The Rice Thresher (Houston, Tex.), Vol. 50, No. 26, Ed. 1 Wednesday, May 1, 1963 Page: 6 of 16
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V
Six
THE THRESHER
WEDNESDAY, MAY 1, 1983
History Department
HISTORY 100
Drs. Nelson and Bennett
Europe and America since
1500
History 100 consists of two
lectures and one discussion
group per week, with regular
weekly reading assignments.
The lectures, as delivered by
Dr. Nelson in 1961-62, were or-
ganized, thoughtful, incisive and
stimulating. They presented a
balanced picture of Europe
without undue emphasis on one
nation or region. Nelson's deliv-
ery was dry but rarely if ever
reached the point of dullness.
His sense of humor was well
appreciated by the class, which
numbered approximately 250.
The lectures during the year
1962-63 were delivered by Dr.
Bennett, who was criticized for
a disproportionate emphasis on
British history at the expense
of the rest of Europe. Some stu-
dents felt that Dr. Bennett was
lecturing "down" at them and
was too mechanical.
Opinion of the discussion
groups undoubtedly varied with
the individual student and with
the leader, but it was generally
recognized that the opportun-
ity to engage in discussion of
historical problems in small
g v o u p s was an opportunity
which needed to be provided and
was, to varying degrees of sat-
isfaction.
There were, on the average,
two quizzes • per semester, con-
sisting of a few identifications
and either one or two general
essay questions. The tests were
not made up by the same par-
ticular individual each time, and
were therefore not stereotyped
in nature. They usually provided
r>n opportunity for the student
to demonstrate a degree of in-
terpretation of his own.
Next year the course will be
taught by Dr. Rath.
HISTORY 110
Dr. Masterson
American History
This course appears improved
with the institution of tutorials,
but retains many of its deplor-
able characeristics. The lectures
were generally thought well-or-
ganized and lucidly presented,
although some termed the ap-
proach limited and narrow. The
reading was considered rather
excessive in amount required
but of good quality. The maps,
as usual, drew a bi-oadside, com-
ments running like: "maps are
stupid," "elementary school lev-
el," etc.
Neither did the tests reflect
contentment. They were "all
facts and no history," "mind-
less"—all at the expense of in-
sight and analysis. Grading was
difficult but not unreasonable,
appearing rather arbitrary and
varying widely with the tutor-
ial section.
The tutorial leaders drew fa-
vorable comments with the ex-
ception of the graduate student.
Barber got good comments and
Galambos rave notices. The lec-
turer was generally disliked
('does Masterson care?"). The
course emphasized quantity over
quality and often exhausted stu-
dent interest.
HISTORY 200
Dr. Drew
Early Foundations of Western
Civilization
200 is an introductory course
in ancient and medieval history.
Since the course is conducted
primarily by formal lecture, the
following comment encapsulates
both the merits and weaknesses:
"The lectures are solid in con-
tent, not uninteresting, and
cheerfully delivered considering
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the hour. That they impart any
original thought or information
not readily available elsewhere
is highly doubtful." In sum, the
course offers many facts but
little stimulation.
Although a'rigid selection is
necessary when treating so
broad a span, many feel that
political fact receives far too
much attention. As one student
reports: "The dominant impres-
sion one has of Greek civiliza-
tion is one of political incom-
petence. Little is said of the
singularly important and lasting
cultural achievements of the
Greeks."
HISTORY 320
Dr. Lear
Trends in European Culture
during Antiquity and the
Middle Ages
This course is considered very
valuable to both majors and
non-majors alike in its broad ap-
proach to the philosophical and
cultural trends of ancient and
medieval Europe. The lectures
are well organized and lucid,
though occasionally a bit redun-
dant. The reading is considered
excellent, covering the material
of the course thoroughly. The
amount of reading is reasonable,
enabling the student to absorb it
well. *
The tests are often limited in
scope and tend to concentrate
on details, questions sometimes
stressing tl& marshalling of
facts rather than synthesis. The
finals are very educational, per-
mitting the exercise of insight
and real thought.
The professor infuses vitality
which is readily contagious.
While he is not very perceptive
to student comprehension, he is
conscientiously concerned with
it and is always receptive to
communication. The grading is
very fair and expresses the pro-
fessors's interest in his student's
welfare.
HISTORY 370
Dr. Marsak
Intellectual History of Modem
Europe
370 treats the intellectual his-
tory of modem Europe. Begin-
ning with Bacon and ending
with Sartre, Dr. Marsak at-
tempts 'to weave the various
strands of scientific, philoso-
phic, social, and political
thought into a coherent whole
representing the basic intellec-
tual fabric of the three cen-
turies under consideration. The
scientific revolution of the early
17th century is taken as the
primum mobile of the whole af-
fair, and its impact upon the
other disciplines is traced.
In addition to the basic in-
tellectual documents, outstand-
ing supplementary reading has
been chosen (e.g., Burtt, Willey,
Cassirer, Becker, Whitehead).
Class time is spent in highly
structured discussions. Dr. Mar-
sak has the ability to capture
the essences of systems of
thought in a few packed sen-
tences, thereby throwing the de-
velopmental sequence into the
strongest relief.
Those who expect to learn ba-
sic historical fact will be dis-
appointed, for a knowledge of
them is presupposed, though Dr.
Marsak will review a period
briefly if the class seems weak.
Slackards had best avoid this
course.
HISTORY 380
Dr. Galambos
American Economic History
Taught by Mr. Galambos, this
course received some of the
highest recommendations in the
department. Not one evaluation
report was critical of the course,
which covers American econom-
ic history from colonial times
through the present, and some-
times (on exams) into the fu-
ture.
Mr. Galambos' tests sparkled
with ingenuity, his lectures were
interesting, although most stu-
dents'felt they could be better
organized, and the reading was
very valuable.
Class discussion was consid-
ered to be a valuable addition to
the course.
In general, students felt the
course was extremely valuable
and well worth the considerable
effort required. This was, in
fact, the only consistent criti-
cism of the course: the reading
was too extensive, and at times
was somewhat dull.
Teacher-student relationships
were excellent!
HISTORY 455
Dr. Loewenheim
Europe since 1871
History 455 is the most pop-
ular advanced course in the De-
partment, and one of the best.
It covers political, diplomatic,
and cultural history of Europe
since 1871.
The heart of the course is the
reading. Although assignments
are heavy (200-300 pages week-
ly), it is unlikely that any other
university offers a comparable
course with a better reading
list. Some students, however,
were discouraged by the amount
requii-ed while commending the
material itself.
Emphasis is- placed on the
student's individual insight and
interpretation of historical
events . . . with the reserva-
tion that this interpretation
must be solidly grounded in fac-
tual knowledge. The hour exam
and the final usually consist of
a single, broad question (e.g.,
What is the historical signifi-
cance of the Munich Crisis?).
There are no papers.
The lectures show a great
deal of preparation, but some-
times not enough organization.
Dr. Loewenheim is a dedicated,
conscientious teacher, and this
fact is indicated by his atti-
tude toward the course.
Most students felt the weekly
discussion groups were unpro-
ductive, and several called them
"traumatic." They are highly
competitive, and never relaxed:
since there are few exams they
are also crucial factors in the
student's grade.
Determination of grades
seemed mysterious to most stu-
dents; Dr. Loewenheim demands
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high caliber work and grades
very strictly. No "l's" have been
given this year.
Whatever their criticism of
the reading load, grading, or
discussions, students were al-
most universally agreed that the
course is well worth taking.
Most praised the stress on in-
terpretation; the most typical
comment was that History 455
"makes you think." It makes the
student think about the mod-
ern world, and while it does not
force him to accept any par-
ticular interpretation, it exposes
him to a wide range of view-
points. The student is asked to
synthesize these and arrive at
his own judgments: there are
no "plugs."
In sum, the power of this
course resides in its questions,
rather than in its answers. The
answers are up to the student,
but the questions are ones which
no educated person can affoi'd
to ignore.
HISTORY 470b.
Dr. Higginbotham
Foreign Relations of the
United States
470 received by far the most
bitter criticism submitted. This
course treats the diplomatic his-
tory of the United States from
Revolutionary times to the pres-
ent. It is thus far too broad for
effective presentation. More-
over and this seems to be the
heart of the problem, Dean Hig-
ginbotham is a factician. At the
beginning of the term, it is re-
ported, he announced that he
thinks students should know the
facts before they attempt to
arrive at historical judgments.
His course is designed to teach
these facts; a long list of dates,
names, and events is the best
summary of the course.
It is claimed that the text
used is written on a high school
level and is, indeed, in use in
some high schools. The lectures
are a carefully prepared repeat
of the facts found in the text.
The exams ai'e fair but, like the
rest of the course, stultifying.
It is suggested that the Dean
underestimates both his stu-
dents and himself and that, with
a few changes (mainly an in-
crease in the subjective element)
the course could be made worth-
while.-
HISTORY 480
Dr. Masterson
American Politics
History 480 examines Ameri-
can political history with par-
ticular attention to its English
backgrounds. The course is well
into November before leaving
the. Colonial period, and the
twentieth century gets thin
treatment.
It is probably the most time
consuming course in the De-
partment, but it is also an ex-
tremely perceptive interpreta-
tive one. Stress is laid upon the
influence of personality and cir-
cumstance in history.
The lectures are typically
Mastersonian . . . usually well
organized and lucid, always en-
tertaining. The course divides
itself into a lecture course and
an independent research course.
Examinations cover the lecture
material. Papers are the most
emphasized part of the course,
with four 10 to 15 page papers
each semester. They require a
great deal of independent re-
search and thought.
Grading is extremely severe;
rumor has it that no one has
ever received a "1" in History
480. Undergraduates grades sel-
dom rise above "3" but do not
(Continued on Page 15)
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The Rice Thresher (Houston, Tex.), Vol. 50, No. 26, Ed. 1 Wednesday, May 1, 1963, newspaper, May 1, 1963; Houston, Texas. (https://texashistory.unt.edu/ark:/67531/metapth231237/m1/6/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Rice University Woodson Research Center.