E. Freeman who "Consider the aged," she says. "The defi­ pedia, although both were published by Free contributed the G u id e's chapter on medical soci­ nition of aging includes biology, physiology, Press under its division of encyclopedias. Says ology and science and technology. psychiatry, sociology, economics and political Durbin: "The Encyclopedia of Bioethics has for its In some respects, says Durbin, the G uide science. Only literature puts all these together entry on 'Philosophy of Technology' an entry of resem bles Science, Technology, and Society, in a usable form." about 1,200 words, with a two-page bibliogra­ edited by Ina Spiegel-Rosing and Derek de Responding to the concern that required phy. But the G uide contains a full chapter on Solla Price, and conceived initially, says Dur­ humanities courses might burden already en­ the philosophy of technology—about 150,000 bin, "as a study primarily in science policy, and cumbered medical students, Trautmann points words, and ten pages of bibliography." Durbin later expanded to include some history and phi­ out that literature "exercises a different part of adds, "The G uide has the same kind of authori­ losophy." Some of the scholarly difficulties the the mind, uses mental muscles which might ty as the Encyclopedia, but it is much larger." G uide aims to overcome were brought out in the otherwise atrophy, and is therefore not a drain To paraphrase Arnold Thackray, whose es­ way specialists from different fields responded as an additional science course would be." say on the history of science opens the G uide, to the publication of the Spiegel-Rosing/Price Student evaluations of Trautmann's classes what teachers and scholars will find here is not enterprise in 1977: philosophers hailed it as a have been highly enthusiastic. At least a fourth so much a "map of the whole territory," as "a major breakthrough, some historians welcomed of Hershey students choose to take more than compass and some initial instructions" to some having an influence in philosophy of science, the required humanities electives. "This course very new fields. Not that history and sociology but others bemoaned the lack of historical origi­ has kept me thinking," said one student. Said per se are new. Only in recent decades, howev­ nality in the work. Some sociologists praised it, another, "this course has saved my sanity." er, have the history and sociology of technology but others rejected it as too narrowly based on —Anita Franz Mintz and science established their own graduate pro­ the physical science model. "The G uide carries Mrs. M intz is a W ashington w riter. grams and produced scholars. further," says Durbin, "the work begun by Sci­ There's nothing new, either, about the ence, Technology, and Society,” and attempts to "Development for the Department of Humanities at the "idea of looking at science from a humanistic remedy misunderstandings among specialists College of Medicine”/E. A. VastyanlPennsylvania State U., point of view," says Paul Durbin. As we can by including full chapters on the history and so­ University Parkl$329,671ll971-78IDivision of Education learn by looking in the G uide, Aristotle raised a ciology of science and technology. "It contains a Programs bioethical question when he recommended the more complete bibliography, without 10 Illustrations that sym­ bolize the breadth of subject matter contained in the Guide: an inclined plane; a full-length Oriental figure stroking his beard, acupuncture points and meridians illustrated with Japanese characters; a model of the Pioneer I spacecraft which transmitted 43 hours of data although it failed to reach the moon; Hippocrates; Stalk of a Lily with a Head of Flowers, by Leonardo Da Vinci; Charles Dar­ win. overlapping entries. The bibliography is subdi­ vided into journals, classics, and straight bibli­ ography." "Each contributor," Durbin continues, "handled a topic a little differently. Some used a more historical, others a more analytical ap­ proach. But all the essays attempt a synthesis which related their own specialty to the other disciplines included in the Guide." For example, Arnold Thackray, in his essay on the history of science, blends historical elements with key Courtesy of the National Library of M edicine concepts and current controversies within his field: He touches on medieval science, and moves to the modern notion of a scientific revo­ lution. At the same time, Thackray relates the history of science to philosophy and sociology of science—and to the philosophy and sociolo­ gy of technology and medicine. As the physicist and historian of science Gerald Holton has noted in a different context, until recently it has been taken for granted that both the doing and the findings of science will be for the good of mankind. But the public be­ comes increasingly ambivalent about the benef­ icence of science, the more visible science be­ comes. And Thackray points out in his essay in this volume, the new visibility of science, and the increasing number of specialties within sci­ ence, only serve to deepen "the need for medi­ ation between the many groups with interests in the social construction of science." The value of this enterprise was eloquently argued a few years ago in an essay called "The Future of Knowledge," by the British philoso­ pher Stuart Hampshire. Hampshire warned that modern knowledge may become sterile un­ less scholars begin to fertilize their own narrow fields with loam from other disciplines, and added: Of its nature knowledge advances by the division of labor, by ever-increasing spe­ cialization. Every inquiry subdivides into new disciplines requiring separate investi­ gation. It is also true that new knowledge depends on ideas from different disciplines being connected within a single mind. This contradictory requirement, not to be avoided, is a principal wound in modern culture, and it has been a topic for political theorists, poets, and philosophers ever since the Enlightenment." ("The Future of Knowledge," New York Review of Books, March 31, 1977) A Guide to the Culture of Science, Technology, and Medicine, is a poultice for this "wound in modern culture," at least as it has afflicted hu­ manists and scientists. —Carolyn McKee Ms. McKee is a Washington writer. “A Guide to the Culture of Science, Technology and Medicine"IPaul Durbin IU. of Delaware, Newarkl$123,01211976-78/Science, Technology and Hu­ man Values Program, Division of Special Programs 11 Our laboratory records indicate that we are U.S. Geological Survey, "but at the end, at slowly contaminating all wells in our area, and least for some of us, there was a realization that two of our own wells are contaminated to the that was impossible." point of being toxic to animals and humans. This is Sewell believes that, "some of the partici­ a time bomb we must defuse. — From “The Hooker Memos" pants came out of the course more frustrated a December 16, 1979 broadcast of 60 minutes. than before. The nature of these kinds of ques­ tions is intrinsically ambiguous because they are a reflection of our consciousnesses . . . even You are an environmental engineer with a though we are enormously successful at an­ large chemical company. You warn manage­ swering the 'what' questions of our existence, ment against its practice of dumping water con­ we are no closer to answering the 'why' ques­ taining toxic wastes for two years. Management tions than we were 1,000 or even 10,000 years does not respond. Does your responsibility end ago." here? Or do you jeopardize your professional "Ten years ago the average corporation ex­ future and your family's financial security by ecutive never had a serious thought of the mor­ "blowing the whistle" on your company? al climate in which he did business," said Sew­ Is this a typical dilemma faced by managers ell, who left his position as director of the in government, business and industry? Boeing International Corporation in Europe to While the Hooker case may not be "typi­ acquire a doctoral degree in moral philosophy cal," it is enough like the daily round of deci­ and currently teaches ethics to graduate engi­ sions faced by government managers and their neering students at The George Washington A New counterparts in business and industry to war­ University. rant a closer examination of the entire decision­ That contemporary management practice it­ making process, according to Homer Sewell, di­ self has contributed to an ethical malaise in rector of the NEH-sponsored project, "Applied business and government was addressed in ses­ Dimension Ethics for Government Managers." sions such as "Can an Executive Afford a Con­ Sewell says that decisions made by govern­ science?" and "Is Business Bluffing Ethical?" ment managers affect the lives of thousands, if Participant Robert Levine, a technologist from in Decision not millions, of people. "The problems of the the Defense Communications Engineering Cen­ Doomsday Clock from the next two or three decades—population growth ter, blamed management practice for "an envi­ Bulletin of the Atomic Sci­ and the concomitant shortages of resources and ronment where self-objectives and the rewards entists. The hands point to food, the revolution in microbiology and that come with not making mistakes are more Making four minutes to midnight. microelectronics and the social upheaveal they important than any real accomplishment." will precipitate, the proliferaton of nuclear and Callahan, of the Hastings Center, pursued perhaps even more lethal biological weap­ the practice by technologists and scientists of ons—we can't go on muddling through like we applying "scientific" methodologies to policy have up until the present," insists Sewell. making with discussions asking "How might The program was held at George Washing­ we judge whether technological 'progress' and ton University and consisted of two courses de­ innovation actually contribute to human wel­ signed to attract senior government managers fare? Are such techniques as cost-benefits and whose jobs relate to science and technology. risk-benefits 'value-free?' " Government executives quickly filled the two "We aren't unethical," said Robert McEwen, seminars offered: one, an all-day workshop "but we need to sharpen our decision-making consisting of lecture, case analysis, seminar de­ process. We worry about a lot of things but we bate and discussion; the other, a longer, more don't do anything about them." rigorous program involving eight seven-hour The realization of the need for a sounder seminars. The forty participants in the latter and more informed approach to ethical ques­ program included colonels, naval captains from tions by the professions, government and busi­ NASA Goddard Space Flight Center, the ness is demonstrated by the burgeoning interest United States Navy Ship Research and Devel­ in ethics courses in the professional schools, the opment Center, the United States Nuclear Reg­ appearance of consulting firms specializing in ulatory Commission and the Defense Commu­ applied ethics and in seminars like this one. nications Engineering Center, among others. "Applied Ethics for Government Technical "They came with terribly important con­ Managers" will be repeated at least biannually cerns about the moral dimension of their pro­ and will be the basis for a permanent course in fessional experience," Sewell explained. the School of Engineering and Applied Science Each interdisciplinary session in the semi­ at The George Washington University. The suc­ nar was led by a distinguished figure in a par­ cess of the programs, measured by the enthusi­ ticular humanities discipline. Dr. Daniel Cal­ asm of the participants who recommended fu­ lahan, director of the Hastings Center: Institute ture courses to their colleagues, has led to of Society, Ethics and the Life Sciences, led the serious discussions concerning the establish­ session on ethical issues in science; Dr. Robert ment of a center devoted to the study of ethical Baum, director of the RPI Center for the Study issues in business and government for which of Human Dimensions of Science and Technol­ the Washington, D.C., area is a particularly ap­ ogy, on societal issues in engineering; and Dr. propriate location. LeRoy Walters, director of Georgetown Univer­ "The objective of an applied ethics course," sity's Kennedy Center for Bioethics, on medical asserts Sewell, "is not to leave the participant a ethics. more moral person—there is no way to make a After being grounded in the theoretical tra­ person more moral except by veiled indoctrina­ ditions of moral philosophy, the participants tion—but to develop a more morally sensitive examined the ethical applications to decision person. We can increase our moral sensitivity to making in their professional lives, with such an issue as opposed to our total ignorance of its questions as: ethical dimension. We can do a better job by "Are scientists responsible for the conse­ using the analytical material at our disposal." quences of basic research?" "Is there such a — Karen Salisbury thing as forbidden knowledge?" "Are there Ms. Salisbury is a Washington writer. some technological possibilities that should not "Courses on Applied Ethics for Managers of Technical Ac­ be pursued?" tivity in Government"IHomer SewelllGeorge Washington "I think some of us were saying, 'Give me a U., Washington, DCI$52,454ll980-81IScience, Technolo­ formula—a set of rules and regulations to make gy and Human Values Program, Division of Special Pro­ ethical decisions!"' said Robert McEwen of the grams 12 Deadline in For projects Please note: Area code for all telephone numbers is 202. boldface beginning after

DIVISION OF EDUCATION PROGRAMS— Myron Marty, Acting Director 724-0351

Elementary and Secondary Education— Francis Roberts 724-0373

Higher Education/Individual Institutions Consultant— Janice Litwin 724-1978 June 1, 1981 O ctober 1981 Implementation— Lyn Maxwell White 724-0393 June 1, 1981 january 1982 Grant Higher Education/Regional-National— Blanche Premo 724-03 77 July 1, 1981 January 1982 Application DIVISION OF PUBLIC PROGRAMS— Stephen Rabin, Acting Director 724-0231 Deadlines Humanities projects in: Libraries— Thomas Phelps 724-0760 |uly 15, 1981 January 1, 1982 M edia— Mara Mayor 724-0318 July 10, 1981 January 1, 1982 Through Museums and Historical Organizations— Cheryl M cClenney 724-0327 f uly 15, 1981 January 1, 1982 August 1981 DIVISION OF STATE PROGRAMS— Donald Gibson, Acting Director 724-0286

Each state group establishes its own grant guidelines and application deadlines; therefore, interested applicants should contact the office in their state. A list of those state programs may be obtained from the Division of State Programs.

DIVISION OF FELLOWSHIPS AND SEMINARS—James Blessing, Director 724-0238

FELLOWSHIP PROGRAMS— Maben Herring, 724-0333 Fellowships for Independent Study and Research— David Coder 724-0333 June 1, 1981 January 1, 1982 Fellowships for College Teachers— Karen Fuglie 724-0333 June 1, 1981 January 1, 1982

SEMINAR PROGRAMS Summer Seminars for College Teachers— Dorothy Wartenberg 724-0376 Directors |uly 1, 1981 Summer 1982

DIVISION OF RESEARCH PROGRAMS— Harold Cannon, Director 724-0226

General Research Program— John Williams 724-0276

Research Materials Programs—George Farr 724-1672 Publications— Margot Backas 724-1672 May 15, 1981 October 1, 1981 Translations— Susan Mango 724-1672 July 1, 1981 April 1, 1982

Research Resources— Margaret C h ild 724-0341 |u n e 1, 1981 April 1, 1982

DIVISION OF SPECIAL PROGRAMS— Carole Huxley, Director 724-0261

Challenge Grants— Steve Goodell 724-0267

Program Development/Special Projects— Lynn Smith 724-0398 July 15, 1981 December 1981

Science, Technology and Human Values— Eric Jeungst 724-0354 Preliminary Proposal May 1, 1981 Decem ber 1, 1981 Final Application August 1, 1981 Decem ber 1, 1981

Youth Programs— Marion C. Blakey 724-0396

OFFICE OF PLANNING AND POLICY ASSESSMENT— Armen Tashdinian, Director 724-0344

Planning and Assessment Studies— Stanley Turesky 724-0369 August 1, 1981 Decem ber 1, 1981 Students, professional schools, and foundations kind the professions face. One immediately (including the National Endowment for the Hu­ thinks of the corresponding distinction between manities) have shown considerable interest in pure and applied research in the sciences or be­ the topic of professional ethics, or, more broad­ tween fundamental and mission-oriented re­ ly, the humanities and the professions. This search directed to the development of specific sudden rush to fund research, and to teach, technologies. DIALOGUE ON write, and enroll students in the area of "ap­ Applied ethics, so conceived, at once claims plied ethics" reflects a society in trouble. The too much and too little for the field. It claims humanities, it is hoped, will offer some measure too much to the degree that it implies to the of wisdom to practitioners in medicine, law, professional community that the humanities of­ journalism, and public administration who have fer some kind of rescue and salvation from mor­ lately discovered that their power and success al problems. People in this camp look to the hu­ in solving problems have generated a special set manities to infuse the society with values and to of moral problems that their technical training help it cope with its problems and destiny. has not prepared them to confront. (Malcolm Muggeridge once called values the Despite social interest and support for the polite "BBC" term for religion.) In this view the enterprise, teachers who currently patrol the applied ethicist functions as a kind of profes­ terrain of professional ethics face skepticism sional's professional, who, it is hoped, has ac­ from their colleagues within the academy. Fac­ cess to a tradition and to a mode of reasoning ulty members in professional schools are willing that will eliminate the moral dilemmas that to respond to external pressure and establish arise in professional life. With some such hope, courses in professional responsibility, but many professionals attend seminars on ethics and worry that such courses do not match in rigor foundations support them. But, of course, mor­ the technical subjects of a professional educa­ al problems are a peculiar class of problems— tion. They generally assign the work to an chronic rather than occasional. This leads untenured colleague whose academic career de­ thoughtful moralists to want to lower expecta­ pends upon research in a more traditional field tions. of study. Or they purchase the partial services Alternatively, applied ethics claims too lit­ of a teacher in the humanities who has lately tle for itself—particularly within the Acad­ taken up an interest in the particular profes­ emy—insofar as it suggests that "applications" sion. The language of disdain sometimes verges have a merely deductive, derivative, and dis­ on the phallic: the "soft" insights of the hu­ pensary relationship to theory. Thus, truly seri­ manist do not compare with the "hard" data on ous moralists are presumed to do abstract, which the professional depends for competence foundational work; applied ethicists, at best, and fortune. The well-intentioned humanities live parasitically off this basic research and re­ scholar seems far removed from the hard reali­ late it to specific problems which, alas, they ties of professional practice. know less well than the expert in the field. Meanwhile, thoughtful traditionalists in the Their competence is constantly at risk. They humanities have their own doubts about ap­ carry water from wells they have not dug to plied ethics. The current enthusiasm for the fight fires they cannot find. They do not appear subject seems a little opportunistic and some­ to be intellectually serious figures. what unbecoming. Faculty members introduce This condescending view of the applied courses in professional ethics for the sake of fa­ ethicist overlooks a more heuristic possibility vorable body counts. They mount research proj­ for the vocation. Wrestling with specific issues ects in the field in response to the sweet-talk of may help one see theoretical problems in a fresh Watson's double helix, foundation money. Finally, they tend to lack in­ way. Through the effort to reach some kind of which shows the struc­ ture of the DNA mole­ tellectual credibility in the eyes of some col­ clarity about “applications," one may not mere­ cule, has transformed leagues in the fields of philosophy and theolo­ ly package what is already known, but discover the science of biochem­ gy, who find applied work secondary and what is unknown, barely known, or known istry. Philosophers derivative, compared with foundational re­ only by rote. To this degree, the applied ethicist shown clockwise from search in the classical disciplines. is more than a taxonomist who classifies already the top are Aristotle, No one wants to defend opportunistic be­ established moral systems and applies them to William James, Emman­ havior or second-rate work. At the same time, it specific issues. He or she works as a construct­ uel Kant, Jean Jacques should not be forgotten that the proud disdain ive moralist who offers fresh theoretical insights Rousseau, and Bertrand of some scholars for the world of practice has it­ in interpreting and criticizing a specific world of Russell. self rested on an economic base. Teachers in the practice. James Madison, Edmund Burke, humanities have been able to rely on substantial Erasmus, Martin Luther, Samuel Johnson, and enrollments in their traditional courses because, Simone Weil are examples of thinkers who Illustration from The Double Helix by James D. Watson, copyright © U until recently, students graduating with a B.A. bridged worlds to the benefit of both. edgeable re-visioning of the world that human degree could secure a job irrespective of major; The word "theory," unfortunately, some­ practice presents. Through this cognitive illumi­ the public school system needed armies of times suggests to the practical person a remote nation, the ethicist serves, in some limited way, teachers. Further, foreign language depart­ and abstract enterprise, blindly distant from the the human capacity for resolution and decision. ments had the advantage of cold war funds to real world; and much of it is so. But classically Ethical theory may not always eliminate keep themselves furnished with graduate stu­ understood, the theorist provides for a fresh moral quandaries, but it opens up a wider hori­ dents. Recently however, the economic base of envisioning of the world. So Plato understood zon in which they may be seen for what they the humanities has eroded. it, when he cast the polis that he knew in the are and thus become other than they were. To The key question is whether these recent light of the ideal state. And so Machiavelli un­ this degree, it creates a little clearing and space shifts in enrollments and money must be expe­ derstood it, when, in his dedication to the for men and women to act somewhat different­ rienced as pure intellectual loss or whether, Prince, he compared the political theorist to the ly. It throws the accepted world in a new light, within limits, the humanities have something to landscape painter who views the world from an unexpected perspective; it opens up new gain, especially to gain intellectually, in ad­ the distance of insight and perspective. The possibilities for action, so that behavior that dressing new constituencies in new ways. A re­ very word "theory" in its Greek root refers to previously seemed plausible and imperative sponse to this question requires a look at the vision. Appropriately, the word "theater" also now loosens its hold, its power to compel. Ev­ word "applied," a term which may encourage a derives from theoria because theater, like good ery world of practice tends to harden into its somewhat misleading view of the task of the theory, presents us with a world to see. Thus apparent urgencies—"at that point in time," or teacher. The phrase "applied ethics" suggests a applied ethics has a theoretical component inti­ "in that time frame," whereby it rationalizes sharp distinction between ethical theorists, who mately related to insight and vision. the dubious. In ethical reflection, the world, as do the original research (more highly prized by But ethical theory is a special type of vision, it once appeared, gets stretched and rear­ tenure and promotion committees), and applied a corrective vision. It does not merely scan the ranged; other modes of practice become more ethicists, who relate abstract principles, gener­ world as it is or prepare leaders for the profes­ inviting; other social structures, more fitting. ated elsewhere, to practical problems of the sions as they are. Rather, it entails a knowl- Teaching ethics in this mode does not attempt 14 Philosophers who are also trained in law, or a Leibniz transform scientific theories and medicine or business may well be exemplary technology and thereby change the character of ’ X**s' Mr lawyers, physicians or corporate managers, and a culture. The ideas of Locke and Rousseau and indeed their philosophical training may well Hegel, adapted by activists, informed revolu­ enrich their other professional skills. But simply tions. The ideas of Godwin and Mill heralded, PPLIED ETHICS being a philosopher—particularly a moral after much social turmoil, changes in the status philosopher—does not make anyone a values of women. The ideas of Bentham changed penal expert when it comes to practical decisions that practices, and Rawls' ideas may also change so­ have moral significance. On the contrary, phi­ cial practices. Thinkers like Rousseau, Rawls, losophers' unworldly reputations are probably Foucault, enlarge our vision of the possible, free well earned. Their views on practical issues are us to make new choices. often naive, utopian, or refracted through an But this does not mean we should put phi­ ideological prism and thus distorted. losophers in a position to direct those changes. Of course a philosopher, like any other re­ The ideas of philosophers need a period of ges­ sponsible citizen, can serve perfectly well on a tation in more wordly minds, to survive the risk lay advisory board whose function is to keep of spontaneous abortion, before they can yield medical researchers or jurists in touch with the their practical uses. It is dangerous to try to moral standards and beliefs of the community bypass or hasten the process by allowing or en­ at large. But even serving on a hospital board, couraging philosophers to "apply" their theo­ or a parole board, may be harder for the moral ries. Even a worldly philosopher like Bentham, philosopher than for another citizen. A philo­ whose system contained what Hume called "a sophical commitment to a particular ethical share of this gross earthy mixture," conceived a theory may get in the way of the ability to rep­ "monster,” the panopticon (a prison so arranged resent community moral standards. Other that all parts of the interior are visible from a board members may represent a variety of live single point), to carry out his theories of prison moral traditions, a practicing Catholic, a rabbi, reform. What can we expect from today's phi­ a Unitarian Sunday school teacher for example. losophers, for whom philosophy is a profession But what does a philosopher, who may be a in itself, not a way of reflecting on their own utilitarian or a contractarian, represent? And lives or work in other fields? We risk getting why should the philosopher be considered the more panoptica if we let philosophers loose out­ expert on moral issues? side their studies. The philosopher represents only a tradition A society that invests in philosophy makes of intellectual reflection cultivated today mainly a long-term investment, one which cannot be in academic philosophy departments. This tra­ converted to short-term profit. If hospitals or dition has an honorable role to play, but not other institutions employ philosophers as pro­ necessarily in practical decision making. The fessional consultants, they may get what they moral philosopher's expertise lies in a particular are willing to pay for, but I doubt if it will be sort of reflection on ethical matters, a purely what philosophers can be proud to offer. cerebral and, usually, armchair reflection. At worst these philosophers will provide His or her theory will have been tested only rationalization of whatever policy it suits their in philosophical debate, not tested and prac­ employers to adopt, proffering different moral ticed as a viable "form of life," to use Witt­ theories to suit different justificatory needs. genstein's phrase. Philosophical theory is not Perhaps they will even serve as a new form of like a live moral tradition, a way of living that insurance against malpractice suits counseling can be handed on from parents to children. their employers about the moral-cum-legal Philosophical theories are held and assented to, costs of contemplated decisions. At best they but one does not necessarily live by them. will provide harmless intellectual babble as a The philosophers' theoretical versions of soothing and, at the moment, fashionable back­ morality have not passed the practical test of ground music to the real action. Those philoso­ having been transmitted from parents to chil­ phers who advise decision makers on applied dren, when moral conscience is formed. Thus ethics will become neither philosopher kings they are in one important way less thoroughly nor king makers, but sophists, running dogs, or tested than the non-intellectual, "uncritical" court entertainers—fools and jokers. The latter tenets of morality that philosophers usually de­ role is not altogether to be despised, and may in spise as unreflective. any case be the role always played by profes­ But reflection can take forms other than sional philosophers. But to play the fool in hon­ moral theorizing; there are more important tests est fool's motley is one thing; to play it in es D. Watson, reprinted by permission of Atheneum Publishers than survival in debate; and receiving and ac­ judge's wig and robes, quite another. to bend the will or infuse the appetites with cepting moral constraints may be more impor­ The negative case I have presented applies values or indoctrinate without illuminating, but tant than paying intellectual homage to a theory particularly to the attempt to apply normative it helps keep open the path to good practice. without any motivational commitment. The mo­ moral theories to real-life decisions, when not —William F. May rality that counts in the lives of individual men only are these theories untested in application, and women, the ethical views that determine but there is no consensus about which theory is Can professional philosophers—particularly how they feel, are learned long before reading most acceptable. philosophers who specialize in ethics—be of Kant or Mill or Rawls. And when some specific Fortunately, not all moral philosophers any practical assistance to businesspeople or normative theory is accepted, it may dictate spend their time formulating or defending nor­ physicians, whose job is to set policy and make only the counsel given to others, not one's own mative theories. Some of the greatest moral judgments in hard individual cases? actions. To say, "If I were you I would do X philosophers—Aristotle or Hume, for exam­ Philosophers, by virtue of their special ..." often really means, "I advise this, as long ple—offer us primarily ways of understanding training, are familiar with a variety of moral as I don't have to do it or have it done to m e." existing moral practices, practices of training as theories and the distinctions drawn both in con­ Philosophers are tolerated, even supported, well as of justification, and such understanding structing and criticizing them. But does this by a community not because they have a mo­ may make a difference. make philosophers good consultants to hospi­ nopoly of wisdom or are expected to purvey in­ Philosophers and philosophy courses can tals or corporations? Do courses that purport to stant advice on urgent practical questions. expand the reflective self-consciousness of mor­ show how normative theories may be applied to Rather their value lies in the unworldly and de­ al agents, which in turn may even lead to specific cases really train medical and business tached thinking that can, over many genera­ changes in practice. But we should not deceive students for the ethical responsibilities of their tions and after much non-theoretical testing, ourselves that these are "applications" of nor­ professional lives? A host of philosophers, and contribute to the quality of our contemplative mative theory. Rather they are simply examples their employers, say yes—applied ethics is a life, and thus to the quality of our practical de­ of that reflective response to practical ethical booming business these days. I shall give some cisions. problems which is the core of all moral thought. reasons for saying no. By a slow process, the ideas of a Descartes — Annette Baier 15 I

DUSTJACKETS Research Tools and Reference Works—Part I

Almost everyone at one time or another has ed, as fundamentally possible for the individu­ seem to consort against the encyclopedist and consulted a dictionary, atlas, or encyclopedia. al, the creative act of assembling, defining, and lexicographer, the need for what they do appar­ Yet to the popular imagination the making of interpreting a comprehensive body of knowl­ ently remains undiminished. No less than pre­ such works often seems an arcane and plodding edge. vious cultures (and perhaps even more, given pursuit, whose product reflects a mere rehears­ There is always the danger, of course, that the vast amounts of undifferentiated informa­ al of facts, a summary of information handed such grandiose efforts may prove pyrrhic or tion generated by our society), we require the down and handed out. Moreover, the sheer self-destructive. One recalls George Eliot's coherence and interpretive judgments these scale of any enterprise to create a reference Casaubon and the havoc of his attempt to unify kinds of works bestow. Perhaps this begins to work challenges in itself contemporary notions all the world's mythologies within a single com­ explain, at least in part, the number and variety about the inherent limitation of individual pos­ pass. of projects to create major research tools and sibility: what one person can do or ought to at­ But then there is also the instance of James reference works currently in progress or recent­ tempt. Murray, devoting thirty-five years to editing the ly completed. Indeed it can be argued, perhaps, Ours is not an epoch in which scholars are Oxford English Dictionary only to die before its that this period may ultimately be deemed a encouraged to strive for eloquence in several completion, who nevertheless could view his "great age" for atlases, dictionaries, and ency­ disciplines; we are usually more comfortable immense task as a kind of triumphant destiny: clopedias. with the specialist who knows one thing and I think it was God's will. In times of faith I The geographical atlas might seem to be knows it very well. In earlier periods, philoso­ am sure of it. I look back and see that every among the most conventional of reference phers, statesmen, and literary figures assumed step of my life has been as it were imposed works and one least susceptible to the concerns responsibility for refining and redacting what upon me—not a thing of choice: and that of the humanities. However, as the historian they thought significant or indispensible to hu­ the whole training of my life with its multi­ Lester Cappon has observed, "Graphic expres­ man experience. The Victorian man-of-letters, farious and irregular incursions into nearly sion has a peculiar capacity to communicate Sir Leslie Stephen, undertaking to write a Dic­ every science and many arts, seems to have facts and ideas directly and indirectly, out­ had the express purpose of fitting me to do tionary of National Biography; Samuel Johnson, spokenly to the fact seeker, subtly to the knowl­ this Dictionary .... But I am only an in­ daring to compile a Dictionary of the English strument, only the means that He has pro­ edgeable reader who probes further." Language; Denis Diderot, playwright, novelist, vided, and there is no credit due to me, ex­ The Atlas of Early American History is a work art critic, survivor of the French Revolution and cept that of trying to do my duty: Deo soli designed to communicate on both these levels. projector in its teeth of the Encyclopedie: all gloria. Its 286 maps, based on years of original re­ come to mind as examples of men who accept­ However much the spirit of the age may search, are drawn and chronologically arranged to reveal the history of the Revolutionary Era from 1760 to 1790 and are accompanied by ex­ tensive text and a bibliography of sources for its cartographic data. But almost all of the information in the At­ las may be inferred from the maps themselves which take as their subject not only traditional depiction of terrain and military sites, but polit­ ical representation in the Colonies, the location of religious congregations by denomination, economic and cultural activity, and a number of thematic issues that fuse the temporal element of history with the spatial dimension of geog­ raphy. In "reading” this atlas, one may learn a va­ riety of things: how the geography of the Colo­ nies compares with that region of the United States today, how the population developed from 1720 to 1760, how the war itself prog­ ressed in twenty-four discrete periods, even how long it took for news to travel from Boston to Philadelphia. Sponsored by the Newberry Li­ brary and the Institute of Early American Histo­ ry and Culture and published by Princeton Uni­ versity Press, the Atlas of Early American History has been hailed as a landmark in the history of cartography and the use of cartography for his­ torical reference. A similar approach to the expanded possi­ bilities of the atlas is seen in the Historical Atlas of South Asia, edited by Joseph Schwartzberg and published by the University of Chicago The Sumerian Dictionary is based on thousands of cuneiform tablets dating from 3000 B.C. to A.D. 1000. Press in 1978. Reflecting the work of more than 16 fifty cartographers and historians over a period of fourteen years, this atlas undertakes to depict the history of South Asia from the Old Stone Age to the present day. Its maps trace various i political, cultural, social, and economic aspects of a region encompassing India, Pakistan, Bangladesh, Afghanistan, Nepal, Bhutan, Sri Lanka, and the Maldives. Certain maps also portray how the internal history of these coun­ tries was affected by Central Asia, Southwest Asia, and China. In its totality, the Atlas provides not only a wealth of data and information but also a vivid sense of the limitations of previous intellectual demarcations used to define South Asian histo­ ry: the Hindu, Mohammfedan, or British "peri­ ods"; transmuted European categories like "Ancient," "Medieval," and "Modern"; the­ The famous Babylonian precursor of the biblical injunction "an eye for an eye" was found on one of the cu­ matic schemata like "Slavery," "Feudalism," neiform tablets used in making the Assyrian Dictionary. The passage translates "if a man has destroyed the "Capitalism," and "Communism." The maps eye of another man, they shall destroy his eye." Shown is cuneiform hand-copied from the same tablet. themselves are enriched by a substantial narra­ tive text, bibliography of sources, indexes and structure of language generally) is the comple­ over, in supplying with their definitions a full cross-referencing. tion of adequate lexicographic tools. At the Na­ context for each word, these dictionaries serve The creation of new tools and reference tive Language Center of the University of as a kind of encyclopedia as well as a thesaurus works relating to native-American history may Alaska, linguists and native speakers are work­ for the user. prove especially important, since they often will ing collaboratively to produce a series of dic­ Surprisingly, perhaps, dictionaries for cer­ provide, for the first time, the necessary base tionaries that will preserve from extinction ten tain languages currently spoken remain unwrit­ for sustained interpretive research in this field separate native-Alaskan languages. Similar ten. The first English-Vietnamese/Vietnamese- as well as help to illuminate the true history of projects have been undertaken in recent years English Dictionary is just nearing completion. the Indian experience to a broader audience. to create dictionaries for the Penobscot, Gros- A modern Greek-English dictionary is now Currently nearing completion, the Atlas of Ventre, Colville, Comanche, and Salish lan­ being compiled at the University of North Da­ Great Lakes Indian History will depict in its forty guages. Appearing in 1980, The Navajo Lan­ kota. Its editor has been working assiduously maps and 176 pages of illustrated text, intro­ guage: A Grammar and Colloquial Dictionary for the past twenty years; he is seventy-three duction, and indices an extraordinary number epitomizes the varied uses and impact such dic­ and estimates the project may be completed by of discoveries drawn from primary sources and tionaries may have. Designed as a bilingual lex­ 1990. And as in the case of James Murray, the original research about the geographical loca­ icon, it serves as a research tool for linguists Dictionary has become his life. He will often tion of Indian settlements and tribes. One map and other scholars, as a tool for those concerned work a nine-hour day, eat dinner, nap for an of Indian villages in Illinois circa 1860, for in­ with the teaching of English or Navajo as for­ hour, and return to work for five more hours. stance, sites more than 100 Indian villages eign languages (even providing the raw materi­ Recently he told a reporter, who sought him out where previous scholarship had posited twenty al for a series of progressively graded texts), among this three million file cards, that "many at best. and as a basic reference for the young Navajo, people don't know what labor goes into this." The temporal span of the Atlas stretches enabling him to meet the necessity of learning He is hard-pressed even to remember when he from 1600, marking the first significant contact English without sacrificing a knowledge of his last saw a movie— "twelve years ago, or maybe made between Indian and white, to 1875, when "first" language. fifteen." All the same, he also took care to read final treaties had been concluded with the gov­ Major dictionaries for other languages, of­ approvingly to this reporter the words of the ernment and the tribes placed where they may ten widely separated in time and geography, lexicographer J.R. Hulbert from a card taped to be found today. Since so much of its informa­ are also in progress. The Assyrian and Hittite the wall of his office: "I know of no more enjoy­ tion has never been published before in any Dictionaries at the University of Chicago and able intellectual activity than working on a dic­ form, the Atlas of Great Lakes Indian History is the Sumerian Dictionary at the University of tionary . . . ." — George Farr expected to become an invaluable resource for a Pennsylvania are each based on tens of thou­ wide range of scholars, teachers, and students; sands of cuneiform tablets dating from 3000 Mr. Farr, a member of the Endowment staff, directs for government administrative agencies and B.C. to A.D. 1000 and will constitute the first the Research Materials program. workers in local communities; and, perhaps comprehensive lexicographic reference work for most of all, for Indians themselves—whose his­ these historically significant civilizations. Ed. note: All book projects mentioned in this article tory in this region will now, at last, have been When the three dictionaries are finished, are supported by NEH grants. In Part II of this appropriately documented. the entire written corpus of these cultures will Dustjackets series, Mr. Farr will discuss encyclope­ Of no less importance to Indians and to be made accessible to historians, linguists, dias and the impact of computer technology on the scholars of their culture (and the history and economists, and cultural anthropologists; more­ creation of research tools and reference works.

The Atlas of Early American History shows how the geography of the colonies compares with that region of the United States today. 17 teaching and the colleges' limited research re­ women from age eighteen to eighty-nine. Many An Overview sources, some had difficulty competing success­ are domestic workers; others, industrial work­ Fellowships are, in effect, grants of time. fully. ers, teachers, students, retirees; most are poor, They make possible uninterrupted study and In 1978, the Endowment established a sep­ or very close to being poor; all were chosen for research by providing stipends to cover the ap­ arate program of Fellowships for College their conscious allegiance to ancestral values proximate cost of undertaking a summer re­ Teachers, intended primarily for teachers in un­ and because they speak for what Gwaltney calls search program or attending a summer seminar. dergraduate and two-year colleges. This new "core black culture." All are highly respected Endowment fellowships range in length from program, freed of the overwhelming prepon­ members of their community. Gwaltney shares four weeks in some summer seminars to a full derance of established scholars proposing work "the opinion commonly held by natives of my year for most fellowships. designed to result in significant publications, community that we have traditionally been mis­ Unlike most other Endowment grants, fel­ can more readily respond to different kinds of represented by standard social science." As one lowships go directly to individuals for personal work which contribute to knowledge and teach­ of his informants put it, "I think this anthropol­ study or research, rather than to institutions to ing in the humanities in undergraduate institu­ ogy is just another way to call me a nigger." fund larger-scale, collaborative projects; and tions: for example, concentrated reading in the Thus the book was meant to be not "anoth­ applications are submitted directly by individu­ substance of one's teaching or study that will er collection of street-corner exotica but an ex­ als, either to the Endowment or to the seminar enhance the understanding of one's own field, plication of black culture as it is perceived by directors. as well as research directed toward published the vast majority of Afro-Americans who are This reflects another difference between contributions to knowledge. working members of stable families.'' "You fellowships and most other Endowment grants: Recipients of fellowship awards cut across never hear about black people like you or m e," the basic purpose of fellowships is to help indi­ all sections of American society, and their pro­ Janet McCrae tells Gwaltney: viduals develop their ideas and capacities rather jects are equally varied. Perhaps the best way to Not that there is anything so special about than to provide funding for a product such as a get a sense of their diversity is to look at some me, but everything I read about us is sick reference work, educational curriculum, mu­ of the examples that follow. —James Blessing . . . I'm an ordinary black person. I have seum exhibit, or television program. never spent a day in jail. I'm polite to Through its fellowship and seminar pro­ Mr. Blessing is the director of the NEH Division of everybody who is polite to me. I don't take grams the Endowment keeps a primary focus Fellowships and Seminars Programs. drugs and I can save my money. I can say upon the individual scholar: thinking, studying, three sentences without "man" and "like" doing research, planning courses, writing, and, “Ordinary" People and "you know." I am not about to get on in the seminars, exchanging ideas with col­ When anthropologist John Gwaltney set welfare as long as I can work. leagues. out on the field work made possible by his NEH "Since I don't see myself or most people I know NEH fellowship and seminar programs fellowship, he wanted to test the validity of the in most things I see or read about black peo­ have been directed toward three main groups: traditional anthropological technique of the life ple," says Harriet Jones, "I can't be bothered (1 ) scholars who can make significant con­ history to document not an exotic culture, but with that." tributions to humanistic knowledge (Fellow­ the cultural character of "my own community." I wish you could read something . . . that ships for Independent Study and Research, Gwaltney had already used the technique. would show the people . . . like most of us Summer Stipends, Fellowships at Centers for As a student of Margaret Mead at Columbia really are most of the time—together Advanced Study), University, his dissertation (published as The enough to do what we have to do to be de­ (2) teachers in the nation's undergraduate Thrice Shy) was on river blindness among the cent people. and two-year colleges, who will convey to gen­ Yolox Chinantec of Oaxaca, Mexico. Although Gwaltney understands, he says, erations of students the insights of the humani­ Gwaltney, who teaches at the Maxwell the "awful itch to say what people mean," he ties (Fellowships for College Teachers, Residen­ Graduate School of Syracuse University, is was determined to let his men and women tial Fellowships, Summer Seminars), and black, blind, and belongs to a large, extended speak directly to us. The candor with which (3) leaders in professions outside teaching family of relatives and friends whose help he they do speak out in the absence of any mitigat­ who will bring humanistic insights and under­ enlisted as guides and participants. What he re­ ing interpretive buffer is what makes the book standing to their work and to the public (Fel­ corded goes far beyond attitudes simply about astonishing— and disturbing. lowships and Seminars for the Professions). illness and society. "Data can dictate direction," "Not since the nineteenth-century slave The three groups are not, of course, mutu­ he says, describing the process that resulted n narratives,'' says Maya Angelou, "have so ally exclusive. Scholars may also be— in fact an astounding book— Drylongso: A self-portrait many black Americans told such truths to white usually are—teachers, and vice versa; members of black America— published last year. Drylongso Americans. The book is terrifying and illumi­ of the nonacademic professions may also be has already been hailed as a landmark contribu­ nating." The truth that disturbs is a thorough, scholars. tion in the literary tradition of Oscar Lewis's well-nigh unanimous mistrust, contempt and Before 1978, college teachers desiring NEH Children of Sanchez and Studs Terkel's rendering scorn for whites, the more compelling because fellowships for independent study and research of the lives and thoughts of "ordinary" people. it is expressed not as unreflective anger, but as had to compete with applicants from the ("Drylongso" means ordinary in the argot of a dispassionate moral judgment: research-oriented universities. Because of their core black culture). We don't really agree with white people heavy career investment in undergraduate Gwaltney interviewed forty-one men and about anything important. If we were in 18 Detail from "In What Things the Use of the Law Consisteth" (1629) sometimes attributed to Francis Bacon.John Gwaltney Detail from "In What Things the Use of the Law Consisteth" (1629) sometimes attributed to Francis Bacon.John power we would do almost everything dif­ The manuscript reports of the 1329-1330 the liberty of the subject, he believes, even ferently than they have. Northamptonshire court session—known as a though the phrase "due process" was not heard The only white man that I ever could general "eyre" because the king's judges were in the fourteenth century. "These people were stand was John Brown, and they lynched commissioned to hear all pending litigation the most fantastic sticklers for procedure," him when my grandfather was 14 years old. involving freemen that came under the jurisdic­ Sutherland adds. One of the chief objects of the As long as white people have Veen run­ tion of the crown—have never been published. rules of pleading was that no one be required to ning this country, they have do ae every­ thing the exact opposite way that we all An NEH Summer Stipend allowed Donald make specific statements or be compelled to tes­ know things should be done. Sutherland, professor of history at the Univer­ tify. Sutherland calls this very broad tradition sity of Iowa, to complete his work of trans­ from which our Fifth Amendment rights come Gwaltney says we need to accept that like it or lating, annotating, indexing, and introducing "the right of reticence." not, "here is a section of the truth," and that if the reports of the Northamptonshire eyre. The When the reports of the four last years are there is to be any real dialogue between Ameri­ text will be published by the Selden Society. published—by 1986, it is hoped— more than can communities, we must hear what "this seg­ The judges who presided over the eyre also 1,000 cases previously unavailable in any form ment of our society thinks." He believes that had administrative power to investigate royal will be accessible to the international communi­ "we must learn to live as a plural society," and fiscal claims in the county, a power fiercely re­ ty of scholars dedicated to tracing the main to that purpose we all need to know more about sented by the local gentry. Hostility on the part themes of Anglo-American law. the character of ethnicity. He speaks of what of local society was so strong that the king was can be learned from "the art of listening," and forced to retreat. The 1330 eyre of Northamp­ wishes that more people "were doing in Ameri­ Fellowships for College Teachers tonshire, along with eyres the same year in A teacher at a small, four-year college can ethnicity what I'm doing instead of sitting Bedfordshire, Nottinghamshire, and Derby­ where the principal commitments are to teach­ in offices quantifying data." shire— Sutherland is now working on manu­ ing and service has commented: script reports of those— were the last ever in The opportunity to renew our self-esteem Medieval Justice England to investigate royal fiscal claims. From and keep ourselves intellectually honest In 1329, just before the opening of the local then on, judges' commissions were restricted has a hard-to-measure, but nonetheless im­ court session presided over by the king's purely to judicial business. portant, impact in the classroom. By en­ itinerant justice in the county of Northampton­ Reconstructing the reality of fourteenth- couraging us to go about a neglected piece shire, there was some political trouble in the century legal procedure from the opaque of our business—scholarship—the Endow­ town of Northampton: the mayor was dragged sources is tough, painstaking work. About ment's contribution to 'effective teaching' out of his house by the hair and forced to ac­ twenty different manuscripts report the 700 may well be that it allows us to return to cede to certain demands— mainly that he resign cases tried at the Northamptonshire eyre, and the job with a sense of refreshment and the office of Coroner which he also held. the accounts of a specific case may be wildly di­ commitment that has gotten diluted by The inevitable legal actions that followed vergent. Matching the reports to the corre­ scarce promotions and the weather eye kept on class enrollments and full-time-student were tried during the session. We can recon­ sponding official record of cases entered by the body counts. struct these cases and the events behind them clerks of the court on the Plea Rolls is "opera­ from eyewitness reports of the court proceed­ tion needle in haystack," says Sutherland. The The Fellowships for College Teachers pro­ ings, accounts that are part of the vast series of Plea Rolls are in Latin, while the reports, which gram is designed especially for teachers of un­ records that provide some of the best evidence were written and circulated privately among dergraduates who carry heavy teaching loads we have of the history of medieval English law lawyers, are in French. Often the manuscripts and have limited opportunities for doing re­ as well as the social realities with which the law are hard to decipher; copyists, paid by the page, search. The independent study that fellowships had to deal. For example, the defendants in the wrote as fast as they could without worrying allow is meant to vitalize and enrich teaching. Northampton fracas finally pleaded nolo much about legibility. con ten d ere and avoided going to jail by The reports are not verbatim, but present Milton's Language negotiating a heavy fine—not unlike some cases in dramatic form—"we can almost hear Almost everyone agrees that freshman Eng­ modern politicians. the voices," Sutherland says. The Plea lish, particularly for students planning careers The evolution of the English system of Rolls—the inexorable record of judgments, in scientific and technical fields, should "get common law, which in turn has shaped Anglo- fines, and penalties— are an invaluable source them more sensitive to the possibilities resident American constitutional tradition, is one of the of data, but some of the reports bring us the in language," as Robert Entzminger, who great subjects of modern historical investiga­ texture of medieval life with more immediacy teaches at Virginia Polytechnic Institute and tion. Questions about the authority of central than any other body of evidence we have. State University, puts it. This is easier to say government, the origins of parliamentary insti­ Sutherland who uses some of the cases ex­ than to accomplish. Entzminger has found that tutions, and the working out of the unique tracted from the Northamptonshire manuscripts his research on Milton and the fall of language Anglo-American doctrine that due process is in his undergraduate legal history course, also has sharpened his own teaching of freshman central to our form of law and government, drew on them in a 1979 NEH Summer Seminar English by leading him to emphasize the rela­ have engaged generations of scholars. As old for College Teachers he directed on "Freedom tionship between writers and their audiences. evidence is reconsidered and new sources be­ and the Rule of Law." A strict observance of the At VPI, noted for its engineering and pre­ come accessible, the debate flourishes. points of legal procedure can be identified with medical programs, students often approach the i Courtesy of the Smithsonian Institution, Freer Gallery of Art, Washington D.C. (Accession #03.47) John Milton, from the first illustrated edition of Paradise Lost, printed 1688. Detail of Country Scenes and Occupations by Hanabusa Itcho, 1652-1724

required freshman reading and writing course continuing urgency today, Entzminger says. For Modernization in Japan with the preconception that the exclusive func­ example, Samson comes to distrust language There are six people on the faculty of the tion of language is to convey information. Thus after being conquered by Delilah's words and history department of Knox College in Gales­ literature ought to be logical and make its pleads, "Be less abstruse. My riddling days are burg, Illinois: two American historians, two Eu­ points clearly and directly; a "good” text is one past." ropean specialists, one medievalist, and Mikiso that starts with an introduction, explains what For his freshman class Entzminger pre­ Hane, who covers the rest of the world. Hane's it promised, and ends with a clear summary pared exercises to show that a writer can seem repertoire of courses includes Western civiliza­ conclusion. This is the kind of mindset that to be saying one thing, while using language tion, Russia, India, China, Southeast Asia, and prompted one student to complain, after read­ that in fact says something very different. The Japan. "I teach everything," he says cheerfully. ing 100 pages of Jane Eyre, "Why didn't she tell students read Alice in Wonderland, a perfect text Hane used his twelve-month NEH fellow­ me that in the beginning?" for raising questions of meaning and providing ship to study the effects of modernization in ru­ How does specialized scholarly work in examples of language used to convey informa­ ral Japan by examining one village— Hane's Milton criticism (the manuscript Entzminger tion as well as language used to mislead. And own ancestral village of Oya, where he lived be­ completed as a result of his six-month NEH Fel­ by analyzing ads, Entzminger's freshmen see tween 1933 and 1940. Born in California, he was lowship is titled "Divine Word? Milton and the how media can be manipulative, while ad­ sent back at age ten and remained until he was Redemption of Language") help a teacher show vanced students in his Milton course examine eighteen; his research also became a pilgrimage students how to appreciate the subtleties, even the poems to see how language is carefully ma­ to recapture a lost memory of childhood. the imprecision, of literary language? nipulated to control the audience's perspective. Oya, he discovered, is no longer a farming Entzminger reports that students are imme­ The freshmen grapple with the question community. The town is halfway between diately intrigued by some of the same topics that if literature is inevitably manipulative, how Hiroshima and the naval base of Kure and that engaged Milton and other seventeenth- does one distinguish it from propaganda? On urban sprawl has overtaken it. Most people century writers caught up in the crisis of lan­ the basis of the author's intent, says Entz­ now go off to work in the city, and city people guage that accompanied the seventeenth- minger. The "secret mark" of literature is that have made the rice fields residential areas. century upheavals in politics, society and "it lets you in on consciousness about yourself; There was more than enough material for religion. We too are forced to confront "on the propaganda makes you do something." Hane to broaden the scope of his initial topic one hand the conscious or unconscious abuse of Milton himself, a consummate manipulator and analyze the effects of modernization on the language, and on the other the inadequacy of of language who also wrestled with the dangers Japanese peasantry in general. The book he language even when used responsibly to say all inherent in writing, defies simple categoriza­ wrote on Japan from 1868 to 1945 (it will be we want to say," according to Entzminger. tion, Entzminger says. That makes reading published by Pantheon) examines the underside While Milton's approach to his art must be Milton all the more challenging, just as the of the "miracle" of Japan's modernization by seen in the context of Puritan theology, the challenge of teaching freshman English is to dealing with the lives of the peasants and the problems he addresses in such poems as Para­ convince students that careful, sensitive read­ men and women who were the products of dise Lost and Samson Agonistes—the manipula­ ing more than repays the effort and that com­ agrarian poverty— girls forced to work in the tion and distortion of language, the moral uses plexity is a quality to be appreciated and prized textile factories or to become brothel inmates, of literary form and convention — have in language and literature. miners, and the burakumin (outcasts). Hane's 20 Photograph: Valerie French aaee am il wrig n h sl ad cot­ and silk the in working girls farm Japanese mies— France and Russia in particular. A study study A particular. in Russia countries and France other mies— and Japan in happened what counter­ their and workers textile women nese history. His examination of the plight of the the of plight the of examination His history. a iefraseii amro esn, wheth­ peasant, or farmer specific a for like was history. social toward more courses history Russian of teaching espe­ Hane's be to an­ would that pertinent is one cially and centuries in possibility, twentieth other and peasants Russian nineteenth and the Japanese comparing econo­ industrial to agrarian from moved that England. New nineteenth-century in parts Japa­ of study comparative a to led factories ton points out that since most of the countries he he countries the of most since that out points comparative doing for ideas of kinds all with er in medieval France or Meiji Japan, makes his­ makes Japan, Meiji or France medieval in er in attention more pay to decided has he while urban of life the on into work looking his by continue to modernization wants also He history. alism and the Japanese enlightenment, and he he and enlightenment, Japanese the liber­ and English on alism was dissertation His Hane. for lives the through history studying about dictum di­ memoirs, part most the for are sources main tory more interesting, he says. "That's what what "That's says. he interesting, more tory non-Western the slant to and modernization masses of impact the the on to courses Mean­ his all says. Hane project, next the on started slums. the in those particularly dwellers, research on Japanese peasant life is very useful useful very is his life agrarian, peasant still Japanese are on research courses his in with deals more are students that notes and individuals, of Al­ journalists. and scientists by gathered social history oral Japanese of mass the and aries, terms, and helping them understand what life life what understand them helping and terms, nwr h qeto: a Lces ocp of concept Locke's Was question: the answer at history ancient teaches who French, Valerie specialists are who historians Unlike around. all the at looks it when history social to responsive first the for audience English-speaking an to ble need to have things described in concrete concrete in described things have to need to do a brief survey of the ancient world to help help to world ancient D.C., the of asked survey brief Washington, a do to in Health University American Mental the of Institute National book. his in time been have accessi­ be will material the interviews Japan, in these published of some though Mothering in Classical Antiquity Classical in Mothering teach­ in involved is Hane field, narrow one in do." to trying been I've often Students people." common the of “life ing so many things, he says, that "I find I'm I'm find "I that says, he things, many so ing erig oehn alte time." the all something learning aeRmnrle eit osadgrspaig Dtn rmteeryipra eid i hw rnucddfeec i te eenr fte sexes. the of demeanor the in difference pronounced a shows it period, imperial early the from Dating playing. girls and boys depicts relief Roman rare A Hane came back from his fellowship year year fellowship his from back came Hane Hane is a subscriber to Barbara Tuchman's Tuchman's Barbara to subscriber a is Hane The only problem is finding the time to get get to time the finding is problem only The There are interesting parallels between between parallels interesting are There Five years ago, a child psychologist at the the at psychologist child a ago, years Five new nothing is history comparative Doing cult worshipping the nourishing mother. nourishing the Roman a of worshipping cult goddess the Matuta, Mater the of Statue the the es Fr xml, rnh ugss ht the that suggests French sys­ value example, in For changes shift­ and tems. society, patterns of family structure ing the about questions allowed year last fellowship NEH An in inquiry. out staking antiquity, classical in childhood blos­ has what in absorbed been has she since, perceive times various at adults did or thought, their children helps answer tough historical historical tough answer helps children their ever and subject, the on material secondary her to find and organize evidence from classical classical from evidence organize and find historical to her of field new relatively early a of process the investigation full-scale a into somed children? different to differently react they that rearing from the age of Homer (800 B.C .) .) B.C (800 Homer A.D.) of (350 Constantine age of reign the the through from medicine rearing and archaeology history, literature, recalls. she money," the needed I and that will result in a two-volume work on child child on work two-volume a in result will that $200, pay to offered "He agreed, quickly She An understanding of how families reared reared families how of understanding An no virtually was there found soon French aua rasa tabula act i i n sen estern W in tic ris te c ra a h c

Ms. Wolfson is a Washington editor and historian. and editor Washington a is Wolfson Ms. amount of attention to what ninety-nine and and ninety-nine did." women all what of to nine-tenths attention of amount French roles, traditional women's of amination run to try I "If vast. too is material the ject; research of list long A istorians. H Women says "It's silly silly "It's ex­ says an from away turning are that time historians a at many mothering of history the studying the her. explain to and obscure were play that toys at ico­ use.of the children of interpret to nography helped have children own childhood. ancient in schol­ of and interested ars students to suggest Conference to ready is topics Berkshire year's this at pres­ be "Ro­ will ented on care" paper a maternal and and midwives child man classes, of history images art on in life lectures guest her illustrate down all the loose ends, I'll never finish." Her Her finish." never I'll ends, loose the all down sub­ the of treatment definitive the produce not Greece and Italy of England, in hundreds took the she from made photos Greece Slides on Rome. courses and general time her in more life much family on spends child­ now on French material and new hood the of much corporates ueay ptps h fud o Rmn chil­ Roman computer. a use for to learned found she dren, she of epitaphs hundreds from funerary collected data the herbs. analyse of phar­ To — administering medical before," the of heard macognosy, never I'd study­ field herself "a found ing and literature, tradition pediatric rich of a discovered French skimpy, sources were primary the believe to her led pediatrics to came she as her to new fields into ventured diatricians. Although the secondary histories of of histories secondary the pe­ and Although obstetricians diatricians. sociologists, bonding, instance), mother-child for about talk psychologi­ to to resort theory" cal must ("you psychologists analy­ multidisciplinary for need the recognize be may Julio-Claudians, the particularly ilies— ar bhvo' aog oa ipra fam­ imperial Roman bi­ of among amount fair behavior'' "a zarre that believes also French traditional the establish to able not were women sis of the material. She consulted with child child with consulted She material. the of sis childhood. early their marked instability that and indulgence fear, the by explained transm itted from generation to generation. generation. to generation was from ideology itted Spartan transm these which by that models and social rearing women, child of non-Spartan job to the over turned and state economy the for the forced responsibility women more assume Spartan to when rearing Wars, child the in during change Wars radical a to due Peloponnesian be the its may after preserve to ethos Sparta traditional fourth-century of failure rnh a land se as ta se can­ she that says, she learned, has French cus se ece o pyhhsoy in­ psychohistory on teaches she course A n epne o oe eiit eitne to resistance feminist some to response In In the course of her research, French has has French research, her of course the In not — Barbara Delman Wolfson Delman Barbara — to devote an enormous enormous an devote to 21

1981 NEH FELLOWSHIP AWARDS o

Drama and Performance: Problems of Contem­ Barbara A. Shailor, Bucknell U., Lewis­ porary Theater, $56,091, Herbert Blau, Eng­ burg, PA Archaeology & Arts—History & lish Department, U. of Wisconsin, Mil­ Ziony Zevit, U. of Judaism, Los Angeles, waukee CA Anthropology Criticism The Practice of Schenkerian Analysis, Summer Seminars for College Teachers $54,593, Charles Burkhart, Music Depart­ Society and Literature in the Roman World, Fellowships for Independent Study and Fellowships for Independent Study and ment, CUNY $54,063, William V. Harris, Classics De­ Research Research American Art and the Classical Tradition, partment, Columbia U, NYC Helen F. Codere, Brandeis U., Waltham, Frederick M. Asher, Minneapolis, MN, $53,831, Philipp Fehl, Art and Design De­ The Archaic Greek Poet's Vision of the City- MA Art partment, U. of Illinois, Urbana State, $52,200, Gregory Nagy, Classics De­ Shepard Krech, III, George Mason U., Thomas A. Bauman, U. of Pennsylvania, The Abstraction of Nature in Early Medieval partment, Harvard U., Cambridge, MA Fairfax, VA Philadelphia, Music Art, $51,514, Jacques Guilmain, Art De­ The Origins of the Concept of Freedom in the Peter A. Metcalf, U. of Virginia, Char­ James H. Beck, Columbia U., NYC, Art partment, SUNY, Stony Brook Ancient World, $47,023, Kurt Raaflaub, lottesville Richard J. Betts, U. of Illinois, Urbana, From Michaelangelo to Bernini, $61,062, Classics Department, Brown U., Provi­ Eric B. Ross, U. of Michigan, Ann Arbor Architecture Howard Hibbard, Art History Depart­ dence, RI Michael T. Taussig, U. of Michigan, Ann Herbert R. Broderick, III, CUNY, Art ment, Columbia U., NYC Summer Stipends Arbor William A. Camfield, Rice U., Houston, The Beethoven Symphonies: Current Analytic Janet L. Fraser, Mary Washington College, Robert J. Thornton, U. of Cape Town, TX, Art and Historical Perspectives, $56,473, Lewis Fredericksburg, VA South Africa Malcolm J. Campbell, U. of Pennsylvania, H. Lockwood, Music Department, Har­ Elizabeth J. Tooker, T e m p le U ., Philadelphia, Art vard U., Cambridge, MA Philadelphia, PA Anne D. Clapp, Wellesley College, MA Summer Stipends Fellowships for College Teachers Art W. John Archer, U. of Minnesota, Minne­ History— Non-U. S. Myra H. Bluebond-Langner, Rutgers U., Sue C. De Vale, Field Museum of Natural apolis, Art History Camden, NJ, Anthropology History, Chicago, IL, Music James R. Briscoe, Butler U., Indianapolis, Edmund J. Dehnert, Chicago Truman Jonathan D. Fineberg, Yale U., New Ha­ IN, Music Fellowships for Independent Study and College, IL, Folklore ven, CT, Art Beverly L. Brown, Cambridge, MA, Art R esearch Barbara L. Hagaman, Curry College, Jaroslav T. Folda, U. of North Carolina, History George Akita, U. of Hawaii, Honolulu, Milton, MA, Anthropology Chapel Hill, Art Dan C. Ewing, Hobart-William Smith Far Eastern Terence E. Hays, Rhode Island College, Rufus E. Hallmark, Jr., College of the Colleges, Geneva, NY, Art History Christine V. Bornstein, U. of Michigan, Providence, Anthropology Holy Cross, Worcester, MA, Music Sheila ffolliott, George Mason U., Fairfax, Ann Arbor, European Theodore C. Humphrey, California State Ann S. Harris, Metropolitan Museum of VA, Art History Marshall S. Clough, U. of Northern Colo­ Polytechnic U., Pomona, Folklore Art, NYC, Art Kristine K. Forney, California State U., rado, Greeley, African Richard A. Lobban, Jr., Rhode Island Alan J. Hay, Harvard U., Cambridge, MA, Long Beach, Music Marcia L. Colish, Oberlin College, OH, College, Providence, Anthropology Art Irving Godt, Indiana U. of Pennsylvania, European Kathleen M. Stokker, Luther College, Karl D. Kroeger, Moravian Music Founda­ Music David A. Cressy, Claremont, CA, British Decorah, IA, Folklore tion, Winston-Salem, NC, Music George L. Gorse, Pomona College, Clare­ Natalie Z. Davis, Princeton U., NJ, Euro­ NEH Fellowships at Centers for Advanced John B. Litweiler, Chicago, IL, Music mont, CA, Art History pean Study Linda S. Myrsiades, Widener College, Elizabeth G. Grossman, Providence, RI, Richard W. Davis, Washington U., St. School of American Research, Santa Fe, Chester, PA, Theater Art History Louis, MO, British New Mexico; $68,500. Douglas W. Bruno Nettl, U. of Illinois, Urbana, Music Jeffrey M. Hurwit, U. of Oregon, Eugene, Jeffry M. Diefendorf, U. of New Hamp­ Schwartz, Director Carra Ferguson O'Meara, Georgetown U., Art History shire, Durham, European Summer Humanities Seminars for the Washington, DC, Art James T. Koetting, Brown U., Providence, James M. Diehl, Indiana U., Bloomington, Professions Lee A. Parsons, St. Louis Art Museum, RI, Music European Taste and Popular Culture in America, MO, Art Eugene J. Leahy, U. of Notre Dame, IN, Roger V. Dingman, U. of Southern Cali­ $38,476, Ted Cohen, Philosophy Depart­ Marilyn L. Schmitt, U. of Miami, Coral Music fornia, Los Angeles ment, U. of Chicago, IL Gables, FL, Art Ernest D. May, U. of Massachusetts, Todd M. Endelman, Indiana U., Bloom­ Summer Seminars for College Teachers Elaine R. Sisman, U. of Michigan, Ann Amherst, Music ington, Jewish Humor in Cross-Cultural Perspective, Arbor, Music Linda M. Papanicolaou, Ridgewood, NJ, Stephen A. Farmer, Louisiana State U., $46,299, Stanley H. Brandes, Anthropolo­ Peg Weiss, Guggenheim Museum, NYC, Art History Baton Rouge, European gy Department, U. of California, Berkeley Art Sharon F. Patton, U. of Maryland, College Jan E. Goldstein, U. of Chicago, IL, Euro­ Symbolic Anthropology: A Humanistic Cri­ Christopher J. Wolff, Harvard U., Cam­ Park, Art History pean tique, $47,145, Christopher J. Crocker, An­ bridge, MA, Music Denise T. Restout, Lakeville, CT, Music Alice A. Kelikian, Smith College, North­ thropology Department, U. of Virginia, Fellowships for College Teachers Donald Royce-Roll, Green Mountain ampton, MA, European Charlottesville William L. Barcham, Fashion Institute of College, Poultney, VT, Art History Earl H. Kinmonth, U. of California, Davis, American Folklore and Literature, $58,586, Technology, NYC, Art Michael E. Shapiro, Duke U., Durham, Far Eastern Patrick B. Mullen, English Department, Norma Broude, American U., Washing­ NC, Art History B. Robert Kreiser, U. of Rochester, NY, Ohio State U. ton, DC, Art Edward B. Turk, Massachusetts Institute European Oral Literature of the Hispanic Southwest and Peter Brunette, George Mason U., Fairfax, of Technology, Cambridge, Art History Rudi P. Lindner, U. of Michigan, Ann Ar­ Mexico, $51,263, Stanley L. Robe, Spanish VA, Film Magda J. Vasillov, CUNY, Bronx, Art His­ bor, Near Eastern and Portuguese Department, U. of Cali­ Whitney Chadwick, San Francisco State tory Joseph L. Love, U. of Illinois, Urbana fornia, Los Angeles U., CA, Art E. Cynthia Verba, Brookline, MA, Music Michael F. Metcalf, U. of Minnesota, Anthropological Approaches to the Study of William W. Deguire, Upsala College, E. Mary C. Volk, Providence, RI, Art History Minneapolis, European Law, $55,953, Lawrence Rosen, Anthro­ Orange, NJ, Music Richard L. Wall, CUNY, Flushing, Theatre Fredrick B. Pike, U. of Notre Dame, IN, pology Department, Princeton U., NJ William E. Duckworth, Bucknell U., Charles S. Wilhite, Midland Collge, Fre­ Latin American' Asian Performing Arts, $48,484, Allegra Lewisburg, PA, Music mont, NE, Music Mark Poster, U. of California, Irvine, Eu­ Fuller Snyder, Dance Department, U. of Katherine P. Erhart, U. of Southern Gary J. Williams, Catholic U., Washing­ ropean California, Los Angeles California, Los Angeles, Art ton, DC, Theater John M. Riddle, North Carolina State U., American Folklife: Traditional Architecture, Diane C. Johnson, College of Charleston, Fikret K. Yegul, U. of California, Santa Raleigh Art and Craft, $42,195, John M. Vlach, An­ SC, Art Barbara, Art History Alfred J. Rieber, U. of Pennsylvania, thropology Department, U. of Texas, Daniel E. Mader, College of Mount Saint Philadelphia, Russian Austin Joseph, OH, Art Eleanor M. Searle, Calif. Institute of Tech­ Unity and Diversity in Brazilian National Bruce A. McConachie, College of William nology, Pasadena, British Culture, $55,201, Charles W. Wagley, An­ and Mary, Williamsburg, VA, Theater Classics Robert J. Scally, New York U., NYC, Irish thropology Department, U. of Florida, Thomas C. Pierson, Texas A & I U., Stanley J. Stein, Princeton U., NJ, Latin Gainesville Kingsville, Music American Summer Stipends Janice K. Ross, Tuskegee Institute, AL, Fellowships for Independent Study and Lucy C. Stout, Cambridge U., England, Carole L. Crumley, U. of North Carolina, Art R esearch South Asian Chapel Hill, Anthropology Leatrice Y. Tucker, Florida A & M U., Alexander J. Graham, U. of Pennsylvania, Dale W. Tomich, SUNY, Binghamton, Eu­ Paul V. Kroskrity, U. of California, Los Tallahassee, Art Philadelphia ropean Angeles, Anthropology Richard Weissman, Colorado Women's William A. Grimaldi, Fordham U., Bronx, James D. Wilkinson, Harvard U., Cam­ Joan Larcom, Mount Holyoke College, College, Denver, Music NY bridge, MA, European South Hadley, MA, Anthropology Summer Seminars for College Teachers Sandra R. Joshel, Boston College, MA Fellowships for College Teachers Susan P. Montague, Northern Illinois U., Cinema and the Affective Response, $51,026 Ludwig Koenen, U. of Michigan, Ann Ar­ Stephen K. Ainsworth, Virginia State DeKalb, Anthropology Charles M. Affron, French and Italian De­ bor College, Petersburg, Latin American John W. Olsen, Tucson, AZ, Archaeology partment, New York U., NYC Andrew M. Miller, U. of Pittsburgh, PA Henry E. Chambers, California State U., Gary B. Palmer, U. of Nevada, Las Vegas, Music in Latin American Society: Past and Susan A. Stephens, Stanford U., CA Sacramento, Near Eastern Anthropology Present, $47,983, Gerard H. Behague, Mu­ Fellowships for College Teachers Lynn R. Clapham, Earlham College, Rich­ Glenn T. Petersen, CUNY, Anthropology sic Department, U. of Texas, Austin Edmund M. Burke, Coe College, Cedar mond, IN, Near Eastern Gwendolyn M. Remy, Georgetown U., Medieval and Renaissance Music: From Nota­ Rapids, IA Dale L. Clifford, U. of North Florida, Washington, DC, Anthropology tion to Performance, $52,295, M argaret Raymond H. Larson, Saint John's U., Jacksonville, European Martha H. Wiencke, Thetford Ctr, VT, Ar­ Bent, Music Department, Brandeis U., Collegeville, MN Nina R. Gelbert, Occidental College, Los chaeology Waltham, MA Sarah B. Pomeroy, Hunter College, CUNY Angeles, CA, European 22 Robert J. Gentry, U. of Southwestern European Baltimore, MD Residential Fellowships for College Louisiana, Lafayette, European James B. Given, Harvard U., Cambridge, David G. Nasaw, College of Staten Island, Teachers Linda B. Hall, Trinity U., San Antonio, MA, European CUNY International Relations in a Multicultural TX, Latin American Alfred M. Gollin, U. of California, Santa Willie F. Page, CUNY, Brooklyn College World: Comparative Studies of Concepts and David C. Itzkowitz, Macalester College, Barbara, British Merline Pitre, Texas Southern U., Hous­ Approaches, $39,936, Adda B. Bozeman, St. Paul, MN, British Steven H. Hahn, U. of Delaware, Newark, ton Political Science Department, Sarah Law­ Joseph A. Klaits, Oakland U., Rochester, African Kathryn C. Preyer, Wellesley College, MA rence College, Bronxville, NY MI, European Tsuyoshi Hasegawa, SUNY, Oswego, Joanne R. Reitano, CUNY, Long Island Participants: Marjorie E. Lamberti, Middlebury Col­ Russian Janice L. Sumler-Lewis, Chaffey College, Walter T. Brown, Ramapo College, Mah- lege, VT, European Deborah Hertz, SUNY, Binghamton, Eu­ Alta Loma, CA wah, NJ African History Andrew Lees, Camden County College, ropean Summer Humanities Seminars for the Douglas E. Clark, Linn-Benton Communi­ NJ, European Philip T. Hoffman, California Institute of Professions ty College, Albany, OR, Political Science Edward C. Lydon, Cabrillo College, Ap- Technology, Pasadena, European The Origins, Development, and Prospects of Lawrence P. Frank, Saint Lawrence U., tos, CA, Far Eastern Andrew Hsieh, Grinnell College, IA, Far Free Enterprise in the United States, $44,323, Canton, NY, Political Science Theresa M. McBride, College of the Holy Eastern Stuart W. Bruchey, History Department, John J. Gros, Christian Brothers College, Cross, Worcester, MA, European Penelope D. Johnson, New York U., NYC, Columbia U., Seminar Location: U. of Memphis, TN, Religion John P. McCarthy, Fordham, U., NYC, European Maine, Orono Robert E. Jones, Belmont Abbey Col­ European John A. Marino, U. of California, La Jolla, Conflicting Cultures in American Politics: An lege, NC, Political Science Arthur H. Mitchell, U. of South Carolina, European Historical Perspective, $40,914, Robert Rendell N. Mabey, Jr., Virginia State U., Allendale, British Donald J. Mattheisen, U. of Lowell, Euro­ Kelley, History Department, U. of Califor­ Petersburg, Philosophy Albert Rabil, SUNY, Old Westbury, Euro­ pean nia, Santa Barbara John J. MacDougall, U. of Alabama, pean Sandra F. McGee, Manchester College, American Cities: Their Growth, Decline, and Huntsville, Political Science John David Root, Illinois Institute of IN, Latin American Prospects, $43,816, Robert C. Twombly, Douglas R. Spitz, Monmouth College, IL, Technology, Chicago, British H.C. Eric Midelfort, U. of Virginia, History Department, CUNY South Asian History Peter M. Rutkoff, Kenyon College, Gam- Charlottesville, European Summer Seminars for College Teachers Summer Seminars for College Teachers bier, OH, European Josiah Ober, Montana State U., Bozeman, Business in the History of American Society, Muslim Ethnic Minorities in the Middle East, Jane T. Schulenburg, U. of Wisconsin- Classical $52,739, Richard M. Abrams, History De­ $55,345, Richard N. Frye, Research Asso­ Extension, Madison, European Thomas R. Osborne, U. of North Ala­ partment, U. of California, Berkeley ciation' Center for Middle Eastern Studies, Ruth L. Sime, Sacramento City College, bama, Florence, European American Social History, 1750-1850: An Harvard U., Cambridge, MA CA, European Pamela G. Price, U. of Maryland, Princess Interdisciplinary Approach, $61,809, David The Colonial Experience: A Comparative Study David E. Skinner, U. of Santa Clara, CA, Anne, South Asian Hackett Fischer, History Department, of India and South Africa $50,017, Thomas African James A. Sandos, La Jolla, CA, Latin Brandeis U., Waltham, MA R. Metcalf, History Department, U. of Kent C. Smith, Connecticut College, New American The Transformation of the American Role in California, Berkeley London, Far Eastern Patricia Seed, College of Charleston, SC, East Asia, 1937-1954, $50,094, Waldo H. Reba N. Soffer, California State U., Mexican Heinrichs, History Department, Temple Northbridge, British Nancy G. Siraisi, CUNY, European U., Philadelphia, PA Anthony D. White, Sonoma State U., Leo Spitzer, Dartmouth College, Hanover, Black Protest Movement in Twentieth-Century Interdisciplinary Rohnert Park, CA, Latin American NH America, $55,457, August Meier, History Donald R. Wright, SUNY, Cortland, Afri­ Steve J. Stern, U. of Wisconsin, Madison, Department, Kent State U., OH can Latin American The American South as Myth and Symbol, Fellowships for Independent Study and Chong K. Yoon, J ames Madison U., Alice Stroup, Bard College, Annandale- $52,418, George B. Tindall, History De­ Research Harrisonburg, VA, Far Eastern on-Hudson, NY, European partment, U. of North Carolina, Chapel Linda J. Holmes, College of Medicine and Fellowships at Centers for Advanced Study Mary L. Wagener, Wilmington College, Hill Dentistry of New Jersey, Newark, Ameri­ Villa I Tatti, Florence, Italy; $57,000. OH, European American Labor History, 1930-1980, can Studies Craig Hugh Smyth, Director Suzanne F. Wemple, Barnard College, $51,819, Robert H. Zieger, History De­ Carol Shloss, Wesleyan U., Middletown, Summer Seminars for College Teachers NYC, European partment, Wayne State U., Detroit, MI CT, American Studies Major Issues in the History of Pre-Modern Madeleine H. Zelin, Columbia U., NYC, Summer Stipends Fellowships for College Teachers Western Civilization (open only to two-year Far Eastern Clarence R. Barnett, Marshall U., Hunt­ Edith A. Folb, San Francisco State U., CA, college teachers), $50,977, W. Bowsky, ington, WV American Studies History Department, U. of California, David J. Bodenhamer, U. of Southern Richard C. Lyon, Hampshire College, Davis Mississippi, Hattiesburg Amherst, MA, American Studies The Assyrian and Babylonian Empires, 745- History—U.S. John J. Bukowczyk, Wayne State U., James I. McClintock, Michigan State U., 539 B.C.: Political and Cultural History, Detroit, MI E. Lansing, American Studies $56,042, John A. Brinkman, Oriental Insti­ Anna C. Burns, Lecompte, LA David E. Nye, Union College, Schenec­ tute, U. of Chicago, IL Fellowships for Independent Study and Richard G. Frederick, U. of Pittsburgh, tady, NY, American Studies The Economic Development of Pre-Industrial Research Bradford, PA NEH Fellowships at Centers for Advanced Europe, $50,154, Jan de Vries, History De­ W. Andrew Achenbaum, Carnegie-Mellon Richard A. Garcia, U. of Colorado, Boulder Study partment, U. of California, Berkeley U., Pittsburgh, PA Bruce A. Glasrud, California State U., Hay­ American Academy in Rome, Ita ly , Perspectives in Chinese History, $51,386, Margo A. Conk, U. of Wisconsin, Milwau­ ward $60,000. Ruth D. Green, Executive Secre­ Ping-ti Ho, History Department, U. of kee Richard A. Griswold del Castillo, San Diego tary Chicago, IL Michael P. Johnson, U. of California, State U., CA American Antiquarian Society, W or­ The Political Culture of Modern Britain, 1870 Irvine Michael C. Grossberg, Case Westem Reserve cester, MA; $132,000. John B. Hench, Re­ to the Present, $57,669, Stephen E. Koss, Stanley N. Katz, Princeton U., NJ U., Cleveland, OH search and Publication Officer History Department, Columbia U., NYC Daniel J. Kevles, California Institute of Miriam J. Haron, Carmel, NY American Center of Oriental Research, Power and Class in Africa, $57,628, Irving Tech., Pasadena Thomas J. Lears, U. of Missouri, Columbia Amman, Jordan; $40,000. Thomas Beale, Leonard Markovitz, Political Science De­ John O. King, III, Michigan U., Ann Ar­ Constance M. McGovern, U. of Vermont & Executive Director partment, CUNY bor State Agricultural College, Burlington Institute for Advanced Study, P rin ce­ Society and Popular Culture in Medieval and Calvin Martin, Rutgers U., New Bruns­ Joseph T. Moore, Montclair State College, NJ ton, NJ; $212,500. Harry Woolf, Director Early Modern Italy, $54,668, Anthony wick, NJ Gregory H. Nobles, Blacksburg, VA Newberry Library, Chicago, IL; $180,000 Molho, History Department, Brown U., Milton S. Mayer, Carmel, CA Gerald W. Patton, Washington U., St. Louis, OR; $60,000 G&M. Richard H. Brown, Di­ Providence, RI Donald R. McCoy, U. of Kansas, Law­ MO rector of Research and Education The War in Vietnam and Its Legacy, $44,620, rence Carol M. Petillo, Boston College, Chestnut Hastings Center, Hastings-on-Hudson, Robert D. Schulzinger, History Depart­ James H. Moorhead, North Carolina State Hill, MA NY; $44,000. Daniel Callahan, Director ment, U. of Colorado U., Raleigh Larry E. Rivers, Florida A & M U., Tallahas­ Huntington Library, San Marino, CA; Labor and the Industrial Revolution in Europe Regina A. Morantz, U. of Kansas, Law­ see $140,000 OR; $47,500 G&M. Martin Ridge, and America, $60,568, William H. Sewell, rence Steven J. Ross, U. of Southern California, Los Coordinator of Research Activities Jr., History Department, U. of Arizona, Paul L. Murphy, U. of Minnesota, Minne­ Angeles Summer Humanities Seminars for the Seminar Location: Princeton Inst, for Ad­ apolis John S. Schuchman, Gallaudet College, Professions vanced Study Moses s. Musoke, Rutgers U., New Bruns­ Washington, DC Human Genetics: Ethics and Public Policy, Social and Political Change in Twentieth- wick, NJ Kathryn K. Sklar, U. of California, Los An­ $46,293, James E. Bowman, Pathology De­ Century Latin America, $45,844, Carl E. Gerald D. Nash, New Mexico State U., geles part ent, U. of Chicago, IL Solberg, History Department, U. of Wash­ Albuquerque, NM Ronald T. Takaki, U. of California, Berkeley The Political Dimension of Medical and Health ington, Seattle Francis P. Prucha, Marquette U., Milwau­ Jonathan W. Walton, U. of Iowa, Iowa City Care Policy, $41,135, Dante Germino, Gov­ Germany and the Reformation, $50,162 Ger­ kee, WI Michele H. Willard, Marietta College, OH ernment Department, U. of Virginia, ald Strauss, History Department, Indiana Robert A. Rosenstone, California Institute Charles R. Wilson, Lubbock, TX Charlottesville U., Bloomington of Tech., Pasadena Paul C. Wilson, Virginia Military Institute, The Power of the Healer: Its Nature, Sources, Fascism as a Generic Phenomenon, $52,658, Alexander P. Saxton, U. of California, Los Lexington and Limits, $34,081, Kathryn M. Hunter, Henry A. Turner, Jr., History Department, Angeles Martin N. Zanger, U. of Wisconsin, LaCrosse U. of Rochester Medical Center, NY Yale U., New Haven, CT Mary K.B. Tachau, U. of Louisville, KY Seminars for Medical and Health Care Culture and,Politics in Europe in the Era of Allan M. Winkler, U. of Oregon, Eugene Teachers the Liberal Crisis, 1880-1945, $51,270, Rob­ Fellowships for College Teachers Intercultural Concepts of Health and Disease: Implications ert W ohl, History Department, U. of Julia K. Blackwelder, U. of North Caro­ for Rights and Responsibilities, $29,478, Di­ California, Los Angeles lina, Charlotte Studies ana E. Axelsen, Philosophy Department, Summer Stipends Patrick J. Blessing, U. of Tulsa, OK Spelman College, Seminar Location: James E. Bradley, Fuller Theological Semi­ David T. Courtwright, U. of Hartford, NEH Fellowships at Centers for Advanced Georgia Institute of Technology, Atlanta nary, Pasadena, CA, British West Hartford, CT Study Ethics in Nursing: Issues and Inquiry, Joseph C. Bradley, U. of Tulsa, OK, Rus­ Edmund L. Drago, College of Charleston, Albright Institute of Archaeological Re­ $37,234, Martin Benjamin and Joy Curtis, sian SC search, Jerusalem, Israel; $40,000. Thomas Philosophy Department, Michigan State Edward J. Bristow, New England College, Lawrence Foster, Georgia Institute of Beale, Executive Director U., East Lansing Henniker, NH, European Technology, Atlanta American Research Center in Egypt, Justice and Health Care Delivery, $32,911, Paul A. Bushkovitch, Yale U., New Ha­ Jean Gordon, U. of North Carolina, Cairo; $66,000. Paul E. Walker, Executive Norman Daniels, Philosophy Department, ven, CT, Russian Greensboro Director Tufts U., Medford, MA Ching-chih Chen, Southern Illinois U., Michelle H. Herwald, Chatham College, Summer Humanities Seminars for the Medical Ethics in Comparative Perspective, Edwardsville, Far Eastern Pittsburgh, PA Professions $36,793, Robert Veatch, Kennedy Institute Gary B. Cohen, U. of Oklahoma, Norman, Harold Josephson, U. of North Carolina, The United States and the Caribbean: A Con­ of Ethics, Georgetown U., Washing­ European Charlotte flict of Values and Goals, $41,585, Franklin ton, DC Samuel K. Cohn, Jr., Brandeis U., Wal­ Carl H. Moneyhon, U. of Arkansas, Little W. Knight, History Department, Johns Residential Fellowships for College tham, MA, European Rock Hopkins U., Baltimore, MD Teachers Sandi E. Cooper, CUNY, Staten Island, Cynthia N. Morton, Coppin State College, Science and Human Nature since the Enlight­ 23 enment, $52,778, David Joravsky, History Teaching Composition: Related Research, lish Department, Northwestern U., Evans­ $48,396, William F. Irmscher, English De­ Arthur F. Kinney, U. of Massachusetts, ton, IL partment, U. of Washington, Seattle Amherst, English Participants: Jurisprudence Literature of the Weimar Republic, $52,570, David E. Laurence, SUNY, Stony Brook, Nancy C. Gerth, Bates College, Lewis­ Herbert Lehnert, German Department, U. American ton, ME Philosophy of California, Irvine Ruth S. Luborsky, Drexel U., Philadel­ Michael Goldman, Miami U., Oxford, Fellowships for Independent Study and Ortega y Gasset's Idea of Art, Literature, and phia, PA, English OH, Philosophy Research Literary Criticism, $54,170, Ciriaco Moron- Nadia Margolis, Amherst College, MA, Joseph P. Gray, North Texas State U., Ralph S. Brown, Jr., Yale U., New Haven A rroyo, Romance Studies Department, French Denton, Anthropology CT Cornell U., Ithaca, NY Paul L. Mariani, U. of Massachusetts, Yvonne H. O chillo, Dillard U., New Donald H. Regan, U. of M ichigan Law Semantics and the Logical Structure of Natural Amherst, American Orleans, LA, English Literature School, Ann Arbor Language, $46,496, Barbara H. Partee, Lin­ Richard C. McCoy, CUNY Queens Col­ James S. Rodgers, Lawrence Institute of Fellowships for College Teachers guistics Department, U. of Massachusetts, lege, Flushing, NY, English Technology, Southfield, MI, English Liter­ Thomas M. Curley, Bridgewater State Amherst Mark J. Mirsky, CUNY, English ature College, MA The Modern Spanish-American Short Story, C. Enrique Pupo-Walker, Vanderbilt U., Viktoria Skrupskelis, Oberlin College, Sidney L. Harring, CUNY, John Jay 1 9 0 0 -1 9 7 5 , $ 5 0 ,5 5 7 , Enrique Pupo- Nashville, TN, Spanish OH, French Literature College of Criminal Justice Walker, Spanish and Portuguese Depart­ Elias L. Rivers, SUNY, Stony Brook, Terry L. Smith, U. of District of Columbia, Claudine Schweber, SUNY, Buffalo ment, Vanderbilt U., of Nashville, TN Spanish Washington, DC, Philosophy Summer Humanities Seminars for the Modern Critical Theory and French Poetry, Thomas J. Roberts, U. of Connecticut, Lawrence D. Walker, Illinois State U., Professions $52,640, Francois Rigolot, Romance Lan­ Storrs, American Normal, European History Legal Remedies in Times of Racial Conflict: guages Department, Princeton U., NJ Roberta Rubenstein, American U., Wash­ Will H. Wright, Fort Lewis College, The American Experience, $49,853, Derrick Poetry, Art and Insight, $54,780, John Rob­ ington, DC, English Durango, CO, Sociology B ell, Dean, U. of Oregon Law School, ert Ross, Linguistics Department, MIT, Edward W. Said, Columbia U., NYC, Eng­ Selected Topics in Bioethics, $38,733, David Eugene Cambridge lish H. Smith, Religious Studies Department, Theories of Adjudication, $42,706, Ruth Italian Humanism: Latin and the Vernacular Hansjoerg R. Schelle, U. of Michigan, Indiana U., Bloomington G avison, School of Law, Hebrew U. of Foundations of the Renaissance, 1350-1550, Ann Arbor, German Participants: Jerusalem, Seminar Location: Yale Law $54,968, Aldo D. Scaglione, Italian and Robert C. Spires, U. of Kansas, Lawrence, Anne Donchin, CUNY, Brooklyn, Philoso­ School, New Haven, CT Comparative Literature Department, U. of Spanish phy Law and Social Order, $42,085, Lloyd L. Norther Carolina, Chapel Hill Robert B. Stepto, Yale U., New Haven, Helen J. John, Trinity College, Washing­ Weinreb, Harvard U. Law School, Semi­ Linguistics, Literacy, and the Politics of Edu­ CT, American ton, DC, Philosophy nar Location: Dartmouth College, Han­ cation: Selected Instances, 1960 -19.80, Lars E. Troide, McGill U., Canada, English Donald S. Klinefelter, U. of Tennessee, over, NH $50,085, James H. Sledd, English Depart­ Karolyn Waterson, Dalhousie U., Canada, Chattanooga, Religion Seminars for Law Teachers ment, U. of Texas, Austin French Stephen E. Lammers, Lafayette College, Philosophical Underpinnings of Constitutional Comedy in the Drama of the Spanish Golden James A. Winn, Yale U., New Haven, CT, Easton, PA, Religion Interpretation, $52,750, Kent Greenawalt, Age, $55,087, Bruce W. Wardropper, Ro­ English Richard W. Momeyer, Miami U., Oxford, Columbia Law School, NYC mance Languages Department, Duke U., Mary Beth Winn, SUNY, Albany, French Philosophy Economic Rights: Property and Welfare, Durham, NC Fellowships for College Teachers J. David. Newell, Washington College, $35,257, Virginia Held, Philosophy De­ Style and the Structure of Discourse, $46,630, Murray Baumgarten, U. of California, Chestertown, MD, Philosophy partment, CUNY, Seminar Location: Stan­ Joseph M. Williams, English Department, Santa Cruz, American Robert P. Rhodes, Edinboro State College, ford Law School, CA U. of Chicago, IL Linda Ben-Zvi, Colorado State U., Fort PA, American Studies Summer Stipends Patterns in French Civilization (Open only Collins, English Brian E. Schrag, Hampden-Sydney Col­ Milner S. Ball, U. of Georgia, Athens to two-year college teachers), $55,218, Richard B. Bizot, U. of North Florida, lege, Philosophy Laurence Wylie, Romance Languages De­ Jacksonville, English Allen D. Verhey, Hope College, Holland, partment, Harvard U., Cambridge, MA Lois E. Bueler, Winona State U., MN, MI, Religion Language & Rhetoric: Modern Developments in the Art of • English Summer Seminars for College Teachers Invention (Open only to two-year college Raquel Chang-Rodriguez, CUNY, Latin Afro-American Literature and the Anthropolo­ Linguistics teachers), $52,954, Richard E. Young, American gy of Art, $62,769, Houston A. Baker, Jr., English Department, Carnegie-Mellon U., Samuel C. Coale, Wheaton College, Nor­ English Department, U. of Pennsylvania, Fellowships for College Teachers Pittsburgh, PA ton, MA, American Philadelphia Eugene Garver, California State College, Summer Stipends Verena A. Conley, Miami U., Oxford, OH, Principles and Metaphors in Biomedical Eth­ San Bernardino Mark R. Baltin, New York U., NYC, Lin­ French ics, $50,838, James F. Childress, Religious John H. Koo, U. of Alaska, Fairbanks guistics Richard C. DeAngelis, Fairfield U., CT, Studies Department, U. of Virginia, Residential Fellowships for College Brant R. Burleson, SUNY, Albany, Com­ Asian Charlottesville Teachers munications Claire L. Dehon, Kansas State U. of Agric. Engineers and Conflict: A Historical Analysis, Composition: The Available Means of Enlight­ Joan L. Bybee, SUNY, Buffalo, Linguistics & Applied Sci., Manhattan, French $46,264, Eugene S. Ferguson, History De­ enm ent (Open only to two-year college Helen Dry, U. of Texas, San Antonio, Lin­ Ulla E. Dydo, CUNY, Bronx, American partment, U. of Delaware, Newark teachers), $38,165, Dudley Bailey, English guistics John C. Elder, Middlebury College, VT, Modern American Cultural Criticism, Department, U. of Nebraska, Lincoln Thomas T. Field, U. of Maryland, Catons­ English $50,002, Giles B. Gunn, Religion Depart­ Participants: ville, Linguistics Margaret P. Feeley, U. of Wisconsin, ment, U. of North Carolina, Chapel Hill David M. Cicotello, Eastern Wyoming Lawrence D. Green, U. of Southern Whitewater, English Physicists in Historical Context, $54,217, College, Torrington, Composition and Rhet­ California, Los Angeles, Composition and Peter A. Fritzell, Lawrence U., Appleton, Martin J. Klein, History Department, Yale oric Rhetoric WI, American U., New Haven, CT David M. Cooper, Westark Community George L. Huttar, U. of Texas, Arlington, Robert F. Garratt, U. of Puget Sound, The Unity of Learning in the Later Middle College, Fort Smith, AR, Composition and Linguistics Tacoma, English Ages, $54,764, John E. Murdoch, History Rhetoric James E. Murphy, Southern Illinois U., Carol W. Gelderman, U. of New Orleans, of Science Department, Harvard U., William A. Heffernan, Saddleback Com­ Carbondale, Communications LA, American Cambridge, MA munity College, Mission Viejo, CA, Com­ Renny K. Harrigan, U. of Wisconsin, The Indian in American History, $54,192, position and Rhetoric Milwaukee, German Roger Nichols, History Department, U. of Jane E. Jeffrey, Western Piedmont Com­ M.T. Hester, North Carolina State, Ral­ Arizona, Tucson munity College, Morgantown, NC, Com­ Literature eigh, English "Folk" and “Written" Voices in Afro- position and Rhetoric Arlene M. Jackson, Saint Joseph's U., American Letters, $ 4 5 ,7 1 4 , R o b ert B. Dennis J. Konshak, U. of Hawaii-Maui Philadelphia, PA, English Stepto, English and Afro-American Stud­ Community College, Hawaii Island, Com­ Fellowships for Independent Study and Rachel Jacoff, Wellesley College, MA, ies Departments, Yale U., New Haven, CT position and Rhetoric R esearch Italian Summer Stipends Douglas E. Lindsey, Reinhardt College, John J. Allen, U. of Florida, Gainesville, Regina M. Janes, Skidmore College, Sara­ Terrence F. Ackerman, U. of Tennessee, Waleska, GA, English Literature Spanish toga Spings, NY, English Center for Health Science, Memphis, Eth­ David B. Lovekin, Sauk Valley College, Elizabeth M. Ammons, Tufts U., Med­ Francis E. Kearns, CUNY, Bronx, Ameri­ ics Dixon, IL Philosophy ford, MA, American can Mary Lynn Broe, SUNY, Binghamton, Summer Seminars for College Teachers Judith H. Anderson, Indiana U., Bloom­ Ellen M. McCracken, U. of M assachu­ Women's Studies The Problematics of "L'ecriture Feminine" ington, English setts, Amherst, Comparative Margaret R. Gladney, U. of Alabama, Uni­ from Colette to Helene Cixous, $56,185, Ger­ Martha Banta, U. of Washington, Seattle, Lucy McDiarmid, Swarthmore College, versity, American Studies maine Bree, Romance Languages Depart­ American PA, English Sondra D. Hale, Culver City, CA, Wom­ ment, U. of Wisconsin, Madison Benjamin F. Bart, U. of Pittsburgh, PA, Barbara H. Meldrum, U. of Idaho, Mos­ en's Studies Rhetoric and Public Discourse, $62,694, French cow, American Laura Hapke, Brooklyn, NY, American Edward P. J. Corbett, English Depart­ Barbara C. Bowen, U. of Illinois, Urbana, Nancy A. Metz, Virginia Polytechnic Inst. Studies ment, Ohio State U., Columbus Italian & State U., Blacksburg, English Jenny M. Jochens, Towson State U., MD, Language Maintenance and Shift Among Elizabeth J. Burns, U. of North Carolina, Michel Monnot, Carleton College, North- Women's Studies American Ethnolinguistic M inorities, Chapel Hill, French field, MN, French John W. Johnson, Clemson U., SC, Ameri­ $61,259, Joshua A. Fishman, Yeshiva U. Robert W. Buttel, Temple U., Philadel­ John J. Murphy, Merrimack College, can Studies Graduate Center, NYC phia, PA, English North Andover, MA, American Neil R. McMillen, U. of Southern Missis­ Montaigne and The Essay, $61,791, Donald Yu-Shih Chen, SUNY, Albany, Asian Sarah E. Newton, California State U., Chi­ sippi, Hattiesburg, Afro-American Studies M. Frame, Languages Department, Co­ Mary L. Cozad, U. of Virginia, Charlottes­ co, American Robert S. Ochsner, U. of Maryland, lumbia U., NYC ville, Spanish Sharon J. O'Brien, Dickinson College, Catonsville, Women's Studies The 1890s in the German-speaking Countries, Carl Dawson, U. of New Hampshire, Dur­ Carlisle, PA, American Richard S. Slotkin, Wesleyan U., Middle­ $51,261, Sander L. Gilman, German Liter­ ham, English Eira Patnaik, Frostburg State College, town, CT, American Studies ature Department, Cornell U., Ithaca, NY Frank A. Doggett, Atlantic Beach, FL, MD, Comparative After Siegfried's Death: German Culture and English Mary L. Poovey, Swarthmore College, PA, Society, 1945-1980, $50,381, Sol Gittle- Susan S. Friedman, U. of Wisconsin, English man, German Department, Tufts U., Med­ Madison, American Robert E. Proctor, Connecticut College, ford, MA Diane H. George, Pennsylvania State U., New London, Italian Russian Literary Autobiography and the Poet­ Erie, English Ricardo J. Quinones, Claremont Men's ics of Self-Knowledge, $53,090, Jane Gray Susan D. Gubar, Indiana U., Blooming­ College, CA, Comparative Harris, Slavic Languages Department, U. ton, English Mary E. Ragland-Sullivan, U. of Illinois, of Pittsburgh, Seminar Location: Columbia W. Speed Hill, CUNY, English Chicago, French U„ NYC Carroll B. Johnson, U. of California, Los John F. Reichert, Williams College, Chinese Literature: Major Poetry and Fiction, Angeles, Spanish Williamstown, MA, English $56,853, Chih-Tsing Hsia, East Asian Lan­ David M. Kalstone, Rutgers U., New Peter R. Schroeder, California State Col­ guages Department, Columbia U., NYC Brunswick, NJ, English lege, San Bernardino, English Contrastic Analysis of Various Approaches to Alvin B. Kernan, Princeton U., NJ, Eng­ Robert C. Schweik, SUNY, Fredonia, Eng­ 24 lish English Literature and Art, 1660-1760, State U., Raleigh, American partment, U. of Nebraska, Lincoln Ronald A. Sharp, Kenyon College, Gam­ $52,237,Robert E. Moore, English Depart­ David C. Riede, U. of Rochester, NY, The Self in Recent Philosophy, $66,028, bler, OH, English ment, U. of Minnesota English Roderick M. Chisholm, Philosophy De­ Constance C. Shaw, Agnes Scott College, Autobiography: A Trans-Disciplinary Ap­ Fred C. Robinson, Yale U., New Haven, partment, Brown U., Providence Decatur, GA, Spanish proach, $47,753, James Olney, English De­ CT, English Foucault and Heidegger: Interpretative Study Clyde R. Taylor, Mills College, Oakland, partment, North Carolina Central U., Christiane Z. Romero, Tufts U., Medford, of Human Beings, $ 5 1 ,2 6 8 , H u b ert L. CA, English Seminar Location: U. of N. Carolina, MA, German Dreyfus, Philosophy Department, U. of Cynthia G. Tucker, Memphis State U., Chapel Hill Charles S. Ross, Purdue U., W. Lafayette, California, Berkeley TN, Comparative The French and American Novel, 1950-1980, IN, English Moral Principle and Public Policy, $50,446, Summer Humanities Seminars for the $50,711, Neal Oxenhandler, Comparative Michel Rybalka, Washington U., St. Gertrude Ezorsky, Philosophy Depart­ Professions Literature Department, Dartmouth Col­ Louis, MO, French ment, Hampshire College, Amherst, MA The Function of Literature in a Democratic So­ lege, Hanover, NH Henry M. Sayre, Corvallis, OR, American The Right to Privacy, $50,805, Alfred R. ciety: The American Experience, $52,114, American Literary Naturalism, $49,664, Elaine Showalter, Rutgers U., New Bruns­ to u ch , Philosophy Department, Clare­ Larzer Ziff, English Department, U. of Donald Pizer, English Department, Tulane wick, NJ, English mont Graduate School, CA Pennsylvania, Philadelphia U., New Orleans, LA Astrid B. Stahnke, Collinsville, IL, Clas­ History of Moral Philosophy: Theories of the Residential Fellowships for College Theory Implicit in Poetic Practice, with Spe­ sical Virtues in Fourth-Century Athens and Teachers cial Attention to Modern British and American Edward F. Stanton, U. of Kentucky, Eighteenth-Century Scotland, $54,135, Genre-Theory and the Development of Genres Poetry, $57,511, M. L. Rosenthal, English Lexington, Spanish Alasdair C. MacIntyre, Philosophy De­ in the English Renaissance, $57,927, Barbara Department, New York U., NYC Judith P. Stanton, U. of Wisconsin, Eau partment, Wellesley College, MA K. Lewalski, English Department, Brown The American Playwright, $51,199, How­ Claire, English Leibniz Among the Rationalists, $48,440, U., Providence, RI ard Stein, Drama Department, Yale U., Ronald A. Sudol, Oakland U., Rochester, Robert C. Sleigh, Jr., Philosophy Depart­ Participants: New Haven, CT MI, American ment, U. of Massachusetts, Amherst Ann E. Imbrie, Vassar College, Pough­ Summer Stipends Ronald E. Surtz, Princeton U., NJ, Spanish The Philosophy of Socrates, $55,255, Gregory keepsie, NY, English Literature Elizabeth F. Abel, U. of Chicago, IL, Eng­ Carolyn R. Swift, Rhode Island College, Vlastos, Philosophy Department, U. of John N. King, Bates College, Lewiston, lish Providence, English California, Berkeley ME, English Literature Kathleen M. Ashley, U. of Southern Judith Tschann, U. of Redlands, CA, Eng­ Summer Stipends William J. Lewis, U. of Puerto Rico, Rio Maine, Portland, English lish Ronald A. Amundson, U. of Hawaii, Hilo, Piedras, English Literature Lee C. R. Baker, Greensboro, NC, English Noel M. Valis, U. of Georgia, Athens, Philosophy Paul W. Miller, Wittenberg U., Spring­ Oscar S. Brooks, William Jewell College, Spanish David L. Balas, U. of Dallas, Irving, TX, field, OH, English Literature Liberty, MO, Comparative Joseph S. Viscomi, Virginia Polytechnic History of Philosophy George E. Rowe, Jr., Wichita State U., KS, Steven R. Carter, U. of North Carolina, Inst. & State. U., Blacksburg, English Howard R. Bernstein, Guilford, CT, His­ English Literature Wilmington, American Merrill D. Whitburn, Rensselaer Poly­ tory of Philosophy Kenneth W. Shipps, Trinity College, John O. Cech, U. of Florida, Gainesville, technic Institute, Troy, NY, English Michael E. Bratman, Stanford U., CA, Deerfield, IL, British History American Andrew O. Wiget, Dartmouth College, Ethics The Narrative of America, $45,043, Roberto Kevin Clark, Amherst College, MI, French Hanover, NH, American Robert C. Cummins, U. of Wisconsin, Gonz*alez-Echevarr*oa, Spanish and Portu­ George W. Coats, Lexington Theological Peter D. Wiggins, College of William and Milwaukee, Philosophy guese Department, Yale U., New Haven, Seminary, KY, Ancient Mary, Williamsburg, VA, Comparative Stephen H. Daniel, Spring Hill College, CT Elizabeth A. Daniels, Vassar College, George T. Wright, U. of Minnesota, Mobile, AL, History of Philosophy Participants: Poughkeepsie, NY, English Minneapolis, English Steven M. DeLue, U. of North Florida, Alicia G. Andreu, Middlebury College, Thadious M. Davis, U. of North Carolina, Pauline R. Yu, U. of Minnesota, Minne­ Jacksonville, Public Administration VT, Spanish Chapel Hill, American apolis, Comparative Richard F. Foley, U. of Notre Dame, IN, Carmen M. Carney, Missouri Southern Jeffrey M. Duban, Georgia State U., At­ Epistemology State College, Joplin, Latin American lanta, Classical Dean R. Fowler, Marquette U., Milwau­ James R. Green, U. of Wisconsin, Milwau­ John I. Fischer, Louisiana State U. & A&M kee, WI, Philosophy of Religion kee, Spanish College, Baton Rouge, English Philosophy Michael B. Green, U. of Texas, Austin, John S. Incledon, Albright College, Read­ Ann W. Fisher, U. of La Verne, CA, Amer­ Philosophy of Science ing, PA, Latin American ican Thomas P. Kasulis, Northland College, Melinda G. Kirkpartrick, U. of Arkansas, Barbara C. Foley, Northwestern U., Ev­ Fellowships for Independent Study and Ashland, WI, Non-Western Philosophy Fayetteville, Spanish anston, IL, American Research Michael E. Levin, CUNY, Metaphysics Kathleen McNerney, West Virginia U., Edward H. Friedman, Arizona State U., John B. Brough, Georgetown U. Washing­ Richard Lichtman, Wright Institute, Morgantown, Spanish Tempe, Spanish ton, DC Berkeley, CA, Epistemology Stacey Schlau, Lafayette College, Easton, Christine Gallant, Virginia Common­ Christopher G. Cherniak, T u fts U ., Bernd Magnus, U. of California, River­ PA, Comparative wealth U., Richmond, English Medford, MA side, History of Philosophy Shirley A. Williams, Ohio State U., Lima, Barbara T. Gates, U. of Delaware, New­ Philippa R. Foot, U. of California, Los An­ Aimer J. Mandt, Wichita State U., KS, Latin American ark, English geles History of Philosophy Summer Seminars for College Teachers John K. Gillespie, Carbondale, IL, Russian Philip P. Hallie, Wesleyan U., Middle­ Robert E. Meagher, Hampshire College, Fiction and Autobiography, $55,489, Robert Susan M. Greenstein, Western Washing­ town, CT Amherst, MA, Philosophy of Religion B. Alter, Comparative Literature Depart­ ton U., Bellingham, English Joel J. Kupperman, U. of Connecticut, James R. Mensch, Santa Fe, NM, P he­ ment, U. of California, Berkeley Elaine T. Hansen, Haverford College, PA, Storrs nomenology-Existentialism Early History of Interpretation: Socrates to English Gerald E. Myers, CUNY, Queens College, William H. Oman, Slippery Rock State Spinoza, $47,836 Gerald L. Bruns, English Burney J. Hollis, Morgan State U., Balti­ Flushing College, PA, Philosophy Department, U. of Iowa, Iowa City more, MD, American Edmund L. Pincoffs, U. of Texas, Austin Eileen F. Serene, Yale U., New Haven, Rhetorical Readings, $56,806, Paul M. de Linda K. Hughes, U. of Missouri, Rolla, George E. Smith, Tufts U., Medford, MA CT, History of Philosophy Man, Comparative Literature Department, English Leslie H. Tharp, U. of Illinois, Chicago Lorenzo C. Simpson, U. of Richmond, Yale U., New Haven, CT Mary Lynn Johnson, Iowa City, IA, Eng­ Fellowships for College Teachers VA, Philosophy Women in Medieval Life and Literature, lish Harold G. Alderman, Sonoma State U., Arthur A. Smith, Iowa State U. of Science $55,444, Joan M. Ferrante, English De­ Herbert Josephs, Michigan State U., East Rohnert Park, CA & Technology, Ames, Philosophy partment, Columbia, U., NYC Lansing, French James G. Blight, Grand Valley State Kenneth P. Winkler, Wellesley College, Literary Townscape, $ 6 1 ,2 1 7 , Avrom Renu Juneja, Valparaiso U., IN, English Colleges, Allendale, MI MA, History of Philosophy Fleishman, English Department, Johns Bruce Kellner, Millersville State College, David O. Butcher, Hamilton College, Michael E. Zimmerman, Tulane U., New Hopkins U., Baltimore, MD PA, American Clinton, NY Orleans, LA, Metaphysics Shakespeare's Plays as Scripts, $50,703, Mir­ Anne S. Kimball, Randolph-Macon Wom­ Rosemary M. Desjardins, Swarthmore iam Gilbert, English Department, U. of en's College, Lynchburg, Va, French College, PA Iowa, Iowa City Sherron E. Knopp, Williams College, William F. Frank, Oregon State U., Cor­ Feminism, Modernism, and Feminist Criti­ Williamstown, MA, English vallis Religion cism, $49,683, Sandra M. Gilbert, English John R. Kucich, H orace H. Rachman Marvin C. Henberg, U. of Idaho, Moscow Department, U. of California, Davis School of Graduate Studies, Ann Arbor, Tziporah F. Kasachkoff, CUNY Modern Drama: Studies in the Major Texts, MI, English Michael W. Martin, Chapman College, Fellowships for Independent Study and $55,851, Michael P. Goldman, English De­ Mary H. Lusky, Wellesley College, MA, Orange, CA Research partment, Princeton U., NJ Latin American Joseph Runzo, Chapman College, Orange, Catherine L. Albanese, Wright State U., Toward a Theory of Modernism: An Interdisci­ Phyllis I. Lyons, Northwestern U., Evans­ CA Dayton, OH plinary Approach, $53,716, Harvey S. ton, IL, Asian Frederick M. Stoutland, Saint Olaf Col­ Ann Feldhaus, Fordham U., Bronx, NY Gross, Comparative Literature Depart­ Scott M. MacDonald, Utica College of lege, Northfield, MN Paul M. Minus, Methodist Theological ment, SUNY, Stony Brook Syracuse U., NY, American A. Donald VanDeVeer, North Carolina School, Delaware, OH The Woman as Hero: Studies in Female Self­ Wilson Martins, New York U., NYC, Latin State U., Raleigh Jill Raitt, Duke U., Durham, NC hood in British and American Fiction, American Howard K. Wettstein, U. of Minnesota, Laurence J. Silberstein, U. of Pennsyl­ $53,952, Carolyn Heilbrun, English De­ John J. McKernan, Marshall U., Hunting­ Morris vania, Philadelphia partment, Columbia U., NYC ton, WV, English Kathleen R. Wright, Haverford College, Robert L. Wilken, U. of Notre Dame, IN Laughter in America: A M ulticultural Re­ Mozella G. Mitchell, Norfolk State U., PA C. Conrad Wright, Harvard Divinity sponse (Open only to two-year college Virginia Beach, English Gerald E. Zuriff, Wheaton College, Nor­ School, Cambridge, MA teachers), $50,148, Hamlin Hill, English Jane M. Moss, Colby College, Waterville, ton, MA Fellowships for College Teachers Department, U. of New Mexico ME, French Summer Humanities Seminars for the James G. Biechler, La Salle College, Late Medieval Fictions, $60,791, Donald R. William M. Moss, Wake Forest U., Win­ Professions Philadelphia, PA Howard, English Department, Stanford ston-Salem, NC, American Individual Values and Professional Responsi­ Carol P. Christ, San Jose State U., CA U., CA Barbara Mossberg, U. of Oregon, Eugene, bilities: Value Conflicts in Contemporary So­ Kendall W. Folkert, Central Michigan U., Literature as a Social Institution, 1750 to American ciety, $49,305, Richard T. De George, Mt. Pleasant Present, $60,466, Alvin B. Kernan, Eng­ Felicity A. Nussbaum, Syracuse U., NY, Center for Humanistic Studies, U. of Theodore M. Ludwig, Valparaiso U., IN lish Department, Princeton, NJ English Kansas, Lawrence Gilbert C. Meilaender, Oberlin College, Metaphoric Transformations of Experience: Marilyn A. Olsen, U. of Nebraska, Lin­ Institutional Ethics and Responsibility: Their OH England, 1350-1600, $50,016, Elizabeth D. coln, Spanish Place in Contemporary Society, $40,714, Rob­ Leonard L. Thom pson, Lawrence U., K irk, English Department, Brown U., Edward J. O'Shea, Oswego, NY, English ert J. Fogelin, Philosophy Department, Appleton, WI Providence, RI Constantinos A. Patrides, H.H. Rackham Dartmouth College, Hanover, NH Hans O. Tiefel, College of William and Shakespeare and Human Experience, $50,125, School of Graduate Studies, Ann Arbor, Competing Rights Claims in A Complex Socie­ Mary, Williamsburg, VA Arthur Kirsch, English Department, U. of MI, English ty: Who Should Win—And Why?, $35,443, Summer Seminars for College Teachers Virginia, Charlottesville Sheryl S. Pearson, U. of Michigan, Dear­ Laurence Thomas, Philosophy Depart­ Theory of Religious Studies, $50,437, Walter South Asian Literature: Classical Texts in born, English ment, U. of North Carolina, Chapel Hill H. Capps, Religious Studies Department, Western Perspective, $56,156, Barbara S. Jose L. Ramos-Escobar, Inter-American U. Summer Seminars for College Teachers U. of California, Santa Barbara Miller, Oriental Studies Department, Co­ of Puerto Rico, Ponce, Comparative Reasons, Justification, and Knowledge, The Journey in Medieval Christian Mysticism, lumbia U., NYC Michael S. Reynolds, North Carolina $46,317, Robert N. Audi, Philosophy De­ $47,509, Ewert H. Cousins, Theology De­ 25 partment, Fordham U. Bronx, NY Warren R. Brown, U. of New Hampshire, ment, U. of Maryland, College Park cal Science Department, CUNY Outside the "Mainline Churches": Religious Durham , Political Science Participants: Art and Society: Primary and Secondary Im­ Diversity in Nineteenth- and Twentieth- Arlene F. Gallagher, Our Lady of Elms Margaret S. Cullen, Middlesex County ages of Sacred Order, $69,239, Philip Rieff, Century America, $49,001, Laurence R. College, Chicopee, MA, Education College, Edison, NJ, Sociology Sociology Department, U. of Pennsyl­ Moore, History Department, Cornell U., Sugwon Kang, Hartwick College, One- Donald R. Gregory, Northern Virginia vania, Philadelphia Ithaca, NY onta, NY, Political Science Community College, Annandale, Sociology Human Rights and Discrimination, $57,808, Religion and Society in Ancient Israel, Robert P. Kraynak, Colgate U., Hamilton, Cheri L. Jennings, U. of Hawaii-Kauai Vernon Van Dyke, Political Science De­ $ 4 4 ,0 0 9 , Robert R. Wilson, R elig io u s NY, Political Science Community College, Lihue, Political Sci­ partment, U. of Iowa, Iowa City Studies Department, Yale U., New Haven, Jake C. Miller, Bethune-Cookman Col­ ence Summer Stipends CT lege, Daytona Beach, FL, Political Science Carol F. Kessler, Pennsylvania State U., Charles A. Barone, Dickinson College, Summer Stipends Carl F. Pinkele, Ohio Wesleyan U., Dela­ Mont Alto, American Studies Carlisle, PA, Economics David L. Balch, Linfield College, Mc­ ware, Political Science Ronald M. Larson, Wytheville Community Pao-yu Chou, Marygrove College, Detroit, Minnville, OR Jan Rosenberg, SUNY, Old Westbury, So­ College, VA, Sociology MI, Economics Hugh S. Barbour, Earlham College, Rich­ ciology Phyllis Mael, Pasadena City College, CA, Helen M. Hacker, Adelphi U., Garden mond, IN Lester B. Rowntree, San Jose State U., Comparative Literature City, NY, Sociology James J. Buckley, Loyola College, Balti­ CA, Geography Laura K. Noell, Northern Virginia Com­ Kathleen J. Hartford, Amherst, MA, Pub­ more, MD Nancy L. Schwartz, Wesleyan U., Middle­ munity College, Annandale, Comparative lic Administration Sam D. Gill, Arizona State U., Tempe town, CT, Political Science Literature Thomas A. Horne, Columbia U., NYC, Donald J. Heinz, California State U., Clarice Stasz, Sonoma State U., Rohnert Summer Seminars for College Teachers Public Administration Chico Park, CA, Sociology Freedom and Responsibility in the American Joy Huntley, Ohio U., Athens, Political Beulah S. Hostetler, Willow Grove, PA Sally J. Vasicko, Ball State U., Muncie, Tradition: Two Centuries of Constitutional Science Walter L. Humphreys, U. of Tennessee, IN, Political Science G overn m en t (Open only to two-year Joan B. Landes, Hampshire College, Am­ Knoxville NEH Fellowships at Centers for Advanced college teachers), $56,049, Henry J. Abra­ herst, MA, Public Administration P. Kyle McCarter, Jr., U. of Virginia, Study ham, Government and Foreign Affairs De­ Robert H. Lauer, Southern Illinois U., Charlottesville Council on Foreign Relations, N YC ; partment, U. of Virginia, Charlottesville Edwardsville, Sociology Richard H. Shek, California State U., $200,000 G&M. Alton Frye, Director Distributive justice: Economic and Philosophic T. Gordon O. Lloyd, U. of Redlands, CA, Sacram ento Summer Humanities Seminars for the A sp ects, $ 5 2 ,0 0 8 , Royall Brandis, E co­ Public Administration Professions nomics Department, U. of Illinois, Urbana Elizabeth Long, Rice U ., H ouston, TX, So- Is There an International Morality?, $44,646, Ethnic Groups and the State, $51,562, Paul ciology Social Science Brian Barry, Political Science Department, R. Brass, Political Science Department, U. Maureen A. 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Kariel, Political Science Depart­ School of International Mgt., Glendale, Hanover, NH, Political Science dations of Public Policy, $ 4 3 ,6 9 6 , Isaac ment, U. of Hawaii, Honolulu AZ, Public Administration Anne F. Thurston, Cambridge, MA, Polit­ Kramnick, Government Department, Cor­ Presidential Power and Democratic Con­ Dale Story, U. of Texas, Arlington, Inter­ ical Science nell U., Ithaca, NY straints, $55,234, Louis W. Koenig, Poli­ national Relations Fellowships for College Teachers Federalism in Perspective: Constitutional Ide­ tics Department, New York U., NYC Joan C. Tonn, U. of Massachusetts, Bos­ Larry L. Adams, CUNY, Political Science als and Modern Governmental Practices, State and Society in Empirical Democratic ton, Psychology James W. Anderson, Williams College, $41,959, Harry N. Scheiber, History De­ Theory, $54,534, Eric A. Nordlinger, C en­ Mary Roth Walsh, U. of Lowell, MA, Psy­ Williamstown, MA, Psychology partment, U. of California, San Diego ter for International Affairs, Harvard U., chology John R. Bokina, U. of Detroit, MI, Political Residential Fellowships for College Cambridge, MA Stephen K. White, U. of Hartford, CT, Science Teachers The Comparative Study of Slavery, $54,771, Public Administration Charles P. Bosserman, Salisbury State The Culture of Narcissism: Myth or Reality? Orlando H. Patterson, Sociology Depart­ Paul D. Wiebe, Bethel College, St. Paul, College, MD, Sociology (Open only to two-year college teachers), ment, Harvard U., Cambridge, MA MN, Sociology James P. Brady, U. of Massachusetts, Bos­ $47,298, Remi Clignet, Family Relations Concepts of Total Domination in Political Jovita R. Zimmerman, U. of Hawaii, ton, Sociology and Community Development Depart­ Thought, $56,376, Melvin Richter, Politi­ Honolulu, Public Administration Exhibition Openings

On Common Ground: The Boston Jewish Experience, 1649 -19801American Museum of Immigration at the Statue of Liberty, NYC/May 12-July 31

Voices from the Turtle Islands /Native American Center for the Living Arts, Niagara Falls, NY/a permanent exhibit opening May 17

Islamic Bindings and BookmakinglOriental Institute Museum, Universi­ ty of Chicago, IL/May 18-August 18

Copan, Ancient City of the Maya/Science Museum of Boston, MA/May 20-September 6, 1982

Hawaii: The Royal Isle s/Seattle Museum of Art, WA/June 3-July 26

Shakespeare, the Globe and the WorldlAmerican Museum of Natural History, NYC/June 18-Septem ber 20 Research Conferences American Indian Historians: The Changing Historiography /Davenport Hotel, Spokane, WA/May 6-9/contact Clifford E. Trafzer (509)335-8676

Russian Literature in Emigration: The Third WavelU. of Southern California, Los Angeles/May 14-16/contact Olga Matich (213)743-2878

Near V. Minnesota: A 50th Anniversary SymposiumlXJ. of Minnesota, St. Paul/May 28-30/contact Donald Gillmor (612)373-3171

International Symposium on Louis Adamic: His Life, His Works, His Influence/International Institute of Minnesota, St. Paul/May 29-30/contact Rudolph J. Vecoli (612)373-5581

The Issue of Divestiture of Research Materials from Rare Book and Special Collections Libraries!Brown U., Providence, Rl/June 11-12/contact Thomas R. Adams (401)863-2725

Chicano EnglishlU. of Texas, El Paso/June 11-13 (tentative)/contact J. Ornstein-Galicia (915) 532-7825

Classics and SemioticslVanderbilt U., Nashville, TN/June 18-20/contact D. Patte (615)322-4884

Articles in "Islamic Bindings and Bookmaking," an exhibition opening next Individualism and Wholism: The Confucian and Taoist Philosophical month at the Oriental Institute Museum in Chicago, are noted not only as pre- Perspective IBowdoin College, York, ME/June 24-29/contact Donald cursors of all European bookmaking but also as objects of delicate beauty. Munro (313)763-3493 26 1982 NEH Budget Goes to Congress

Ed. note: NEH has received many calls about its FY and programs. The House and Senate subcom­ Should the appropriation bills passed by '82 budget. The following is an explanation of the re­ mittees will also hear testimony on the NEH the House and Senate differ, they will be re­ vised NEH budget and how the budget works. budget from interested and knowledgeable in­ viewed by a joint conference committee. The dividuals outside the agency. committee will then send a compromise bill to The Endowment's fiscal year (FY) 1982 All appropriation bills originate in the the two chambers for passage. budget request will soon begin the lengthy House. Therefore, after debate on and possible The resulting appropriation bill on the Inte­ process of formal review in the Congress, with revision of the President's request, the House rior and Related Agencies, which may differ House and Senate subcommittee hearings subcommittee will submit its recommendations from the Administration's request, will then be scheduled for the end of April. to the House Appropriations Committee. Fur­ sent to the President for approval. The Presi­ In the first phase of the Congressional re­ ther debate and revision may occur in the full dent has the options of signing, vetoing, or not view process, the House Appropriations Sub­ committee before it sends an omnibus appropri­ acting on the bill. committee on Interior and Related Agencies and ation bill for the Department of Interior and Re­ The first budget resolution for all Federal the Senate Subcommittee on Interior will hear lated Agencies (including NEH) to the floor of departments and agencies is scheduled to be testimony on the Administration's FY '82 budg­ the House. adopted by the Congress on May 15, 1981. After et request for NEH. There is again the opportunity for dis­ further review, a second and final resolution is In February, President Reagan proposed a cussion, negotiations, and alterations by the expected to be passed by September 15. FY '82 Budget Reform Program for the Federal Representatives in full session, although com­ The approved FY '82 budget will cover the government. The President's revised budget re­ mittee recommendations are usually accepted. period October 1, 1981 to September 30, 1982, quests an appropriation of $85 million in FY '82 A majority vote in favor of the appropriation the Federal government's 1982 fiscal year. for the NEH. The original FY '82 budget re­ bill will send the measure to the Senate, where The NEH budget for the current fiscal year, quest, submitted in January, was $169.4 million. it will undergo a similar review. Based on rec­ FY '81, has not been revised and remains at the At the Congressional subcommittee hear­ ommendations from the Senate Subcommittee approved level of $151,299,000. ings, NEH officials will testify in support of the on the Interior, the Senate Appropriations —John Lippincott current budget request and make recommenda­ Committee will report out an appropriation bill Mr. Lippincott is an Endowment staff member tions for its distribution among agency divisions for debate and passage by the full Senate. Humanities Humanities gives its readers a lot to think about: provocative articles and exchanges by writers, scholars and critics such as Robert Bellah, James Baldwin, Catharine Stimpson, Herbert Gutman, Joyce Carol Oates. But Humanities stimulates action as well as thought. It features a variety of NEH-funded activ­ ities being undertaken by scholars in humanities research, education and public programming. Humanities recently described • a film and accompanying teacher's manual on Islam for undergraduate students of world cultures • a sourcebook detailing 18,026 collections of primary sources in American women's histo­ ry previously inaccessible to scholars • a restructured language curriculum for undergraduates that increased enrollment in lan­ guage courses by 30 percent • a documentary film about World War II women factory workers that started as a youthgrant in oral history and ended as the winner of film awards both in the United States and abroad Find new resources. Reach new audiences. Explore new fields. Subscribe to Humanities. "J found the plans for it in Humanities. "

27 About the authors ... Annette C. Baier William F. May is the Barbara Delman studied philosophy at Joseph P. Kennedy, Wolfson attended the the University of Sr. Professor of Bronx High School of Otago, New Zealand Christian Ethics at the Science, Vassar and at Oxford, Kennedy Institute of College and Columbia England. She taught Ethics, Georgetown University, where she at the Universities of University. He was an received Aberdeen, Auckland, undergraduate at undergraduate and and Sydney before Princeton University, graduate degrees in coming to the United and received his history. Her special States. Her first graduate degrees from field of interest is the teaching assignment in this country was at Yale. Professor May was social history of ideas. She was archivist for the Carnegie Mellon University, where she helped the first chairman of the department of religious McCarthy Historical Project, a collection of doc­ to create a program in philosophy. Now a pro­ studies at Indiana University, and also served as uments and oral history of the Eugene fessor in philosophy at the University of chairman of the religion department at Smith McCarthy presidential campaign, now in the Pittsburgh, Professor Baier has published in College. A former president of the American Georgetown University Library, and has taught philosophy of mind and action, in ethics and Academy of Religion, he serves on the board of history at American University—including a moral psychology, and is at present writing directors of the Society for Values in Higher course in medieval history for police officers en­ about David Hume's philosophy of mind and Education and on the Board of Counselors of rolled in a degree program. She is a frequent society. Page 14. Smith College. May is a Founding Fellow of the contributor to Humanities and serves as editorial Hastings Center and cochairs its research group consultant to the magazine. Page 1. on death and dying. Page 15. In the next issue . . . WHY GREECE AND ROME CONTINUE TO EXCITE, with

HELEN NORTH, Centennial Professor of Classics and chairperson of the classics de­ partment at Swarthmore College, on the resurgence of student interest in Western classical civilization;

KARL GALINSKY, professor of classics and chairperson of the classics department at the University of Texas, Austin, on building support for a large classics department (the largest in the country); and

SARAH POMEROY, associate professor of classics and director of women's studies, Hunter College, City University of New York, on women in ancient Greece and Rome, and

News from the Agora, Metaponto, and Nemea—freshly dug by teams of archaeolo­ gists . . . the meaning of Pompeii . . . a new study of Heraclitus . . . the American Academy in Rome and the American School of Classical Studies at Athens . . . the Latin explosion in Philadelphia . . . the culture of Greece through its vases . . . a ra­ dio dramatization of the Odyssey, and

J ~ / Adventures of a First-time Panelist by Frank Hercules, plus Dustjackets: Research Tools and Reference Works, Part II RECENT NEH GRANT AWARDS • DEADLINES FOR GRANT APPLICATIONS

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