The Poverty of L.A. Studies

When Jose Figueres, former president of Costa Rica, left Harvard after a term, as visiting professor this fall, he spoke with joy of the tremendous interest in Latin America evident among undergraduates at the college. But he also spoke with frank dismay of the lack of courses given to study of the area: its history, its politics, its literatures, its importance.

Professor Figueres's course was, in fact, the only course in Latin American government designed for undergraduates that was given this fall. A note in the catalogue warned that students who enrolled in Figueres's class could not take the course normally offered by the Government Department on Latin American. Ostensibly the two courses covered the same area and would be repetitive.

There are, by way of contrast, two courses in African government available this year. It is difficult to believe that Latin America is objectively less important to the United States than Africa, in view of its strategic importance, our cultural ties, and the fact that approximately half of U.S. investment abroad is situated there.

A comparison between a single Latin American nation and a European country might be more relevant" Brazil, which may rival the Soviet Union China, and the United States as one of the super-powers if its present growth rate continues, could be compared to France. Forty courses are listed in the catalogue, well over twenty for undergraduates, which discuss French literature and language. This excludes many courses devoted to French society, government and political philosophy.

Only one course is given on the language and culture of Brazil for undergraduates. Even this course is not exclusively devoted to Brazil: it treats Brazil and Portugal together and is only open to students already familiar with at least one other Romance language. Apparently the department feels that only those well versed in French, Italian, or Spanish should engage in so esoteric a study.

Portuguese is, after all, the language of nearly half of South America. But if it is objected that France, because of its long standing importance in American universities, deserves forty times as much attention as Brazil, there are better examples. Eight courses are listed under Akkadian in the catalogue. There are eight courses for undergraduates alone in Arabic. Three courses are taught in Armenian, four in Persian, four in Turkish and so forth.

No one can contend that these languages have intrinsically greater importance for Harvard graduates than the second language of Latin America, the language of its greatest nation. This comparison might be funny as a case study in the irrelevance of much of academia, were it not that Harvard is counted on to produce educated public servants. These men must be able to explain and understand what will be happening in these resource-rich, potentially powerful nations to our South.

Spanish is the exception: due to Spain's historic and literary importance rather than Latin America's present significance, the language is well-taught here. But history, political institutions, and sociology have been shamefully ignored. When Latin American problems are touched upon, it is usually in courses studying cross-cultural health problems or flora and fauna. One anthropology course, five economics courses, and two history courses designed for undergraduates tangentially discuss Latin America. Very few of these are substantially relevant to the undergraduate who would like to make the study of Latin America his central theme.

It is further significant that the courses Harvard does offer on Latin America have only progressed far enough to view the continent as a whole. For anyone anxious to understand why these countries do what they do, this is a terribly inadequate and preliminary stage. It is as though only survey courses of Western Europe were available at Harvard, with the University protesting that a more specific study of the varied languages and cultures within that area was not important enough to merit the student's individual attention. There is no undergraduate course on Mexico, Argentina, Chile, or even Brazil alone. As to courses studying specific aspects of a particular nation--something taken for granted in the study of Europe--Harvard is years and years away.

The Harvard administration has given signs that it is aware of the problems posed by the poverty of Latin American studies. Officials are evidently concerned. A second professorship in Latin American studies has been endowed, and a good number of speakers are invited to speak here each year. One of the greatest problems the administration must face is a lack of American scholars who know anything about the region. This has forced Harvard to adopt what one administrator has referred to as a "roll your own" policy: an intensive attempt to train people who will in turn be able to teach Latin-American studies.

But progress has been much too slow. If ordinary measures have already been taken to put Latin American studies in motion, then some extraordinary measures are in order. The understanding of Latin America, now totally inadequate, must be brought up to the level of the complex study of France, Germany, the Soviet Union and the United States.

We think that the following steps should be taken:

* Latin American studies should be made an available "major" for undergraduates, with the academic machinery of tutors, courses, and requirements that this implies. Many University officials have long been content to predict that this "will come eventually." Every overflow meeting on Latin America testifies that undergraduates want an adequate program now.

* The study of Portuguese as a language should be expanded. It should be offered as a first foreign language to undergraduates, as French, German, and Spanish are.

* There should be a major effort to get more visiting Latin American scholars, such as Figueres, to spend a term at Harvard. The supporting bureaucracy behind the courses these men teach should be improved, so that they operate as efficiently and fairly as the best undergraduate courses do.

* The summer program of scholarships to Latin America should be expanded, and used as an incentive to students who would major in Latin American studies.

* Top administration officials should emphasize more often and more publicly the need for attention to Latin American studies, to attract students and to interest alumni. Officials speaking to alumni groups across the country should stress this as an area in need of heavy financial support. The administration has often pointed out that most of its funds are previously committed to other projects. Certainly discussing Latin American studies with alumni would be one way to get funds the area needs.

* President Pusey should announce that because of Latin America's importance, the University will open a Center for Latin American Studies as soon as funds and personnel are available. Such a center could serve many purposes; research on Latin American relations could be carried out, much-needed teaching materials produced, and professors and tutors trained to teach undergraduates.

For too long, the University has acted on the assumption that a Latin American program would come to Harvard "eventually." But the trained men such a program would provide for the nation and for Harvard are needed soon. There is enthusiastic student support; a vigorous adminstration campaign could generate funds and interest; and the University could begin to generate its own trained personnel. Measures toward this end should be taken now.