I have been laying the groundwork for putting together a two-semester Humanities course, which has meant checking out potential textbooks. What attracted me to "The Western Humanities" by Roy T. Matthews and F. DeWitt Platt was that in addition to the two textbooks, there were not only a pair of additional books with readings from literature and philosophy, but also a pair of CDs with music. So, for example, when students are studying the High Middle Ages, students learn all about feudalism, medieval Christianity and the church, and the equilibrium between the spiritual and the secular in the text of the chapter, which includes looks at the art and architecture of the period. The corresponding readings for this chapter would include "The Song of Roland," Chretien de Troyes' "Lancelot," Marie de France's "Lais" (Lays), Thomas Aquinas' "Summa Theologica," and Dante's "The Divine Comedy." Then on the CD there is the hymn "O Pastor Animarum" by Hildegard of Bingen (obviously, music selections are rarer when you are dealing with the Renaissance and earlier periods).
This is the fifth edition of "The Western Humanities, Volume I: Beginnings Through the Renaissance," which places the achievements of Western culture within their historical contexts, emphasizing the linkages between cultural expression and historical conditions. Previous editions had expanded coverage of the contributions of women and other artists outside the traditional canon and added a multicultural dimension that looked at what was happening outside the Western tradition. This fifth edition expands coverage of Islamic civilization, obviously in response to current events.
"The Western Humanities" is organized chronologically into twenty-one chapters, the first 12 of which are in this first volume, with the two Renaissance chapters reprinted in the second volume to adjust for where it comes in the curriculum of various institutions. The first six chapters in the first volume includes the civilizations of Mesopotamia, Egypt, Greece, and Rome and constitute the initial "ancient" period of Western civilization (3000 B.C. to A.D. 500). The next two chapters constitute a transitional period, with the end of the Roman Empire and the rise of Islam. The second period (500 to 1500) looks at when the West became centered in Europe and was largely dominated by the Christian church. The third period (1400 to present) is the story of the birth of the modern world.
Each chapter begins by establishing the material conditions of the era (historical, political, economic, and social) and then presenting the crucial points that defined the culture during that period (major themes, issues, and problems of the period). The second half of each chapter focuses on the cultural expression of the period, including not only ideas in philosophy, history, religion, and science, but also the cultural artifacts of art, music, drama, literature, and (eventually) film. This shows the attempt to balance the historical background with the cultural and artistic achievements, and each chapter concludes with a brief section covering the cultural legacy of that period.
Among the special features are "Windows on the World," a series of two-page timelines that outline the most important historical events and cultural achievements in Africa, the Americas, and Asia, which appear between most of the chapters. "Personal Perspectives" are excerpts from primary sources and original documents that allow students to hear the voices of participants and witnesses in the historical and cultural events described in the text. At the start of the book there is "A Humanities Primer: How to Understand the Arts," that introduces readers to the understanding and appreciation of cultural works (defining and explaining terms and concepts). The back of the book includes an "Appendix, Writing for the Humanities: Research Papers and Essay Examinations," an eleven-page Glossary, and an Index.
I was surprised that the main part of this textbook is only 351 pages long, even with all the photographs, most of which are in color (and most of which are big enough that you can pick out some of the important details). The focus here is on the essential elements and works of the Western tradition, which I see as being less information translating into more understanding and retention, which is certainly something I can appreciate. But as I indicated earlier, what I especially like is how students will get to read extended excerpts from the literature of these times and listen to the music. Now, if I can just get these classes scheduled...