Interdisciplinary Studies at the University of Sussex

Author(s): Asa Briggs and David Daiches

Source: Victorian Studies , Sep., 1963, Vol. 7, No. 1, Symposium on Victorian Affairs (2)
(Sep., 1963), pp. 98-99
Published by: Indiana University Press

Stable URL: http://www.jstor.com/stable/3825603

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Victorian Studies

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Asa Briggs
David Daiches

INTERDISCIPLINARY STUDIES AT THE UNIVERSITY OF SUSSEX

THE EDITORIAL NOTE on the definition of "interdisciplinary" in t

issue (VS, VI [1963], 203-206), prompts a brief account of the organ
and curriculum of the School of English and American Studies at t
versity of Sussex, the first of the seven new English universities. Th
sity already has over 800 undergraduates, and pressure to enter th
has been powerful and sustained. There are also post-graduates,
numbers are likely to increase substantially during the next few ye
Like the other Schools of the University, the School of Engli
American Studies follows a curriculum which demands a combination of
specialist and general study. The claims of specialisation are recognised, but
specialisation is pursued within an intellectual and social context. Five papers
in the School are common to all undergraduates, irrespective of their specialist
subject. (The specialist subjects are English Literature, History, Philosophy,
and American Studies; the papers are final examination topics towards which
all undergraduate training is directed.) Two of these common papers are
shared with other Schools. A paper on "The Modern European Mind" is
shared with the School of European Studies and a paper on "Contemporary
Britain" (in the case of undergraduates majoring in American Studies, on
"Contemporary America") with the School of Social Studies. A third com-
mon paper on Philosophy, with a wide range of options, must be attempted
by all undergraduates in the four Schools of Humanities and Social Studies.
The fourth common paper is a period of English history, and the fifth a
"Topic in History and Literature." The three topics which are of most inter-
est to readers of VS are "The Industrial Revolution and the English Literary
Imagination," "The Late-Victorian Revolt in Literature, Politics and Culture,"
and "The Gilded Age in American Literature and Society." These topics are
studied in seminars with joint tutorship from historians and specialists in
English or American literature. Some of the historians are also engaged in
tutorial teaching or seminars with economists, sociologists, and philosophers.
It may be possible to report on the progress of one of these seminars in some
future issue of VS.
Within the specialist "core" papers, the emphasis is on detailed study
rather than on broad survey work. Historians do four further papers - one

VICTORIAN STUDIES

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INTERDISCIPLINARY STUDIES 99

on an additional period of English history, one on a general subj

(for example, Church and State, Aristocracies and Bourgeo
Movements, Britain and Europe, or Science, Technology, and So
two on a special subject, which demands examination and a
original sources. One of the special subjects is "Chartism"; anot
and Politics in Edwardian Britain." Specialists in English Literat
papers on "Practical Criticism," Shakespeare, "Tragedy," and
Novel." All the specialist papers are taught tutorially in groups
weekly essay writing.
It is also possible to specialise in English Literature in
of European Studies, where there is a different context, and
in History in the School of Social Studies and the School of Euro
In each case final honours work (that is, the American "maj
School begins at the end of the undergraduate's second term in h
and continues until the end of his third year. It is preceded by
examination at the end of the second term, two-thirds of which
all undergraduates - with two basic papers on "Language and
"The Study of History," and a third paper chosen according to
graduate's likely choice of final School. The emphasis is on com
tions as a basis for all further study. There is also a fourth-yea
course, following the three-year course, for those graduates who
on. There are links also between the Schools of Humanities and
and the School of Physical Sciences and the projected Schools of
Sciences and Applied Sciences. Joint seminars, consisting of sci
specialists in social studies or humanities, consider bridge topic
interest; and all scientists write an essay on a subject chosen fr
studies or the humanities, with a personal supervisor in the rel
Other developments are also being planned, including a Centre
Arts, and there is a close relationship with other educational insti
area, including the College of Technology.
With very limited experience, it is far too early to try to
practical merits of this scheme of integrated education which i
produce inter alia better specialists. There are clearly difficulti
of undergraduates reading enough to derive full interest from
history and literature, but much interesting work has already be
The tutorial method itself is expensive in terms of academic m
it plays an essential part in making the scheme viable. Every atte
to get away from what Ruskin called "hand-book knowledge," a
ulate independent reading, enquiry, and argument. It will be in
see whether the curriculum leads to new lines of research. Alre
to be influencing members of the faculty to embark upon new pr
is the minimum of dogmatism about the scheme, but the discu
the content of the papers (particularly "The Modem Europea
"Contemporary Britain") have been genuinely exciting.

University of Sussex

SEPTEMBER 1963

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