Military Service: USNR 1952-1956. OCS, Newport Rhode Island, 9/52-12/52: Naval Intelligence School, Washington, D.C., 1/53-6/53; and District Intelligence Office, First Naval District, 7/53-6/56. Marital Status: Barbara Barr Berman (29 August 1953). Children: Andrew (15); Julia (13), and Katherine (10). Employment: MSTS, 6/48-8/48, 6/49-8/49, 6/50-8/50; McLaughlin Contracting Co., Valdez, Alaska, 6/52-7/52; Bryant Electric Co., Bridgeport, Conn., 1/59-5/59: Instructor, Columbia University, 1959-1961; Assistant Professor, Columbia University, 1961-1962; Associate Professor, Kenyon College, Gambier. Ohio, 1962-1965; Associate Professor, University of California, San Deigo, 1965– 1968; and Professor, University of California, San Diego 1965-. Consultation: Director, Disadvantaged Students Program, University of California, San Diego, 1965–1968; and Visiting Professor, University of Michigan, Ann Arbor, Michigan, 1969. Honors: Scholarships and Fellowships from Harvard, Yale, Columbia, Kenyon College (Editorial Associate, the Kenyon Review, 1962-1970), Episcopal Theological Seminary, University of California. Professional Membership: University Centers for Rational Alternatives; International Committee on University Education; Committee for Academic Responsibility; and American Jewish Association. Publications: Attached. References: Russell Fraser, Chairman, Department of English, University of Michigan, Ann Arbor, Michigan; Maynard Mack, Sterling Professor of English, Yale University, New Haven, Connecticut; European Lit. Robert Hollander. Department of Romance Language, Princeton University, Princeton, New Jersey: Paul Seabury, Department of Political Science, University of California at Berkeley, Berkeley, California; Seymour Martin Lipsit, Department of Sociology, Harvard University, Cambridge Massachusetts; Irving Kristol, The Public Interest % Basic Books, 404 Park Avenue, South, New York, New York 10016: Morton Keller, Chairman, Department of History, Brandeis University, Waltham, Massachusetts; Sidney Hook, South Wardsboro, Vermont 05355; Bertram H. Gold, Executive Vice-President, American Jewish Committee, 165 East 56th Street, New York, New York 10022; Daniel Bell, Department of Sociology, Harvard University, Cambridge, Massachusetts; Nathan Glazer, Center for Advanced Studies in the Behavioral Sciences, 202 Junipero Serra Blvd., Stanford, California 94305; Mare Swartz, Department of Anthropology, Chairman, University of California at San Diego, California; and Anthony Deutsch, Department of Psychology, University of California at San Diego, California. Administration: The Kenyon Review, Gambier, Ohio, 1962–1970; Acting Execuutive Officer, DIO, FIRST Nava! District, 1955-1956: Director, Disadvantaged Students Program, UCSD, 1965–1968; Head, Muir Group, Department of Literature, UCSD, 1967-1969; Chairman, University Committee on Extension, UCSD, 1970-; and Executive Council, Committee to Save the University, 1970. Athletic Awards: PSAL City Champion, New York, 1948, half-mile: Eastern U.S. 880 Championship, 1948; Harvard-Yale-Oxford-Cambridge Meet, 1951, halfmile; and House Athlete Award: Lowell House, Harvard, 1952. Reviews in the following publications: The Yale Review; The South Atlantic Quarterly; National Review; The Kenyon Review. BIBLIOGRAPHY: RONALD BERMAN Books Henry King and the Seventeenth Century. London, Chatto and Windus: New York, Oxford University Press, 1964. A Reader's Guide to Shakespeare's Plays, Chicago, Scott, Foresman. 1965. Henry V: A Collection of Critical Essays. Englewood Cliffs, Prentice-Hall, 1968. America in the Sixties: An Intellectual History. The Free Press. 1968. Second Edition, Harper & Row, 1970. Articles and Review-Articles "Shakespeare's Conscious Histories," The Dalhousie Review (Winter 19611962), 485-495. "Power and Humility in Shakespeare," The South Atlantic Quarterly (Autumn 1961). 410-419. "Shakespeare's Alexander: Henry V," College English (April 1962), 532-539. "Totems of Liberalism," Modern Age (Spring 1962), 212–214. "Fathers and Sons in the Henry VI Plays," Shakespeare Quarterly (Autumn 1962). 487-497. “John Dryden: A Man of His Civilization," Modern Age (Winter 1962–1963), 104-106. "Taken in by Metaphor," The Kenyon Review (Winter 1963), 161–166. “The Order of Lycidas," Kenyon Alumni Bulletin (April-June 1963), 13–15. "Hostis Humani Generis," The Kenyon Review (Summer 1963), 541–546. "Sense and Substance in King Lear," Neuphilologische Hitteilungen, I (1964), 96-103. “Richard II: The Shapes of Love," Moderna Sprak, I (1964), 1–8. "L'Univers Woolfiens," The Sewanee Review (Winter 1964), 157–166. "Shakespearean Comedy and the Uses of Reason" The South Atlantic Quarterly (Winter 1964), 1–9. "Rochester and the Defeat of the Senses," The Kenyon Review (Spring 1964), 354-368. 127. "Heroic Action in the Later Renaissance, Symposium (Summer 1964), 113"Shakespeare: Some Recent Books," The Kenyon Review (Summer 1964), 564-567. "The Rewards of Fiction," The Sewanee Review (Autumn 1964), 709–715. "Zion as Main Street," The Kenyon Review (Winter 1965), 171–175. "Les Poètes métaphysiques anglais." Symposium (Spring 1965), 89–95. "The Convert and the Heretic," The Kenyon Review (Summer 1965), 530–535. "The Comedy of Reason," Texas Studies in Literature and Language (Summer 1965), 161–168. "The Nature of Guilt in the Henry IV Plays,” Shakespeare Studies (1965), 18– 28. "On Plagiarism As One of the Fine Arts," The Kenyon Review (March 1966), 262-268. "The Totalitarian Liberal State," The Kenyon Review (November 1966), 691696. "King Henry the Eighth: History and Romance," English Studies (April 1967), 112-121. "The Ethic of The Country Wife," Teras Studies in Literature and Language (Spring 1967), 47-55. "Shakespeare and the Law," Shakespeare Quarterly (Spring 1967). 141–150. "The Revolutionary Personality," The Kenyon Review, (September 1967), 550-555. “Anarchy and Order in Richard III and King John," Shakespeare Survey, XX (1967), 51–59. "The Human Scale: A Note on Hard Times," Nineteenth-Century Fiction (December 1967), 288–294. “Myth or Criticism," Kenyon Review III (1969), 378–383. "Poems on Affairs of State," Kenyon Review V. (1969), 708–714. "The Comic Passions of The Man of Mode," Studies in English Literature 15001900 x (Summer 1970), 459–468. Books American Social Thought: Sources and Interpretations. Reading, Addison-Wesley (with Robert Skotheim). The Seven Ages of Man. Chicago, Scott-Foresman. A Reader's Guide to Shakespeare's Plays (second and revised edition). Chicago, Scott-Foresman. The Restoration Drama of Ideas. Essays "A Note on the Motives of Marcus Brutus," Shakespeare Quarterly. "Herrick's Secular Poetry,” English Studies. "The Two Orders of Romeo and Juliet." Moderna Sprak. "The Graduate Student in the Humanities," Ideas. "Jews and Contemporary American Conservatism," American Jewish Committee publication (with Seymour Martin Lipset). [From the U.S. Government Organization Manual] NATIONAL FOUNDATION ON THE ARTS AND THE HUMANITIES CREATION AND AUTHORITY The National Foundation on the Arts and the Humanities was created as an independent agency by the National Foundation on the Arts and the Humanities Act of 1965 (79 Stat. 845; 20 U.S.C. 951 note). The Foundation consists of a National Endowment for the Arts, a National Endowment for the Humanities, and a Federal Council on the Arts and the Humanities. Each Endowment has its own Council, composed of the Endowment Chairman and 26 other members. which advises the Chairman with respect to policies and procedures and reviews applications for financial support and makes recommendations thereon. The Federal Council on the Arts and the Humanities consists of nine members including the two Endowment Chairmen and is designed to coordinate the activities of the two Endowments and related programs of other Federal agencies PURPOSE The general purpose of the National Foundation on the Arts and the Humanities is to encourage and support national progress in the humanities and the arts. The term "humanities" includes, but is not limited to, the study of the following language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archeology; the history, criticism, theory, and praetice of the arts; those aspects of the social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment. The term "the arts" includes, but is not limited to, music (instrumental and vocal), dance, drama, folk art, creative writing, architecture and allied fields, painting, sculpture, photography, graphic and craft arts, industrial design, costume and fashion design, motion pictures, television, radio, tape and sound recording, the arts related to the presentation. performance, execution, and exhibition of such major art forms, and the study and application of the arts to the human environment. ACTIVITIES Among the activities of the National Endowment for the Arts are: 1. Award of grants to groups or, in appropriate cases, individuals engaged in or concerned with the arts to enable them to provide or support in the United States productions having substantial artistic and cultural significance; projects that will assist artists and enable them to achieve standards of professional excellence; workshops that will encourage and develop the appreciation and enjoyment of the arts; and other relevant projects, including surveys, research. and planning in the arts. 2. A program of grants-in-aid to assist State arts agencies in the development of projects and productions meeting standards of excellence. 3. The conduct of studies and the making of recommendations with a view to formulating methods and ways by which creative activity, high standards and increased opportunities in the arts may be encouraged, and a greater appreciation and enjoyment of the arts may be developed. The National Endowment for the Humanities is authorized to develop and encourage the pursuit of a national policy for the promotion of progress and scholarship in the humanities. Among the activities of the Endowment are: 1. Fellowships and stipends to support individual scholarships and training by providing individuals with time uninterrupted by other responsibilities. 2. Grants to support research and programs to strengthen the research potential of the United States, as well as to encourage the preparation of scholarly works in the humanities. 3. Grants to groups or institutions-schools, colleges, universities, museums. public agencies, and private nonprofit groups-to increase understanding and appreciation of the humanities. Senator CRANSTON. Dr. Berman, it is a pleasure to welcome you and introduce you to this committee. I understand you have a statement of your own. It will depend on the chairman as to when you make it. The CHAIRMAN. We would like to hear your statement. STATEMENT OF RONALD S. BERMAN, PH. D., OF CALIFORNIA, NOMINATED TO BE CHAIRMAN OF THE NATIONAL ENDOWMENT FOR THE HUMANITIES Mr. BERMAN. Thank you, Senator. I am Ronald Berman, on the faculty of the University of California at San Diego. Before coming to UCSD I served on the faculties of Columbia University and Kenyon College. At the latter I was editorial associate of the Kenyon Review. I have been involved in the teaching and study of humanities at each place in which I have taught. My own field of interest is the Renaissance, but I have taught much in other areas as well. A career spent in this way has convinced me, as it has convinced so many students and their teachers, of the enduring value of the humanities. We become newly aware of the importance of the liberal arts both on and off the campus. The study of languages has made possible real communication between cultures; historical studies have given us the competence to deal with our own problems; and philosophy, we hope, can clarify our values and direct us to a better moral and public life. We have been reminded by previous leaders of the National Endowment for the humanities that the explosion of knowledge in our lifetime has been tremendous and we have the obligation to make sense of that. The humanities, with their heavy burden of rational and moral insight, are clearly indispensable for that purpose. Those involved in the study of the humanities recognize the unique importance of the National Endowment. It has accomplished some highly important things. First among these has been the support of the art of teaching and the discipline of learning. By its grants to educational projects and to individual researchers the National Endowment has given deep encouragement to all in the profession. The kind of support it has given shows concern not only for scholarly work but for imaginative and creative research. And, perhaps as important as its many funding operations, this institution has done a great deal to restore the humanities to a position of cultural importance. Its activities have made the Nation conscious of the fact that humanistic study is important, beneficial to society-and even interesting in itself. We are in the position, then, of seeing a rebirth in the subjects of the Humanities which will have incalculable effects on our students and upon those new generations that will follow them. That rebirth is due in part to the influence of the National Endowment and should certainly be one of its major concerns. We owe it to ourselves to rediscover the sources of our civilization, and we owe it to others to share with them the kinds of knowledge of which they have long been deprived. The first duty then of a nominee to this post should be, I think, to uphold the values of humanistic study, to apply them to our culture and to strengthen the institution that has so well served us in its brief but exciting history. Thank you, Mr. Chairman. The CHAIRMAN. Senator Javits. Senator JAVITS. Doctor Berman, I have had an opportunity to talk with you since the President considered naming you for this position. There is no question about the fact that you have academic credentialof a high level. But I do think that you ought to spell out for us the extent to which your very pronounced opinion respecting the new left is going to influence your work in this job from a point of view of excluding given intellectuals or given movements or given schools of thought from the activities of the endowment or in any other form, being honest with us and honest with yourself. You are being appointed for a term of 4 years. We seek as a country a completely free market on ideas. But you have espoused a certain dialog with what is called the new left that requires me in all conscience to ask you to assure us, so that we are convinced, that there will be an objectivity in your administration. Now for example, I read a passage from the introduction to your book which you wrote long before you were being considered for this job called "America in the Sixties, an Intellectual History,” and you say as follows, on page 8: Whether in terms of ideology or activism, the new left failed in its objectives. It could not justify the political supremacy of an intellectual minority, and it could not shape the academic institution to its own demands. Indeed, the whole experience of the new left has been divisive, and perhaps the most notable effect it has had was to make the moderate left conscious of its own conservatism. And so on. As an intellectual, and you have been very eloquent on this subject. you have contended that there is a certain nihilism in the new left with which you thoroughly disagree. All I would like to know, as one Senator here, is how, if in any way, this position, which was very sincereI am convinced that you are speaking in the interests of intellectualism and of our Nation-how it will affect your administration of what is a job in which every idea should at least have its chance whether the chairman agrees with it or not. We have not had a chairman with such pronounced views, as you seem to have. So address yourself to that if you will, in whatever length you think you need to. Mr. BERMAN. Senator, there are two parts to my response. The first would be that the new left today is by no means the same as it was several years ago. I refer to the changes in position of people like Mr. Searle at the University of California, Mr. Flacks of the same institution, Mr. Altbach who is now working at Harvard, and most importantly and recently, a long published statement by Staughton Lynd. The example of the first three and the statement of the latter have been to this effect, that they themselves tend to reevaluate their earlier rejection of most of the modes of American intellectual life. Staughton Lynd found himself admitting quite recently that he feels closer work with the culture, perhaps a closer observation of the normal modes of intellectual discourse, would have done the new left some good and that indeed he is now interested himself in following the same lines of relationship with American culture as are other interested groups of intellectuals. So we have from the beginning to understand that we are dealing now with a different group of people, or rather the same group of people but with different ideas. The second part of the response is that there can be no warrant for a chairman to apply his own personal likes or dislikes to any group. |