ID ' THE GIFT OF :N^j\te.'55,.'^. OiOv^ru §*tat;g - - Xzh.oSSh :;:£.5./x;./fZ. *■ Li k .']., /^/V^ I Q.(^.o:u >-< mm 1 V -i Intertib aty Loai 1 J 1 SAYLOHD PRINTED IN U.SA Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/cletails/cu31924087977421 :^1 BUREAU OF EDUCATION CIRCULAR OF INEORMATION NO. 2, 1887 THE STUDY OF HISTORY AMERICAN COLLEOES AND UNIVERSITIES HERBERT B. ADAMS, Ph. D. Associate Professor of History in thk .John's Hopkins Univehsity WASHII^GTON CrOTEENMENT PRINTING OFFICE 1887 BUREAU OF EDUCATION CIRCULAR OF INrORMATION NO. 13, 1887 THE STUDY OF HISTOEY AMERICAN COLLEGES AND UNIYERSITIES HERBERT B. ADAMS, Ph. D, Associate Prokessok of History in the Johns Hopkins University WASHIN^GTON G-OVEENMENT PRINTING OFFICE 1887 757 ED, NO. 2 i •, 2j > 3 "I Iwve a belief that one of the best ways to master a vast subject is tc take one part of it and learn to understand it intelligently in its obvious bearings, and then another part, and then still another ; and if we shall thenput these known parts side by side in our minds and compare them together, their resemblances and their differences, their accidents and their essentials, we may come to discover the underlying principle which gives unity to the whole subject." — William Preston Johnston, President Tulane University, New Orleans. Address on "Education in Louisiana," National Educational Convention, Topeka, Kans., July 15, 1886. " Tlie best investment which can be made of the people's money is in the endotoment of institutions of learning. They yield a heavy return, if intelligent loyalty and patriotism and purity in public life have any value." — Hon. Isaac H. Maynard, Assistant Secre- tary of the Treasury. Address, Amterst College, June 29, 1887. "I would urge upon the Government of the United States, and upon the Government of the States, the necessity of providing by law for the admission of students that have taken scientific courses in statistics as honorary attaches of, or clerks to be employed in, the prac- tical work of sf-atistical offices. * * * Xhe statistician writes history. Se writes it in the most concrete form in which history can be written, for liesliows on tablets all that makes up the Commonwealth." — Caekoll D. Wright, Commissioner of the U. S. Bureau of Labor. Address to the American Historical and American Economic Associations, in joint session at Harvard University, May 24, 1887. "Nor must we omit to mention, among the benefits of education, the incalculable advan- tage of training up able counsellors to administer the affairs of our country in all its depart- ments, legislative, executive, and judicial, and to bear their proper share in the councils of our national governm-enl; nothing more than education advancing the prosperity, the power, and the happiness of a nation." — Thomas Jefferson. Report to the Legislature on the site of the University of Virginia, 1818. 3 CONTENTS. Page. Letter of the Commissioner of Edacation to the Secretary of the Interior 9 Chapter I. — History at Harvard Uni'S'ersitt. The Scholastic System of early Harvard 11 First Tabular View of Harvard College 13 Survival of History for t-n-o Centuries 15 First Professorship of History at Harvard, 1839 1~ First Electives at Harvard - 18 First Requirements in History and Geography 19 Introduction of American History by Professor Sparks 20 Professor Sparks' Lectures - 20 Survival of the Tutorial System - 22 Professor Francis Bo wen 23 Professor Henry W. Tortey 26 Examination iu Modern History, Seventeenth Century and First Half of the Eighteenth 30 Examination iu Modern History, from the Middle of the Eighteenth Century.. 31 Professor Felton and Greek History 31 Professor Gurney and Eomau History 33 Examination in Eomau History 34 Examination in Roman ami early ilediseval History 35 Professor Henry Adams , 35 Examination in Ilediseval History 36 Examination in Institutions - 38 Examination in English History 39 Examination in American Colonial History 39 Present Status of History at Harvard 40 The Historical Method in Economics 42 Library Facilities at Harvard " 43 The Harvard Historical Society v 47 The Narrative and Critical History of America 47 Chapter II. — History at Tale University. Scholastic Beginnings 50 Classical Historj' 52 History of Eomau Law 53 Political Geography 53 General History 54 Political Science 55 History Continued 55 Ecclesiastical History 56 Professor Arthur M. Wlie.eler 56 Professor Franklin B. Dexter 57 3 4 CONTENTS. Chapter III.— History at Columbia College. Page. Professor John Vardill, 1775 59 Professor Charles Authon 6" Professor John McVickar 61 Advice of Professor Anthon - 65 The Call of Francis Lieber ^ Alliance of History and Political Science 66 Lieher's Antecedents 67 Lieber's Method of Teaching •> 69 President Barnard's Eeport, 1865 70 Lieber in the Columbia College Law School 72 Professor John W. Burgess --• 72 Influence of Professor Burgess at Amherst College 73 School of Political Science - --• 75 Tabular Views of Three Years' Course 79 Library of History and Political Science - 82 Doctors' Theses at Columbia College 84 Academy of Political Science 85 The Political Science Quarterly 86 Chapter IV. — ^History at the University oir Michigan. Organization of the University 88 Prussian Ideas of Education in Michigan 89 Beginnings of Historical Instruction 91 Non-sectarian Appointments of Professors 94 Professor Andrew Dickson White '. 94 Profi'SsorWhite's Organization of the Historical Department 98 Professor Charles Kendall Adams 100 TabularViewof Hours in History, 1873-1874 102 Development of the Historical Department 103 The Seminary Method 104 Topics in English and American Constitutional History 106 First Original Work in History at Michigan 110 Specialization of Undergraduate Work Ill Growth of the University System at Ann Arbor 112 Foundation of the School of Political Science 114 Opening ofthe School of Political Science 115 Course of Instruction and Progress ofthe School 117 The Political Science Association .- 118 Beginnings of the University Library 119 Movement towards the New Library 120 The New Library Building 121 Chapter V. — History at Cornell University. The Agricultural College Land Grant 125 Ezra Cornell 126 The Cornell Endowment Fund 12g Plan of University Instruction „. 130 Cornell University Ideas I3I History in the Plan of Organization 132 College of History and Political Science I33 President White's General Course ., 135 President White's Special Courses ...,.,,.,,...,.,,.....,.,,,.,,.,,, ,.. i3g CONTENTS. 6 Page. ExaminatioQ Paper in Freucli History 141 Examinatioa Paper in Modern History 142 Prize Examination in History 142 Associate Professor Eussel 143 Examination in Ancient History 144 Examinations in Roman History 145 Examination in Mediseval History 146 Professor William D. Wilson 147 Questions in the Pliilosophy of History 147 History through Languages 147 German History in German 148 Goldwin Smith's Course in English History 148 James Anthony Fronde at Cornell 151 Chair of American History 152 Professor Greene's Examination in American History 153 Professor Moses Coit Tyler 154 Success of Women in the Study of History 155 Professor Tyler's Courses and Methods 155 Present Status of American History at Cornell 157 Professor Tyler's Suggestions 158 A Visit to Professor Tyler's Seminary 158 General Development of History and Politics since 1881 159 President Charles Kendall Adams 161 Professor Herbert Tuttle 161 A Visit to President Adams' Seminary , 162 Addition of Social Science to History and Politics 163 Museum of Art and Archseology 163 Library Facilities in History at Cornell University 164 President White's Historical Library 166 Relation of the Library to the University 167 Chapter VI. — History at the Johns Hopkins University. I. — graduate department. The Historical Seminary in Baltimore '. 171 Judge Cooley's Seminary 173 A New Departure - 173 Seminary Life 178 The Seminary Library 179 Bluntschli and Lieber Manuscripts 180 The Pamphlet Collection 181 Pamphlet Groups 182 The Newspaper Bureau 184 List of Journals 186 The Historical Museum 189 The Geographical Bureau 191 The Statistical Bureau 193 Historical and Political Science Association 193 Contributions to the Association, 1877-1879 195 Johns Hopkins University Studies 197 Extra Volumes of Studies 199 II. — undergraduate department. student Lectures _ 200 Prehistoric Times 200 Church History SOI riONTENTS. The Italian Eenaissance - - 202 The German Reformation 202 French and English History 202 International Law and Politics 203 III. — POLITICAL ECONOMY (UNDBEGRADUATE AND GRADUATE WORK). History of Political Economy 204 Political Economy .> 209 Chapter VII.— History in Colleges eor Women. Vassar College 210 Wellesley College 212 Smith College 217 Bry n Mawr College 224 Chapter VIII.— American History in Schools, Colleges, and Universi- ties. Revival of Historical Studies : ~. 230 Defects of Historical Instruction in our Schools 230 Suggestions for Improvement ■. 233 Historical Requirements for Entrance to College 234 American History at Yale University 235 University of Wisconsin 236 Columbia College 236 Cornell University 237 Johns Hopkins University 238 University of Michigan 240 Rutgers College 241 Syracuse University 241 University of Pennsylvania 241 Harvard University 245 General Status of American History in our Colleges 252 American History an Insufficient Basis 255 Conclusions 255 Tabular View of Hours , 256 Chapter IX. — History and Political Science in the Washington High School. Course of Study in History and Economics 259 Methods of Teaching 259 Course in Historical Biography 260 Greek and Roman History 261 A Class Library 262 English History 262 Facilities for Historical Study in Washington 264 An Historical Environment in School 264 Washington the Centre of Political Education 264 Chapter X.— Carroll D. Wright on Political Education. Statistical Tables 268 ILLUSTRATIONS. Page Columbia College Library — Main Reading Rooms 84 Columbia College Library — History and Political Science, Librarian's desk 84 General Reading Room, University of Michigan 123 Historical Seminary, University of Michigan ..'. 122 Lecture and Seminary Room of American History, Cornell University 158 General Historical Seminary of Cornell University 162 General Library of Cornell University 170 Interior of the Peabody Library, Baltimore 174 Historical Seminary of Johns Hopltins University, looking east 178 Historical Seminary of Johns Hopkins University, looking west 178 Ground Plan of the Historical Seminary 178 Vassar College Library, Poughkeepsie, N. Y 212 Wellesley College Library, Wellesley , Mass 214 Smith College Library, Northampton, Mass 224 Bryn Mawr College Library, Bryn Mawr, Pa 228 University of Pennsylvania — Lecture and Seminary Room K"o. 1, Wharton School 244 University of Pennsylvania- Lecture and Seminary Room No. 2, Wharton School 244 7 LETTER. Department of the Inteeior, Btjeeatj op Education, Washington, B. C, April 18, 1887. The Honorable The Seceetaey oe the Inteeioe, Washington, D. G. : SiE : The accompanying monograph, prepared at the request of the Bureau of Education by Dr. Herbert B. Adams, of Johns Hopkins Uni- versity, relates to the methods of studying history in American colleges and universities. The subject is treated from an historical point of view, and is a substantial contribution to the history of the higher education in the United States. Doctor Adams' sketch of William and Mary Col- lege, Circular of Information No. 1, 1887, with its practical suggestions for reviving political education throughout our country, was prelim- inary to this larger report, which is designed to promote the study of history as a basis for political science. In December, 1885, a circular letter was issued from this Oflflce in- quiring into the present condition of historical studies, not only in col- leges and universities, but also in high schools, normal schools, insti- tutes, academies, etc. The returns, while extensive, were on the whole unsatisfactory. In a few instances there were encouraging signs of good work in both higher and secondary training, but the general re- sults indicated a serious absence of proper historical instruction in all grades of American education. By my advice the tabulation of sta- tistical returns was restricted to institutes of the college and university grade. The question of secondary education in history demands special treatment and a study of the best methods now in use in the German gymnasia, the French lyc6es, and the English public schools. From the unsatisfatory nature of the great mass of statistical re- turns, Doctor Adams was driven to another method of treating his sub- ject — to a descriptive statement of the best experience of a few repre- sentative institutions in different parts of the country, based upon an original and independent study of documents, offlcial reports, and cat- alogues. Harvard, Yale, Columbia, and Cornell were selected to rep- resent the best Eastern and Northern experience in the teaching of history; the University of Michigan worthily stands for the great West ; while the young Johns Hopkins University represents the histor- ical spirit of the New Soujth. At this latter institution studies are in preparation upon Jefferson and the University of Virginia, and the His- tory of Higher Education in North and South Carolina and Georgia. 9 10 LETTER. The best colleges for women have been included in the ptesent mono- graph, nameljj Vassar, Wellesley, Smith, and Bryn Mawr. Many other institutions are brought into rapid review by means of the statistical tables appended to this report, and representing returns actually made to this Office. Other colleges are mentioned in a special inquiry into the subject of American History in our Schools and Colleges, contributed to this report, at the request of Doctor Adams, by Dr. Francis E". Thorpe, Eellow of the University of Pennsylvania. An ac- count of the Study of History and Political Science in the Washington High School, by Dr. E. E. L. Gould, formerly Fellow of Johns Hopkins University, concludes the report. Doctor Gould's account shows what can be done for the development of secondary education in history and economics, and what actually has been done in the Federal capital under the auspices of the Government. In this monograph, prepared by Doctor Adams, theoretical and ideal views of historical training have been carefully avoided. The writer has deliberately confined his attention to select chapters of actual American experience, and to things done or attempted by particular institutions and individuals, whose work he has studied from authentic records. He has thus opened up a new line of inquiry, namely, the history of aca- demic departments. History is simply the record of human experience, whether in physics, politics, economics, ethics, or education. History has been called phi- losophy teaching by example, or, as teachers say, by object-lessons. Doctor Adams has applied the historical method to the discovery of the most approved methods of teaching history and of organizing histori- cal departments in our American schools and colleges. One of the most suggestive and noticeable features of his work is the attempt to illustrate by photo-engravings and diagrams the actu al en- vironment or library surroundings of certain schools of history and pol- itics. In these modern days the college or university library has been brought into close rapport with department work by means of an ingen- ious system of seminary or class libraries in the very room where stu- dents meet. This suggested the introduction of the laboratory method for the study of history and other moral sciences. The growing value of historical and political studies, and the importance of promoting them throughout the country, as a means of strengthening good government and good citizenship, I need not emphasize. I beg leave to recommend the publication and illustration of this re- port on '■' The Study pf History in American Colleges and Universities " as a most valuable contribution to the history of higher education in the United States. Very respectfully, your obedient servant, N. H. E. DAWSOIT, Commissioner. Approved. H. L. MULDEOW, Acting Secretary. HISTORY IN AMERICAN COLLEGES AND UNIVERSITIES. CHAPTER I. HISTOEY AT HAEVAED UNIVEESITT.i The growth of historical studies at Harvard College is a subject of special educational interest, for it illustrates a process of academic de- velopment which is now in i^rogress throughout the country at large. Thi^ process marks the rise of modern studies, as distinguished, on the one hand, from classic humanism, our inheritance from the Eenaissance, and, on the other, from theological training, our inheritance from the Middle Ages. The study of history at Harvard College began in connection with natural science, as one of the two -most insignificant features of that scholastic and theological system which Harvard College was founded to perpetuate. The recognized branches of education, including phi- losophy, language, mathematics, history, and natural science, were all tributary to the interests of the established church of New England and to the training of the Puritan clergy. With the emancipation of the' classics from ihe dominion of theology, history was set free from one mistress only to become the willing handmaiden of another. Once a slave to teaching Jewish antiquities, history, in the second stage of its existence at Harvard, became the medium of teaching Greek and Eo- man antiquities in a curriculum where classical studies, or humanism, ultimately proved the dominating power. For nearly two centuries history held a dependent position at Harvard College. Not until the year 1839 was this subject placed upon its own footing and allowed to advance along modern lines. The history of the rise of historical studies in Cambridge to their present eminence is worthy of close examination. THE SCHOLASTIC SYSTEM OF EARLY HARVARD. The earliest account of the course of study pursued at Harvard Col- lege, which was founded in 1636, is in a tract called " JSTew England's Eirst Fruits," originally published in 1643, reprinted in parts by the 'The writer first treated the subject of historical work at Harvard in the Jolms Hopkins University Studies, vol. ii, pp. 87-94. Portions of the present chapter ap- peared in the magazine called Education for May and June, 1886, hut they have been revised and extended so as to represent the present status of history at Harvard. 11 12 CIRCtiLAES OF INFORMATION FOE 1887. Massachusetts Historical Society in the first volume of its Collections, and in full by Joseph Sabin, in 1865. The tract consists of two parts, the first relating to the progress of missionary work among the Indians, and the second to the progress of education in New England, with spe- cial reference to Harvard College. The curriculum of studyis described in a scholastic way, which, at first reading, is almost as confusing to a modern student as the modern elective system would be to a Puritan divine. In order to make the scholastic scheme more easily intelligible, it has been reduced, from a descriptive to a graphical form, which, by historical courtesy, may be called the first " Tabular View " of Harvard College. Among the points worthy of attention in this curriculum are: (1.) The course of study was for three years, and was arranged for the so- called First, Second, and Third Classes. The First Glassis was of third- year men. (2.) The attention of each class was concentrated for an entire day upon one or two studies, with " theory" in the forenoon and "practice" in the afternoon. (3.) Monday and Tuesday were devoted to philosophy, including logic and physics for the first year, ethics and politics for the second year, with arithmetic, geometry, and astronomy for the third year. All this work was done in morning hours. In the afternoon came philosophical disputations for each class in his own field of study ("every one in his art"). (4.) Wednesday was Greek day for all classes. First-year men studied etymology and syntax in the forenoon and practiced the rules of grammar in the afternoon ; the Second Class studied prosody and dialects from 9 to 10 a. m., and prac- ticed " in Poesy " after dinner ; third-year men did likewise in the theory and practice of Greek composition, prose and verse. (5.) Thursday was devoted to the "Eastern tongues," with the theory of Hebrew, Chaldee, and Syriac grammar in the morning, and practice in corre- sponding Biblical texts in the afternoon. (6.) Friday was given up to rhetoric. All students were taught the principles of rhetoric, and all were required to practice English composition, and once a month to declaim. (7.) Saturday, at 8 o'clock in the morning, all the students were taught "Divinity Catecheticall," and, at 9 o'clock, "Common Places." These latter were common topics of scholastic discussion and digests of doctrine, argument, or opinion.^ 'In the Cyclopaedia of the Sciences, published at Lyons, 1649, all branches of knowl- edge are treated under the head of Loci Communes, in special chapters, with such titles as Looi JSthiol, Loci Oeconomici, Loci PoUU► p M « O .2 a ■§ Ed CQ _Ph 1 "3 M S d a S iH 1 i 1 p i Greeke: Exercipe style, Composition, Im- itation both in proae and iferse. Trestius' I^ew Testament, 1 1 & s i to- O • ■a 1! £ ? ^. t a 3 2 fe- a 1r2 £ a o W CO 1 d ^ .2 a 1 -h S 1 S I; 1 5 £ g W t tx '2 £i in ^« "'■S Is ^ ) Napoleon's continental system ; (7) the embargo ; (8) the disposal of the public de- posits. 8. 1794 (constitutionally); 1798 (Ireland); the first day of this century ; 1806 (as to two statesmen) ; 1811-'20 ; 1827 (as to another statesman) ; 1828 and 1829 (in con- nection) ; 1829 and 1846 (by analogy) ; 1789 and 1830 ; 1858 (India). Take six. PROFESSOR PBLTON AND GREEK HISTORY. Tlie old alliance between the classical and historical dcpaitments at Harvard was destined to bear good fruit in the development of classical history as a distinct branch of historical instruction. Greek and Eo- man history had always been taught in elementary -ways, as intro- ductory to General History ; but Cornelius 0, Felton, Eliot Pro- fessor of Greek Literature, 1832-'60 (tutor in 1829), introduced the 32 CIRCULARS OP INFORMATION FOR 1887. idea of teaching Classical History from the original soarces. His edition of Selections from the Greek Historians was usedfor many years at Harvard College in the Freshman and Sophomore classes as one of the principal text-books. Herodotus and.Thucydides were the chief historians read. Professor Pelton's interest in the historical bearings of his Greek courses is shown, not alone by his text-book of Greek his- torians, which went through many editions, but by his revision of Smith's History of Greece for class use at Harvard. Feltou's edition of Smith appears in the college catalogue for successive years after 1855. The introduction of Grote's History of Greece, Vol. XI, as re- quired reading in connection with Sophomore Greek (Demosthenes), is further evidence of Professor Felton's historical tendencies in the con- duct of his department. He was in position to give a still more decided impulse to the study of Classical History by means of original sources, when in 1860 he became president of the college. He died in lSf>2, and was succeeded by President Hill (1862-'68). Long after President Fel- ton's death, we find his idea of Ancient History through Greek Texts still prominent in the college catalogues. Felton's'Selections from Greek Historians and Smith's History of Greece continued in use for many years, doubtless with the approbation of his immediate successor in the department of Greek Literature, Professor William W. Goodwin. It is characteristic of the broad historical sympathies of Professor Felton that he was inclined to admit Modern Greece within the range of his- torical vision. His lectures before the Lowell Institute on Greece, An- cient and Modern, indicate this face. It would be interesting to know whether he was influenced in these modern views by his long associa- tion with a native Greek, Evangelinus A. Sophocles, who, in 1847, be- came tutor in Mr. Pelton's department, and was made* University Pro- fessor of Ancient, Byzantine, and Modern Greek the very year that Professor Felton became president of the college. President Felton published a companion volume to his Selections from the Greek Histo- rians, entitled Selections from Modern Greek Writers. It is easy to fancy that, in the choice of these modern selections, he had the counsel of Professor Sophocles. It is noteworthy, in conclusion, that Felton's Selections from the Greek Historians are still in use in American Col- leges. An excellent revised edition (Boston, 1885), prepared by Pro- fessor Fernald, of Williams College, keeps the valuable work of Pro- fessor Felton still before the minds of American youth. The extension of Professoi: Felton's idea of teaching Classical History by means of classical texts was very natural, and perhaps necessary. The connection between the Greek and Latin departments in this matter was very close, for in 1805, while Felton's Selections from the Greek Historians was still in use, "Eoman History "was announced as an elective for the first term of Junior year, through the Greek medium of Plutarch. "Ancient History in Greek," i. e., Thucydides, Books I, II, V, VI, VII, and portions of Grote, V, VI, VII, constituted another STUDY OP HISTOEY IN AMERICAN COLLEGES. 33 Junior elective, taught by Professor Goodwin. The second term, Junior year, "Roman History," i. e., Tacitus, Suetonius, and Velleius Paterculus, was offered by Professor Lane as an elective. "Ancient History" is advertised for Juniors through the Greek medium of Polyb- ius and Plutarch, taught by Professor Sophocles. The Sophomores have " Eoman History " as a required study, but no original texts are mentioned. Sophomores also have, as electives, Felton's Greek His-, torians and Demosthenes, with portions of Grote's History of Greece (Vol. XI, Chaps. 86-90). Prom about the year 1865 there seems to have been a marked tendency to com bine the study of History with the study of Languages, ancient and modern. Not only were Greek and Latin authors announced as "Ancient History," but from this time on, French was made to serve the purpose of teaching Greek History to Freshmen. The announcement of " History in French, Histoire GrecqueparDuruy" appears in the college curriculum for several years. The idea of History through the medium of a modern language was soon extended from Greek to lioman, then to Mediaeval History, for, in 1869, Histoire Eo- maine par Duruy and Histoire du Moyen Age par Duruy, were intro- duced, respectively, into the Freshman and Sophomore required courses. In 1869 a special tutor was appoin ted in History and the Modern Lan- guages, which was an entirely new aspect of the old historico-linguistic alliance. PKOFESSOK GTJENEY AND KOMAN HISTOEY. The development of Eoman History in connection with the classical deijartment is well illustrated by the academic work of Professor E. W. Gurney. He began hiy official connection with the college in 1S57 as tutor of Greek and Latin. The next year he was designated tutor of Latin, and remained in this position until 1863, when he was made As- sistant Professor of Latin. In 1867 he was appointed Assistant Pro- fessor of Philosophy, and the next year he became Assistant Professor of History. In 1870 he was made Uuiversity Professor of History and Dean of the Faculty. As in the case of Professor Felton, there was undoubtedly a tendency toward History in the very nature of Mr. Gur- ney's classical work. Clearly it was his position as tutor and Assistant Professor of Latin which first determined his interest in Eoman History, Eoman Law, and Institutions. Professor Guruey's distinctively historical work began with the intro- duction of such advanced text-books as the Student's Gibbon, using abouttwenty selected chapters, and Eawlinson's Manual of Ancient His- tory, or the History of Eome down to the death of Augustus. ' The use of one or the other of these text-books, two hours a week, for the first half year, constituted the required work in Eoman History. The class recited in divisions. In 1872 an elective in Eoman and early Mediaeval History was offered to Juniors, twice a week. Selections from Momm- sen's History of Eome and from Gibbon's Decline and Pall of the Eoman Empire formed the groundwork of this class-course. From such 757 ED, No. 2 3 34 CIRCULAES OP INFORMATION FOR 1887. beginnings Professor Gurney gradnally worked out for his students a course, two hours a week, on later Eoman and early Mediaeval History, from Augustus to Charlemagne, with especial reference to Institu- tions. Alternating with this course, every other year, was one on Eoman History to the f,ill of the Republic, with special reference to the de- velopment of Political Institutions in Greece and Eome. He also developed a special course in Eoman Law (Inheritance), based on the Institutes of Gains and Justinian, and on selections from the Digest. In this latter field of Eoman Law,i Professor Gurney enjoyed the co- operation of Assistant Professor Ernest Young, who lectured on Obli- gations and Procedure and the Law of Property- EXAMINATION IN ROMAN HISTORY. [For Sophomores, first half year ; required course of two hours a week. ] Professor Gurney — 1873. The first question and seven others, to be selected at pleasure, were to be answered. The dates of events were always to be given. 1. Draw a map of Italy showing its chief physical features and ancient political divisions. Mark upon it the sites of Tarentum, Capua, Sentinum, Luceria, Seraolea, Prceneste, Beneventum, and the courses of the rivers Liris, Metauras, Volturnua. 2. Give an outline of the history of the Samnites before and after their first en- counter with the Romans; likewise of the connection of other peoples of Italy with the Samnites in their resistance to the Romans. 3. Give, in chronological order, an outline of the wars or other circnmstances which led to the reduction to the condition of Roman provinces of Sicily, Sardinia, Spain, Africa, Macedonia, Asia, Gaul, Syria. 4. Give, in chronological order, an outline of the chief wars in which the Romans were engaged during the century preceding the battle of Actium. 5. Give a list of the emperors from Augustus to Commodus (with the dates of their accession), and mention, in chronological order, the most important wars of this period. 6. Give an account of the Roman Constitution under the kings. 7. The series of laws (between the years 500 and 300 B. C.) by which the Plebeians were put upon a political equality with the Patricians. 8. The origin and constitution of the Comilia Cur lata ; of the Comitia Centuriata iin its original and in its remodeled form) ; of the Comita Tributa ; and of their respective functions under the Republic. 9. When and under what circumstances were the offices of Consul, Prcetor, ^dile, Quaistor, and Triiumia Plebis respectively created, and what were their several func- tions ? 10. How was the Senate constituted ? What part did it take in the administration of the State, and how did its power become predominant ? 11. What were the purposes of the Roman system of colonization, and at what periods was it most fully carried out ? What \rere Colonia Civium Romanorum and Colonial Laiincef What yrere Foederatce CivUates in Italy; how were they governed ; and what were their relations to Rome before the year 90 B. C. ? 12. What was the position of the Provinces in relation to the management of their own affairs and to Rome? How were taxes in them collected ? From what forms of ' Lectures on Roman Law were given to the students of Harvard College in 1870-'71 by Professor James Hadley, of Yale College. STUDY OF HISTORY IN AMERICAN COLLEGES. 35 injustice did they especially suffer, and what remedies had they ? What eifect on the Provinces had the establishment of the Empire ? 13. What was the Atjcr Publieus f What were the principal laws passed concerning it, and what important part did it play in the history of the Eepuhlic ? 14. State as clearly and fully as you can the causes which led to the downfall of the Republic and the establishment of the Empire. 15. Give as complete an account as you are able of the theory and practice of the Roman Constitution under Augustus. EXAMINATION IN KOMAN AND EARLY MEDIEVAL HISTORY. Professor Gurney — June, 1873. 1. " It might be maintained that the whole history of a state is the record of a se- ries of differentiations of special organs to meet special needs." Point out in detail how the development of the Roman republican magistrates illustrates this statement. 2. " The Senate, a body of life peers, freely chosen by the people, had always been the vital institution of republican Rome. The popular assemblies had always been insigniiicant by the side of the Senate ; but, by the constitution, the rabble of Rome could at any time take into their own hands legislation and government." Comment in detail upon each statement in this passage. 3. " The first Gracchus, with perfectly pure intentions, showed them the way to do this. The second Gracchus formed this city rabble into a standing army of revolu- tion." Show as clearly as you can the relations of the Gracchi to the Revolution. 4. " It was the necessity of defending the state against its foreign enemies that caused the fall of republican institutions. It was not aristocratic privilege, but aris- tocratic feebleness, that the people rebelled against. The two parties at last were the Senate and the army." Illustrate fnlly these statements from the history of the last century of the Republic. 5. " In the place of anarchy the Empire brought centralization and responsibility- To the Roman world it gave internal tranquillity ; to the government a more equit- able spirit." G'vfi S'l account of the Imperial institutions which will show how these ends were accomplished. 6. " It would be a convenient thing if we could accustom ourselves to the notion of a sec(ind Roman Revolution, beginning with the death of Marcus Aurelius and ending with the accession of Diocletian. In the convulsions of this revolutionary period we are able to discern the diiScultles w^th which the Imperial system had to cope." Illustrate this passage fnlly from the history of tjie period. 7. " Rome was saved by Diocletian from partition among viceroys ; but it was a tem- porary arrangement, and gave place to the permanent institutions of Constantino. The Empire was no longer Roman by nationality, nor in the sense of possessing the political institutions which had originally belonged to Rome. The Senate as an organ of aristocratic opinion had practically disappeared, and the life-president had become a Sultan. A principal feature of this age is the enormous multiplication of offices and officials, a bureaucracy formed after the military model." Explain each of these statements in detail. 8. "In the age of the degenerate sons of Theodosius, the barbaric world decisively encroaches on the Roman. The Empire is plundered under cover of a commission from the Emperor himself. Rome is sacked. Most of Gaul, Spain, and Africa are torn from the Empire. Barbaric chieftains make and unmake the Emperors of the West." Give a succinct account of the series of events here alluded to. PROFESSOR HENRY ADAMS. Iq 1870, the year after President Eliot came into office, Henry Adams, son of Charles JFrancis Adams, was appointed Assistant Professor of History. That same year, also, Mr. Giirney was advanced from the 36 CIECULAES OF INFORMATION FOR 1887. position of Assistant Professor to that of University Professor of His- tory. The significance of Mr. Gurney's appointment we have already noted. Mr. Adams' appointment marks the beginning of a new epoch in the historical department of Harvard College. It may be character- ized as an epoch of institutional studies, chiefly in the Frankish, Ger- man, and early English fields. It was pioneer work at Harvard, and it led to the first really original researches in History by Harvard students. The Essays in Anglo-Saxon Law, which were published in 1876, and which were dedicated to President Eliot as the first-fruits of his admin- istration, comprised absolutely original investigations by Mr. Adams, on "Anglo-Saxon Courts of Law," and by his most advanced students, Ernest Young, on "Anglo-Saxon Family Law," Henry Cabot Lodge, on "Anglo-Saxon Land Law," and J. Laurence Laughlin, on "Anglo- Saxon Legal Procedure." These Harvard studies were republished in England, and have been received with great favor by specialists in the early history of institutions. It is not without profit to inquire into the foundations of this original work represented by Professor Adams at Harvard. It was based upon an elective course in Medioeval History, three hours a week, comprising lectures and the use of such standard authorities as Hallam's Middle Ages; Bryce's Holy Eom an Empire; Kohlrausch's or Menzel's History of Germany ; Stephen's, Sismondi's, Michelet's, or the Student's History of France ; and Milman's Latin Christianity. It was a general course, covering, when fully developed, the history of Europe from the eighth to the sixteenth century. It connected, on the one hand, with Pro- fessor Gurney's work in Classical and later Eoman History, and, on the other, with Professor Torrey's courses in Modern European History. The character of the knowledge required in the early part of this course, before it was fully expanded, is indicated by the following examination paper, which was set in June, 1872 : EXAMINATION IN MEDIEVAL HISTORY. Professor Adams — June, 1872. Map of France and Germany. Mark the provinces : (l)Picardy. (2) Navarro. (3) Champagne. (4) Poitou. (5) Gascony. (6) Aiijou. (7) Proyence. (8) Maine. (9) Armaguac. (10) Guieune. (11) Arelat, or the King- dom of Burgundy. (12) Duchy of Burgundy. (13) Franche-Comt6. (14) Franconia. (15) Cariuthia. (16) Alsace. (17) Limousin. (18) Westphalia. (19) Haiuault. (20) Lausitz. (21) Thuringia. Cities and Places.— (a) Treves. (6) Mainz, (o) Angers, {d) Regensburg or Ratisbon. (e) Strasburg. (/) Meissen, {g) Ghent. (Zt) Brunswick, (i) Speier. (/c) Bamberg. (() Bale, (m) Rochelle. («) Avignon, (o) Laou. (p) Albi. (g) Peronne. (r) Beziers. (s) Toul. (<) Bordeaux. («) Hohenstaufeu. (jj) Hohen- zollern. (x) Hapsburg. Empire.— 1. Name the emperors between 900 and 962. -Z. Give a table of Henry the Fowler's children and grandchildren. 3. Giselbei-t of Lorraine. 4. Godfrey of Lorraine, 5, When were Bavaria and Saxony first given to the Wolfs 1 6. Circum- STUDY OF HISTORY IN AMERICAN COLLEGES. 37 stances of the Imperial electiou of 1125. 7. When and for what occasion was Austria made a dacby ? 8. Peter della Vinea. Church. — 9. What title did the Chi^roh claim to territorial sovereignty ? 10. Pope Formosa. 11. Hilderbrandiue Popes, 1050-1100. 12. The Crusades and the principal persons concerned in each. 13. Thefamousbullsof Boniface VIII. 14. Constitution of the Cardinals' College. 15. The great monastic and medicant orders. 16. Pope John XXIII. France. — 17. Capetian kings from 888-987. 18. When and how did the Duchy of Burgundy first come to the Capetian family ? 19. The Duchy of Normandy ; when created, and when annexed to the domain 1 20. When was Poiton taken from Eng- land ? 21. Toulouse ; when obtained by the Crown. 22. Table showing Edward Ill's claim to the crown. 23. The Angevin dynasties of Naples. 24. The Constable d'Armagnac. This course ia the general histojy of mediaeval Europe represents the first formal introduction of that field of study Into the Harvard cur- riculum. Hitherto the Middle Ages had been treated very cursorily, after the manner of Robertson's Introduction to his Life of Charles V. The work of Mr. Adams first brought the so-called Dark Ages into light and prominence in the Harvard historical curriculum. Since his time,- Mediaeval History has held its own with great energy. The work has devolved upon different individuals at different times; but the direct successor of Mr. Adams and the man who to-day conducts this general course is Dr. Ernest Toung, one of Mr. Adams's best pupils. Mr. Young became an instructor in History and Eoman Law in 1874, and is now As- sistant Professor of History, holding the same place and doing even more work than did his original master. Dr. Emerton also entered the Me- diaeval field and early won distinction, particularly in Church History. According to the original plan of Mr. Adams, the general course in Mediaeval History was introductory to a more special course in Mediaeval Institutions, a course of two hours a week, open only to candidates for honors. In 1871-72 seven members of the Junior class undertook this advanced work, which comprised lectures on Feudalism and the Salic Law, the class using the original text of the latter. Such authorities as the Germania of Tacitus, Maine's Ancient Law and Village Communi- ties, Hallam's Middle Ages, etc., were also employed. The influence of the writings of Sir Henry Sumner Maine was just beginning to be felt by students of Law and History in America, and Mr. Adams communi- cated, through these writings and his own individual studies, a power- ful impetus to historical work at Harvard. The writer has been told by former students of Mr. Adams that his custom was to distribute among members of his advanced class the principal subjects treated by Sir Henry Maine, and to require individual reports on assigned chap- ters. A discussion always arose upon matters thus reported, and the Ijrofessor endeavored to draw out the opinions of his class without stat- ing his own until the discussion ended, when he would sum up the whole matter. There was much less formality in this conversational method of conducting a class than in ordinary recitations. If the student failed 38 CmCULAES OF INFORMATION FOE 1887. to do justice to the subject assigned him, the professor tilled out the gap by profitable comment. Some idea of the kind of knowledge required from the advanced class in Institutions may be derived from the following examination papers : EXAMINATION IN INSTITUTIONS. Professor Adams — 1874. Roman Institutions. — 1. History of testamentary succession in Roman Law ; forms of will. 2. Roman origin of contracts, Nexum and mancipatio ; the historical alli- ance between contracts and conveyances. 3. JEmphi/teusis, agri limitanei, patron and client. 4. Status and contract; show how ''the movement of progressive societies has been from status to contract." Sauc Institutions. — 5. The family in the Lex Salioa. Probable mode of reckon- ing relationship ; evidences for and against probable distinction of agnates and cog- nates. 6. Nature of paternal authority in the Lex Salica. Its p.robable limits. 7. Salic land; tenure of land; Lex SaJica., 59, De Alodis. Meaning of the word Alod. Illustrate the Salic idea of property as applied to land, by Lex Salica, 58, De Chrene- cruda. 8. The Salic contract ; its private and judicial application. Illustrate by Lex Salica, 50, De fides facias. 9. Homo in truate dominica, Lex Salica, 53, and elsewhere. Vassus in Lex Salica, 35, 5. Mbkovingian and Carlovingian Institutions. — 10. Outline of all the reforms of Charlemagne. 11. Immunities; to what extent did they alter the relations of citi- zens or lauds to the state? 12. Origin of the feudal courts of Tiaute et basse j ustice ; to what earlier courts do they correspond ? Give some instances of the law of primogeni- ture from the French coutumes. EXAMINATION IN INSTITUTIONS. Professor Adams — 1876. 1. To what extent may the family be considered as the source of the state ? 2. Define the patriarchal theory, and state arguments for and against it. 3. Nature of the royal power in the Lex Salica. Causes and nature of its subse- quent development. 4. What portions of private law may be traced with certainty to the family ? 5. What portions, if any, cannot be traced to the family f 6. How does German law compare with Roman law in regard to the history of con- tract and conveyance ? 7. To what extent was land treated as property in the Lex Salioa ? 8. What is meant by executive and what by judicial procedure in German law ? 9. Define, as briefly as possible, the nature of the early Germanic Constitution. 10. Explain with the utmost conciseness the influences which overthrew that oon- stitutiLn, and the nature of the subsequent changes. EXAMINATION IN INSTITUTIONS. Professor Adams — June, 1872. German Law.— (1) Mannitio and Bannitio; (2) Inquisitio per testes; (3)Ileipus; (4) Scabini ; (5) The Alod, Salic law de Alodis; (6) Salic law de adfathamire ; (7) Judicial reforms of Charlemagne ; (8) The. Capitulary of Kiersy. Roman Law. — (9)Nesum; (10) Res mancipi and Res neomancipi; (11) Manns; (12) Universitas juris ; (13) Roman forms of marriage; (14) Early forms of testament ; ' (15) Agnates and cognates ; (16) Origin of primogeniture. STUDY OF HISTORY IN AMERICAN COLLEGES. 39 Feudal Law.— (17) Essential point of difference between German and French feu- dalism; {\8) The German HeerscMld ; (19) The Golden Bull ; (20) Reform of Lonis le Gros ; (21) Reform of Philip Augustus ; (22) Explain why "Fief et justice n'ont rien de commuii" ; (23) What courts of justice were there in feudal France ? (24) What was the feudal mode of proof? EXAMINATION IN ENGLISH HISTORY (MEDIEVAL). Professor Adams — 1874. POLITICAL. 1. The conversion of Kent to Christianity ; of Northumhria ; of the other king- doms; why two bishops in Kent ? 2. End of the Danish invasions under Alfred and Edward the Eider ; settlement of Normandy. 3. The claimants to the throne on Edmund's death, and claim of each. 4. Leofric ; Siward. 5. The descendants of Ethelred II to the Conquest. 6. Edwin and Morkere. 7. Lanfranc, Hildebraud (his connection with William the Conqueror). 8. The three marriages with the house of Anjou in the reign of Henry I. 9. Bouvines ; its effect on English politics. 10. Simon de Montfort ; how was he Earl of Leicester ; his connection with the royal family. 11. The council of Norham and Edward's decision ; criticise it. 12. Edward I and Edward III ; compare them. 13 Compare the campaign of 1415 with that of 1346. 1. The ceorl ; thegn ; eorl. 2. The hundred-gemot ; -who composed it ? its jurisdiction. 4. Sao and soc ; toll and theam ; infangentheof. 5. The Curia Regis ; its origin and development ; its jurisdiction. 6. The exchequer ; its officers. 7. Justices in Eyre ; where did they sit ; decline of sheriff. 8. Assize of Northampton. 9. Magna Charta ; its provisions ^s regards personal liberty. 10. Provisions for enforcing Magna Charta. EXAMINATION IN AMERICAN COLONIAL HISTORY. Professor Adams — 1875. 1. Tte London and Plymouth companies and their patents. 2. Causes of Bacon's Rebellion. 3. Jamestown, Williamsburg, Richmond. 4. St. Mary's, Annapolis, Baltimore. 5. Form of goverumenfin South Carolina in 1750. 6. Nature of the disputes in Pennsylvania between colonists and proprietary. 7. When and how was representative government established in New Y'ork ; what steps had the Dutch taken towards establishing self-government ? 8. Compare the charters of Virginia, Massachusetts, and Maryland. 9. When and by what means was New Haven consolidated with Connecticut? 10. The new charter of Massachusetts ; how did it change the form of government ? 11. Population of the different New England colonies in 1650 ; in 1700 ; in 1750. 40 CIROULAES OF INFORMATION FOR 1887. 12. Hutchmson's discussion of parliamentary sovereignty -with the general court ; the positions assumed in argument by each party. 13. What were the precedents for a congress ? 14. "What governments existed in the Union on the Declaration of Independence ? 15. Political and military situation in the Tvinter of 1777-'78. . 16. -General Greene's campaign against Comwallis (map). 17. The Articles of Confederation. 18. Diplomatic difficulties resulting from the form of government. 19. Principal opposing interests and parties in the Constitutional Convention. Upon the basis of Germanic Institutions and Mediaeval History, Pro- fessor Adams' work was gradually extended so that it embraced the History of England to the seventeenth century, and also the Colonial History of America to the year 1789. In the field first named, such authorities were used as Freeman's Early English History, Knight's, Lingard's, or Pearson's History of England, and Stubbs' Documents Illustrative of the Constitutional History of England. Particular at- tention was paid to the constitutional and legal aspects of English History. This course, of three hours a week, was made to connect with Professor Torrey's course, in which there was the same number of hours in Modern European History, from the beginning of the seven- teenth century. After the withdrawal of Professor Adams from the historical department at Harvard College, in 1877, his work in the English field and in Germanic Institutions was continued by Dr. Ernest Young. Professor Adams' work in the Colonial History of America down to 1789, begun in 1875, and successfully jjrosecuted with an ad- vanced class three hours a week, was, after one year, delegated to an- other of his most prominent pupils, Henry Cabot Lodge. Mr. Adams, in place of Colonial History, taught the History of the United States from 178!) to 1840. Both branches of the American work finally came into the hands of Mr. Lodge in 1877, after Mr. Adams' withdrawal, and were continued for one year, when Mr. Lodge himself retired from the teaching of History to the editorship of the International Keview, and subsequently to the pursuit of present politics. An enduring result, however, of Mr. Lodge's historical work at Harvard is his " Short History of the English Colonies in Korth America" and his volume of " Historical Studies," both of which books are undoubtedly the elabora- tion of materials collected while an instructor. The American Jine of historical teaching at Harvard was continued by Mr. Hoague and Dr, Freeman Snow. It is now in the hands of Dr. Albert Hart and Dr. Edward Channing. PRESENT STATUS OF HISTORY AT HARVARD. In what has been said hitherto the writer has endeavored to describe the work of the earlier representatives of the historical department at Harvard rather than the courses given by the present generation of teachers. Justice to contemporaries requires at least a brief review of the present condition of the work which, since the retirement of Pro- STUDY OF HISTORY tN AMEElCAlt COLLEGES. 41 fessor Torrey and the death of his successor, Professor Gurney, in 1886, is left entirely in the hand s of younger Harvard. Into better or worthier hands this worli could not have fallen. For years some of these young professors have been in training for their present responsibilities. Iji deed, for a long time before the recent transition was made, the chief burden of practical teaching and lecturing had begun to rest upon men like Professors Macvane, Emerton, Young, and Doctors Hart and Chan- ning. They had already introduced new courses and new methods of instruction, so that gradually the historical department was being trans- formed. If one turns from an examination of old catalogues to the courses of historical instruction announced for the current year, 1886-87, he will be strongly impressed with the remarkable advance made during the past decade. In the number, variety, extent, and attractiveness of the historical work now offered at Harvard University, thatinstitution rivals a German university. The American student no longer absolutely needs to go abroad for thorough instruction in European and American His- tory. He can find it in Cambridge, Mass. All the methods which char- acterize the most advanced historical work and all the facilities for special research in libraries that a student could reasonably demand are in existence there. In this chapter, which has already exceeded its intended limits, it is impossible to do more than to glance rapidly at the character of the in- struction in history now afforded at Harvard University. The most striking feature is the increased opportunity for special advanced study ' and original research. No less than five different fields are now open for real seminary work at Harvard. Professor Emerton, ^ who early represented the seminary method at Harvard, conducts a class of ad- vanced students in the investigation of topics pertaining to the union of church and state under the administration of Charles the Great. As- sistant Professor Toung has a similar course for the special study of the early history of institutions. Professor Macvane, who is Mr. Gurney's successor as university professor, is guiding advanced inquiries con- cerning the social condition of Western Europe in the Eighteenth cen- tury. Dr. Hart, a pupil of Von Hoist, is giving a decided impetus to the seminary idea at Harvard by original studies in American constitu- tional history. Dr. Channing is highly successful in directing researches in American colonial and in modern diplomatic history. The special work and methods of Drs. Hart^ and Channing are described in greater detail in a chapter on American History in our Schools and Colleges, 1 See Professor Emerton's valuable chapter on the practical method in the Higher Historical Instruction in Dr. G. S. Hall's Pedagogical Library, Vol. I, pp. 31-60. Cf. Johns !^opkins University Studies, II, 90-93. 'Consult Dr. Hart's article on methods of teaching American history in Dr. G. S. Hall's Pedagogical Library, Vol. I, pp. 1-30. Cf. Johns Hopkins University Studies, Vol. II, 59-63. Dr. Hart is about to establish a class library. 42 CIKCtJLAES OF INFORMATION FOR 1887. contributed to this report by Dr. Francis N. Thorpe, Fellovr of the Uni- versity of Pennsylvania. In the oiHcial account of the graduate department of Harvard for 1886-'87, it is said that students in the above courses receive the per- sonal attention of their instructors, who will advise and assist them in their chosen fields of research, and in the preparation of suitable theses. In some of the courses offered under this head, special attention will be given to practice in the investigation of original sources. It is intended to make the work useful both to future teachers and historical investi- gators, and to professional or business men who may wish to become thoroughly familiar with some part of the field of history, or to acquire the ability to weigh and examine historical evidences. The regular class courses of historical instruction show a steady ad- vance, with a constant widening of the field of study, aud at the same time a manifest tendency toward greater specialization. Professor Tor- rey's course in modern European history is now in the hands of two men. Professor Macvane and Assistant Professor Young. Mr. Macvane has this year been relieved of his introductory or fact course in general European history by an additional instructor, Mr. Weaver. He him- self continues to develop his own attractive course on constitutional government in England and the United States. Mr. Young specializes more particularly upon the early constitutional and legal history of England, and also represents Eoman law and the history of institu- tions. Drs. Hart and Channing are specializing more and more in the American field. Professor Emerton's work in mediaeval and ecclesias- tical history has taken wider range, and at the same time more special points of view. His courses now embrace (1) the conflict of Christianity with paganism, also the origin and development of the Eoman primacy to its alliance with the Holy Eoman Empire; (2) the mediaeval church, with especial reference to its effect upon public life and npoa intellect- ual and social progress ; and (3) a course given in alternate years on the era of the reformation in Europe, from the rise of Italian humanism to the close of the Council of Trent. THE HISTOEICAL METHOD IN ECONOMICS. A. very noteworthy feature in the economic courses now given at Har- vard is the prominence of the historical method. Professor Dunbar lectures upon the economic history of Europe and America since the seven years' war, and also upon the history of financial legislation in the United States. Assistant Professor Laughlin considers the economic effects of land tenures in England, Ireland, France, and Germany— a subject, from the standpoint of economic history, the most important in the whole field. Assistant Professor Taussig lectures upon l&e his- tory of economic theory and upon the history of tariff legislation in the United States. Advanced study and original research in economic matters are encouraged by all three of these gentlemen. Conspicuous STUDY OF HISTORY IN AMERICAN COLLEGES. 43 progress has been made by the economic department in the develop- ment of class-room (or seminary) libraries. The creation of suggestive environment and of real laboratories of economic science is clearly in the minds of the leaders of this active and flourishing school. Perhaps the most significant of all new departures at Harvard Uni- versity, is the recent institution of the Quarterly Journal of Economics. The sum of $15,000 was given for this purpose by Mr. Thayer, of Bos- ton, and the income is applied to the support of the magazine, which is in the highest degree creditable to Harvard University as well aS to the editor, Professor Dunbar. The Journal is not the organ of any par- ticular school of opinion. It does not profess to be either conservative or radical, orthodox or heterodox, English or German. It is simply an American Journal of economic science. It holds fast the best ideas in economic experience, and is ready for new light upon the economic con- ditions of society. The attitude of the Journal toward the historical method in economic research is most ejicouraging. Already one mem- ber of the historical department at Harvard, Dr. Hart, has contributed a valuable paper to the Quarterly, namely, a study upon the disposition made of the public lauds in the United States. This comity between history and economics will doubtless grow from more to more. The two subjects are naturally allied, and can never be absolutely separated in American university life with its present tendencies. Without in- dulging extreme or one-sided views, the writer believes it the destiny of history to become more economic, and of economics to become more his- torical in both object and method. History has too long neglected the ways and means, the isractical side of social and political life, and economics have too long neglected the simple facts. LIBKAKY FACILITIES AT HAEVARD. The most important factor in the constitution of an historical depart- ment is the proi)er adjustment of relations with the college or university library. It is one of the prime motives of the present report to point out from the best known examples what sucn relations ought to be. The Ijromotion of historical study in any college or university is absolutely dependent upon the use of books.. The possession of a good historical library and easy access to its shelves on the part of advanced students as well as of their professors are fundamental conditions of progress which Harvard University early recognized. Prom her experience other institutions can learn a valuable lesson in library administration. In 1877 Harvard University showed its sovereign sense in appoint- ing for its general librarian Mr. Justin Winsor, whose experience in the development of the public library ,in Boston had proved as epoch-mak- ing for that institution and America as was that of the Italian librarian, Antonio Panizzi, for England and the British Museum. Indeed, Mr. Winsor should be regarded as an American renaissance of this type of humanistic culture. English librarians have long recognized this Ameri- 44 Circulars ot? information foe issr. can as the master of their profession. In his new position at Cambridge Mr. Winsor became the champion of the policy, still somewhat novel in conservative institutions, that books are to be used and not hoarded. Jle recognized that one of the chief functions of a litoarian is to increase the efflciency and circulation of his library. Accordingly greater free- dom was allowed in admitting trustworthy persons to the shelves. But the most striking policy was that of permitting the small reservations of books in the alcoves of the general reading-room, which reservations were to be used in connection with class- work in historical and other courses. Each instructor was allowed to select for his own reservation those books that were absolutely essential to the conduct of his class- work, and the instructor's name was posted above his own collection, so that students might know where to find books to which they had been referred for private reading. Of course a certain comity had to be observed among both instructors and students in the use of these reserved collections. Under circumstances men were allowed to take out certain books for overnight use or for a longer interval. Tbe system has worked most admirably. It has converted the Har- vard University library into a perfect hive of class libraries. One needs to see the system in practical operation in order fully to appreciate its advantages and adaptability. The architecture of the general reading- room, with its central nave and chapel-like alcoves, where various de- partment reservations seem to be praying together for more room, does not readily permit of pictorial illustration. The present arrangements are regarded merely as provisional. In the near future these book- reservations will doubtless swarm from their present contracted quarr ters into a great variety of duplicate collections in class-rooms or semi- nary-libraries. The following tables, taken from Mr. Winsor's most recent report, 1886, will serve to give some idea of the increase since 1879, in the cir- culation of books belonging to the university library. 1879-'80. 1880-'81. 1881-'82. 1882-'83. 1883-'S4. 1884- '85. 1885-'80. 41, 936 7,812 10, 606 45, 481 11, 724 11, 872 48, 194 10, 498 12, 891 48, 231 8,654 12, 678 48, 655 9,047 11, 399 52, 322 9,433 13, 791 60, 195 2. Used in tbe building 3. Overnight use of reserved 8,816 18, 505 Total (excluding No. 3. wbiob is included in No. 1) 49, 798 57,205 58, 692 56, 835 57, 702 61, 755 69,011 Officers of instrnotion reserv 35 3,330 38 3,418 41 4,251 44 4,316 48 4,782 48 5,230 56 No of boots reserved 5, 840 "The increase in the number of books reserved — of whose hall-use no record is kept — has a tendency," says Mr. Winsor, "to decrease the number of volumes used in the building, of whose use record is made." STUDY OF HISTOKY IN AMEEICAN COLLEGES. Sunday use. 45 Kumber of Sundays open Persons using -. Average Higliest number 1880-'81. 1881-'82. 1882-'83. 1883-'84. 18S4-'8j. 37 36 36 36 37 1,846 2,067 2,268 2,448 2,631 4C 57 63 68 71 64 91 92 93 103 37 2, 812 76 108 "It will also be seen by the following tables that the use of 'admis- sion-cards,' by which students have access for investigation to special classes of the books at the shelves, is steadily gaining in favor, judging from the increased frequency of such use : " Admission cards. History Science Art (including music) Literature Classics Philosopiiy Theology Political economy — Total students Times of use 1880-'81. 85 870 1881-82. 200 2,543 167 3,340 176 ;,520 203 4,020 63 14 16 40 53 9 12 44 204 5.820 "The college teachers who have students under instruction in the methods of research are still given such facilities as the Library build- ing affords for the accommodation of their classes ; but the advantages of the building are in this direction far from what they should be." Students' use of the lihrary. 1874-75. 1879-'80. 1883-'84. 1884-'85. ■ 1885-'86. Students of— 6.3,3 CD ¥ 6?i 2 i 6ti 'o 6 0-.SJ o o d.5.a ^3l DiTijjity 20 139 29 53 153 159 208 197 Itj 63 21 18 100 90 124 108 23 105 10 60 371 201 196 245 23 119 15 40 151 108 163 160 21 140 26 68 209 195 248 233 21 118 17 51 188 171 210 202 26 153 28 70 191 234 250 253 20 122 21 52 170 216 220 205 23 134 232 236 233 258 25 18 Kesident grad Senior class Junior class Sopbom. class Freshm. class 62 214 228 216 201 Totals 959 555 1,083 839 1,106 978 1,213 3,032 1,231 3,300 46 CIKCULAES OF INFORMATION FOE 188T. "The percentage of users amoug the undergraduates has risen dur- ing recent years as follows : " 1874-'75. 1879-'80. 1883-'84. 1884-'85. 1885-'8a. 71 CO 59 54 88 83 8R 65 90 88 85 80 90 93 86 80 •\2 9G 93 78 " The result is tliis : Eleven years ago 57 per cent, of the students, and during the past year almost 90 per cent., used the Library. " These statements do not cover the use of ' reserved books' — a sys- tem not; in use in 1874-'75, — a considerable number of the users of which never take other books from the Library." Besides the constant use of book-reservations in the alcoves of the general reading-room, there is another liberal feature in the administra- tion of the library at Harvard which early attracted the attention of the writer. Some years ago Professor Emerton ^ was allowed by Mr. Winsor to establish an historical class in a small room immediately ad- joining the book-stack or main repository of the library. This prox- imity of students to books is one of the most powerful of educational forces, provided a teacher knows how to improve the situation, as Pro- fessor Emerton manifestly did. The class quickly discovered the same capacity. i For the past year or two Dr. Edward- Ohanning has been in the habit of gathering his students about him in a convenient corner of the "stack" or book-room, ou that floor which is devoted to American history. Here at their very elbows, so to speak, the students have a collection of Americana that has but few rivals in the United States. Dr. Channing has, moreover, perfected arrangements whereby the re- sources of the Massachusetts Historical Society, the Athenaeum, the Boston Public and the State Library arc made serviceable to the wants of his men. In addition, the unpublished xecords in the State House at Boston land the library of the Law School in Cambridge are drawn upon, so that the little company which meets iu the corner of the Har- vard book-stack has learned to command all the libraries in the neigh- borhood. The writer regrets that he is unable to present any pictorial illustration of this historical " corner." It is at once too small and too large to be photographed. It would need the light and space of all the libraries in Boston. 1 Professor Emertou well expressed the true use of a college library when he said, in his article ou The practical Method iu Higher Historical Instruction (see Hall's Pedagogical Library, toI. i, 59) : " What the laboratory is to physical science, that the library must be to moral science. The library must become, not a store-house of books, but a place for work. Books must exist not so much to be read as to be stud- ied, compared, digested, made to serve in the development of new truth by the method of practice with them." STUDY OP HISTORY IN AMERICAN COLLEGES. 47 THE HAEVAED HISTOEICAL SOCIETY,. One of the pleasantest experiences of the writer in Cambridge was that of meeting, iu the spring of 1879, at the house of the librarian of Harvard University, a little company of advan ced historical students, ■with their instructors. It was the Harvard Historical Society, which owes its origin and continuous devrelopment to the energy of such men as Professor Bmerton, Dr. Taussig, and Dr. Channing, and its moral and social support to older scholars like Professor Torrey, Dr. Charles Deane, and Mr. Justin Winsor. The society is a novel combination of youth, early manhood, and ripened experience. The purpose of the so- ciety Is the discussion of original historical papers and the fostering of public interest in historical subjects by the occasional delivery of a pub- lic lecture. For this purpose specialists are sometimes invited to Cam- bridge. While the cultivation of historical science-is the main object of the association, the social element is by no means neglected. In- deed, it was this side which especially attracted the writer, as he has already intimated. After listening to a formal paper or lecture, it is not unusual for the society to adjourn by invitation to a professor's house for the informal discussion of other subjects. Sometimes both sessions are held at a private house. Such a healthful organization as the Harvard Historical Society deserves to live and to multiply, THE NAEEATIVE AND CRITICAL HISTORY OP" AMERICA. Writing upon History at Harvard University, one would neglect the most remarkable illustration of his subject if he should fail to mention that great co-operative undertaking, the Narrative and Critical History of America, edited by Mr. Justin Winsor. If a striking proof were needed of the importance of commanding the resources of historical literature in the writing of history, this colossal work, which masses the best results of four centuries of book-making, would afford that proof. Here is a scientific enterprise, directed by the librarian of Har- vard University, and bringing into active use all that bibliographical information and special knowledge derived from a lifetime spent among books and in historical pursuits, an enterprise which solely by this editor's wide acquaintance with men and materials has brought into intimate co-operation with his own work in Cambridge the historical talent not only of specialists in Harvard University, but of the whole country, together with . contributions from every special library of American History in this or other lands. Tliis is a masterly perform- ance. Such a work, so nobly conceived and so skillfully executed, re- flects the highest honor upon Harvard University and its scholarly librarian. The man who can thus devise and successfully carry on such a vast literary undertaking, in the midst of administrative duties by no means light in a library like that at Cambridge, deserves to be recog- nized as the head of the historical profession at Harvard University. 48 CIRCULARS OF INFORMATION FOR 1887. The Americau Historical Association wisely showed its national appre- ciation of Mr. Winsor by electing him as its president, immediately silc- ceeding Mr. George Bancroft, the father of American history. The general idea of the Narrative and Critical History of America is indicated by the title. Each important division of the work is treated in two ways, (1) in a descriptive manner, for the general reader j (2) in a critical manner, for the scholar, with primary reference to the sources of information. It is this latter portion of the task which shows, in its fullest and freest scope, the editorial talent of Harvard's librarian. A thousand and one skillful bibliographical touches by Mr. Winsor in- dicate how he has improved and supplemented the special work of his co-laborers. Only an historian who is also a librarian, or who com- mands the best and fullest resources of historical science in a librarian's environment, could do such work. It illustrates better than anything the writer can say, or the artist depict, the importance of a well- equipped library for historical study and scholarly investigation. The library of Harvard University is a veritable laboratory, not only for its active historical department, but also for the most original and com- prehensive historical work now in progress in these United States. The scope of the Narrative and Critical History of America is more than continental. It embraces Canada, Mexico, Central and South America, and even the West Indies, as well as this country. The work as now planned will include eight royal octavo volumes, which are thus characterized: Vol. I, America before Columbus; Vol. II, Spanish Dis- coveries and Conquests in America; Vol. Ill, English Discoveries and Settlements in America; Vol. IV, French Discoveries and Settlements in America ; Vol. V, the French and English in North America, from the English Eevolution to the Peace of Paris, 1G89-17G3 ; Vol. VI, the American Eevolution, 1763-1783 ; Vol. VII, the United States, 1783- 1850; Vol. VIII, Canada and the American Outgrowths of Continental Europe. Volumes II, III, IV, and V are already published, and Vol. VI is well advanced. The first volume on Prehistoric America will be the last to appear, because of the present activity iu that field of re- search and of the necessity of prudent delay in preparing the editorial introduction to the entire work. It is needless to say that Mr. Winsor has made extensive contributions to each of the volumes already pub- lished. The method of preparing this colossal history is simply the applica- tion of economic principles to historical investigation. Division of la- bor and co-operation, under the skillful direction of a master-workman, are as legitimate in the writing of history as in the building cf a cathe- dral. Indeed, church and state and the civilization of the world have been reared by masterly combinations of individual forces. It is not unreasonable that historians should imitate the methods which have en- tered into the making of actual history. Hence it is that some historical writers have attempted the imperial method of universal conquest in their STUDY OF HISTOEY IN AMERICAN COLLEGES. 49 individual worlds ; while others have been satisfied with king-doms, princi- palities, or pocket republics. Historical writing in America will follow the democratic and social drift of our times. The world is surely becom- ing more co-operative, if not less selfish, more constitutional, while still autocratic in corporate forms. By and by, it will perhaps appear that for one man to attempt to write the history of the world is to repeat the glorious folly of Alexander; even to essay the entire history of one's own country, iu an authoritative way, may yet bo thought a mild, possi- bly harmless, reassertion in literary form of the absolutism of Bourbon kings, who identified their own individual views with the state itself. On the other haud, to combine individual forces iu the writing of his- tory upon such co-operative and constitutional principles that iiidivid- ual rights are conserved while the general good is promoted, indicates progress in historical science worthy of these modern times. To repre- sent economic and republican principles in the very constitution of American history is Mr. Winsor's conspicuous merit and Harvard's greatest honor. 757 ED, NO. 2 i CHAPTER II. HISTOEY AT YALE UXIVEESITY, SCHOLASTIC BEGINNINGS. In an address before the Cornell University, June 21, 1871, Professor D. C. Gilinan, then of Yale College, made a suggestion which deserves to be repeated in the interest of the history of American education. " It will be a curious inquiry," he said, "for some philosophical writer on. the intellectual progress of this country to ascertain what were the themes, the text-books, the methods of instruction and tuition which prevailed in the American colleges prior to the Revolution ; what sort of instruction at Cambridge filled Samuel and John Adams with their notions of civil liberty; what sort of culture at New Haven brought Jonathan Edwards to his lofty rank among the theologiaus of this country and of Scotland ; what discipline at Princeton fitted James Madison to exert such an influence upon the formation of the Constitu- tion ; and what academic drill at Columbia College, in New York, made Alexander Hamilton the founder of our national credit and our financial system. When that inquiry is made, there is a curious waif among the archives in the college library at New Haven which will show on what spare diet strong men have been fed, and which will exhibit moreforci- bly than volumes of speculation the poverty of the intellectual forces once at work in comparison with those now opening. I refer to a worn and almost illegible manuscript which contains the notes of lectures which were given in Harvard College two hundred years ago, to the class of 1668, just thirty years after the foundation of the college. The student, whose jottings are thus handed down, was Abraham Pierson, who afterward became the first president of Yale College, and thus the transplanter of Harvard lore to the favoring soil of a sister colony. There is a motto twice written in the volume, ending with words which it is amusing to see in that connection: ' Hoc tantum scio me nihil scire.' ^^ This book of student-notes, taken at Harvard College by the man who was chosen, in 1701, to be the first rector, or president, of Yale College, instituted that year, is interesting as connecting Yale with the scholas- tic system of early Harvard, njentioued in the first chapter on "History 50 STUDY OF HISTORY IN AMERICAN COLLEGES. 51 at Harvard University." Tliese notes, described by Professor Franklin B. Dexter, in his Biographical Sketches of the Graduates of Yale Col- lege (p. 61), and in a private letter to the writer, relate to lectures on logic, ethics, metaphysics, physics, and divinity. They were probably taken in the usual scholastic way, from dictation ; and represent the sum and substance of Harvard wisdom iu 1G68, as faithfully as a book of Loci Communes would represent the academic teaching of the Mid- dle Ages. Eector Pierson's note-books, possibly containing Harvard " Common Places," — may or may not have served him as a basis for his own class instruction at Yale. The fact that he preserved them care- fully throughout his entire life is presumptive evidence that he valued his scholastic inheritance as truly as does the Yale College library, which has preserved the manuscript down to the present day. Unfortunately for the purposes of the present writer, the Harvard note- book of Yale's first president has only a negative value. It does not indi- cate that the subject of history occupied any place in his system of knowledge. And yet, in 1642-43, Harvard College certainly gave its students one hour a week of history, on Saturday, immediately after din- neir. This dyspeptic course was fortunately confined to the winter sea- son, and gave place in summer to the study of botany, or " the nature of plants." Probably history continued to be taught iu 1608, when Pierson was a student there; but it is altogether to his credit that he took no notes upon the subject, if the course was still given at the old hour, from 1 to 2 o'clock, on the only half-holiday in the week. Such preliminary training in history would hardly incline a young man to prosecute that branch of study as a graduate course. If, in after years, he should happen to be called upon to organize a course of instruction in some other college, he would probably elect for his own chair, " Divinity Cat- echeticall," or any other Harvard course, sooner than history. At any rate, there is no available evidence that Eector Pierson repeated the Harvard experiment on Saturday afternoon. The study of history in some form, biblical or classical, may have been introduced into the curriculum of Yale College in its earliest years ; but the first formal recognition of the subject was (to quote the author- ity of Professor P. B. Dexter) " the appointment of President Stiles to a professorship of ecclesiastical history in 1778. He held his profess- orship till his death (in 1795), and after him it was held by Professor Kingsley, from 1805 to 1817. Dr. Stiles lectured regularly on history, and also introduced Dr. Priestley's Chart of History as a text-book. There is abundant evidence that his interpretation of the field of eccle- siastical history was a very wide one ; it was simply that he, an eccle- siastic, taught general history. I should be very loth to say that this professorship was the first introduction of history into our curriculum; but I do not know that the earlier stages of its career have ever been traced," 52 CIECULARS OF INFORMATION FOR 1887. CLASSICAL HISTORY. The regular courses of instruction at Yale College were not printed un- til 1822; so that there is for the writer no available record of the standing of historical studies before that time. Judging from the actual status in that year, considerable attention must have been given to classical history through the medium of ancient historians and of Adam's Roman Antiq- uities. Tale College has always been a stronghold of classical culture. President Barnard, of Columbia College, in his annual report for 1872 (pp. 32-33) speaks of " the state of things which existed in Tale College, between 1820 and 1830 * * * from personal knowledge." He says: "The amount of classical reading in those days was vastly greater than it is at present. In them were accomplished all of the two large volumes of Dazell's Grieca Majora, embracing Xenophon's 'Anabasis' and ' Memorabilia,' with large extracts from Herodotus, Thucydides, Lysias and Socrates, Plato, Aristotle and Longinus, and the poets Sophocles and Euripides. And to this are to be added several books of Homer's Iliad, and the oration of Demosthenes on the Crown. In Latin tho reading embraced eight books of Livy's History; the entire volume of the poetical works of Horace, including the odes, satires, epistles, and the Art of Poetry ; Cicero de Offlciis, de Senectute, de Amicitia, de Oratore, and de Eepublica ; and, finally, Tacitus, the History, Agri- cola, and De Moribus Germanorum. And besides this, the whole of Adam's Eoman Antiquities was read, from cover to cover." It appears from Tale catalogues that this ancient and well-approved manual of Dr. Adam, rector of the Edinburgh High School, was a fresh- man study down to 1847. During the first half of the nineteenth century probably more students, at both Harvard and Talc, were fed upon that Scotch diet than upon any other historical material. It was plain, sub- stantial fare. Wlien one contrasts the old fashioned manuals of Adam and Bschenburg with the wafer-like "primers" which are now every- where iu vogue, it is not surprising that a knowledge of ancient politics is dying out iu American schools. Iu these days, when teachers and students alike are rushing toward modern studies in history and politi- cal science, it is refreshing to see such a wholesome treatment of Eoman constitutional law as that represented in the I^otes on Eoman History, by Ambrose Tighe, a recent classical tutor at Tale College, or such an elective as that offered to Seniors by Professor Tarbell on Aristotle's Politics. A scholarly balance between ancient and modern history is likely to be maintained by the faculty of Tale. The classical depart- ment in that institution has always shown a disposition to represent classical history through the medium of classical historians. Thucy- dides, Livy, Tacitus, and other historical writers are read in the light of modern critical scholarship ; and a fair amount of time is still given to English text-books of Greek aud Eoman history, including classical antiquities. STUDY OF HISTORY IN AMERICAN COLLEGES. 53 HISTCRT OF ROMAN LAW. One of tlio best contributions to the historical cause by the classical department at Yale was the impulse given to the study of Eoman law, from a historical point of view, by the late Professor Hadley, of the Greek department. He prepared a course of lectures upon Eoman juris- prudence, for the benefit of students at Yale College — a course which he gave, in 1870-71, to students at Harvard. This course was an in- troduction of American students, in an academic way, to a knowledge of the true greatness of old Eome, which consists in her enduring sys- tem of law — a system which Dean Milman says the Christian Church despaired of rendering more equitable. The idea of teaching Eoman law in a regular class course was taken up at Harvard by the late Pro- fessor Gurney, who began historical work in connection with the Latin department at Cambridge. Professor Ernest Young also entered the field of Eoman law, and continues the work at Harvard to this day, iu connection with the historical department. At Yale the subject of Eoman law is now taught to law students by Professor A. S. Wheeler, of the Sheffield Scientific School, and by Professor Simeon B. Baldwin. Academic interest in historical jurisprudence is steadily increasing in America. Columbia College, iu whose law school it was once found impossible to awakeu interest in Eoman law, now has a regular academic lecturer upon this subject — Professor Munroe Smith, of the School of Political Science. At the University of Eochester the subject is repre- sented by Professor W. C. Morey, who has lately issued an excellent historical manual on The Outlines of Eoman Law, admirably supple- menting the pioneer work of Professor Hadley. By means of Professor Hadley's excellent manual the subject of Eoman law has been quietly fostered at the Johns Hopkins Universitj', among undergraduate students, during recent years. To encourage this studj', Professor James Bryce, Eegius Professor of Eoman Law in the Univer- sity of Oxfora, was invited, in 1883, to give a short course of lectures in Baltimore upon his Oxford specialty ; and now, at last, Mr. G. H. Em- mott, a graduate of Cambridge, England, and for seven years lecturer on Eoman. law at Owen's College, Manchester, is giving regular and systematic instruction throughout the year to a large class of graduate students in Baltimore. The writer mentions such facts iu this connec- tion because, at least, the Baltimore demand for this kind of historical teaching is the direct outgrowth of the influence of Professor Hadley. POLITICAL GEOGKAPHT. Before tracing the origin and development of historical teaching, as independent of the classical department at Yale, it is worth while to cast another side-light upon its early curriculum. In President Bar- nard's Annual Eeport of Columbia College for 1873, there is an inter- 54 Cl&CtJLARS OP llTPORMATIOK FOE 1887. esting chapter on " Progressive Changes in the Scholastic System." He describes, on page 23, the importance once attached to geography at Tale. " Morse's octavo volume of six hundred pages was professedly read to the last syllable. It is true that the lessons assigned were enormously long — the contents of twenty or thirty pages being required at a single recitation ; bat the books were completed, and examinations were held upon them, not only at the end of the year or session to which they belonged, but twice subsequently ; once in the spring of the junior year, when all the subjects of the course from the beginning up to that time were examined upon, and again at the final examination of the senior class, in which every subject in the entire course was again passed in review. This, at least, was the case in the college in which the undersigned received his education ; and it is believed to have been the common usage." Without defending or condemning this old-fashioned system of exam- inations and recitations from voluminous text-books, the writer would simply inquire: "What is there in the modern system of historical instruc- tion, as practiced in most American colleges, which supplies such a broad geographical basis for the study of history and politics as did that ancieat treatise by Jedediah Morse ? If any modern teacher of physical and historical geography thinks he is doing work of remark- able excellence, let him look at that old book, once "read to the last syl- able" at Tale College. While not advocating a new edition or the re- introduction of Morse's ponderous work into any college curriculum, one may reasonably urge that something like Freeman's Historical Geogra- phy should take its place. GENERAL HISTORY. General history, as distinguished from classical, was not absent from the curriculum of Tale College in 1822, when the publication of courses of instruction first began. At that time Tytler's History was required for the third term of junior year. Tytler's General History, Ancient and Modern, was the approved text-book at Tale, as at Harvard, for many years. Dr. Peabody, in Cambridge, was teaching Tytler to fresh- men in 1832, one hour a week, and the book survived at Tale for an en- tire generation. As early as 1822 the first volume of Kent's Commen- taries was taught to the senior class during the first and second terms. Thus we find germs of history and political science planted together by the classical wayside in Tale College ; but there was no further devel- opment until 1847, when Theodore Woolsey, valedictorian of the class of 1820, became president of the college. In the first year of his admin- istration, ancient history (probably one-half of Tytler's General History) was taught to the junior class during their third term, and modern his- tory (probably the second half of Tytler) to the seniors during their first term. STUDY OF HISTORY IN AMERICAN COLLEGES. 55 POLITICAL SCIENCE. The process- of development begau with Dr. Woolsey's own specialty, " Political Philosophy," during the second term of the senior year. This course consisted mainly of lectures by the president on International Law and Political Science. Wayland's Political Economy was also taught to seniors. In 1849-'50 the " Law of Nations " became a specific course, as distinguished from "Political Philosophy." The full develop- ment of these early courses of Dr. Woolsey's may be seen in his pub- lished treatises on International Law and Political Science. The former is in general use as a text-book in our American colleges, and the latter is well known in the literature of scientific politics. It is interesting to reflect that Dr. Woolsey at Tale College was year after year gathering useful materials for his great works during the very same period in which Francis Lieber, in the tranquil seclusion of his college-home in Columbia, S. C, was elaborating his now famous treatises on Politi- cal Ethics, Legal and Political Hermenuetics, Civil Liberty, and Self- Government. It is still more interesting to note that the great northern and the great southern tributaries to American political science w^ere brought together when Theodore Woolsey edited, in 1874, a revision of Lieber's Civil Liberty and Self-Government. Both of these men were trained in Germany — Woolsey at Bonn, Lieber at Berlin and Jena. HISTORY CONTINUED. In 18o3-'o4, the courses in history and political science at Yale Col- lege were somewhat modified. Piitz and Arnold's Ancient History was introduced as a text-book for the freshman class during the second term. This text-book, which is an American adaptation of the German Piitz, long a famous authority in German gymnasia, is not remembered by Tale alumni of thirty years' standing with any considerable affec- tion. Men were compelled to learn the book by heart and recite it ver- batim. Probably no worse method of teaching history was ever in- vented. It was against this memorizing of mere " words, words " that Andrew D. White revolted when a student; and this very revolt led him, afterward, in 1857, at the University of Michigan, to take a fresh and original departure in historical teaching, thus leading the way to great changes of method in this country. In 1803, Liddell's Eome was substituted for Piitz and Arnold. In the senior year, the president gave one lecture a week the first term, in connection with Guizot's History of Civilization. During the second term, he gave his courses in Political Science two hours a week. The third term, Professor Bissell met the class daily in a course on the Constitution of the United States. In 1855-'56, Lieber's worli on Civil Liberty and Self-Government was added to the course in Political Science, and the number of hours in the first and second terms was doubled. 66 CIECtTLAES OF INFORMATION FOR 1887- ECCLESIASTICAL HISTORY, Before 1861 theological students had enjoyed lectures on the History of Missions; but after that date Professor George P. Fisher began to give instruction in Church History, with an historical survey of the old or preparatory dispensation in its relation to Christianity; the estab- lishment and spread of Christianity (including missions and persecutions, ecclesiastical polity (including the rise and rule of the papacj', and the reformation); and the history of Christian life and worship. Among the literary results of these lecture courses are Dr. Pisher's valuable and suggestive works on the Beginnings of Christianity and the History of the Eeformation. For many years Dr. Leonard Bacon gave lectures to the theological students upon American Church History, more especially upon select topics in Kew England Church History — a fertile field for historical inquiry. One of the fruits of this pioneer work was Dr. Ba- con's Genesis of the 'New England Churches. PROFESSOR ARTHUR M. WHEELER. r In 1865, Mr. Arthur M. Wheeler, who had previously been a tutor in Greek, became professor of history. His lectures were a marked suc- cess from the very outset. Graduates of Yale, whom the writer has en- countered in historical courses at German universities and as students at the Johns Hopkins University, speak of Mr. Wheeler's courses with admiration. In 1868, modern history, beginning with the reformation, was offered by the professor to seniors for two terms. The first term, there was an optional, four exercises a -week, in Bancroft's History of the United States. Hallam's Constitutional History, with lectures, was taught as a required course during the second term. It is interesting to note that Professor Wheeler has retained this admirable work of Hallam in his English course. This part of his work has now developed Into two of the most popular senior electives. One course of two hours a week, thToughout thecollege year, is devoted to the origin and develop- ment of the English constitution. Besides lectures, the course includes a study of Taswell-Langmead's or Stubbs' Constitutional History, and Bright's or Green's History of England, Volume I. Such work affords an excellent introduction to the study of law. A second elective, three hours a week, second term, is now offered to seniors by Professor Wheeler. It is devoted to the history of England during the Tudor and Stuart periods, when the conflict between self-government and arbitrary power was finally settled. Here, also, lectures are supplemented by the required use of standard authorities, such as Hallam's Constitutional History of England and Bright's or Green's History, Vol. II, with numerous books of reference. Professor Wheeler early introduced the system of a working library for his classes, and, for its proper equip- ment, raised by subscription a considerable sum of money. No system of historical instruction is more efficient than that which combines vol' STUDY OP SISTOUt IN AMEElCAN COLLEGES. 57 untary reading with required -work and with suggestive lectures. The best elements of the old and new methods of historical training have been happily united at Tale. After the institution of a distinct chair of American History, in 1877, Professor Wheeler began to develop an optional course on modern Eu- ropean history for seniors, four hours a week during the first half year. The foundation of this course was laid by the required study of Hal- lam's Middle Ages, for which it still remains difficult to find an adequate substitute in the English language. During the year 1885-86 this op- tional course in Hallam was represented by Mr. E. G. Bourne, a recent graduate from Tale, holding a scholarship, and now giving "A View of Trade and Industry in Europe in the Middle Ages," which is a course of lectures in His};orical Economics, one hour a week, to graduate- students. Professor Wheeler's own work in European history is now in modern fields, and more especially in the history of the French Eevolu- tion of 1789 or in the history of Europe since 1815. In this modern course for seniors, two hours a week for a half-year, he employs such authorities as Tocqueville's Old Regime, Migaet's or Taine's History of the French Revolution, and Fyffe's History of Modern Europe, or Miil- ler's Political History of Recent Times, and Walpole's History of Eng- land since 1815. This general plan of work in European history, specializing as it does upon modern Europe and the constitutional history of England, im- presses a student of methods in teaching as one of the most sensible, solid, and practically useful now in operation. PEOPESSOR FEANEXIN B. DEXTEE. In 1S77, Mr. Franklin B. Dexter, the newly appointed Larned Pro- fessor of American History, conducted the optional course in Bancroft's History of the United States, two hours a week, through the second term of senior year; a course which he varied, in 1879, by the use of Eliot's History of the United States and Frothingham's Rise of the Re- public, and, still later, by the use of Lodge's Short History of the Eng- lish Colonies in Xorth America, Von Hoist's Constitutional History of the United States, and Johnston's American Politics. He now has a course of two hours a week, the first half-year, on American colonial history to 1765 ; and, the second half, the same number of hours upon the history of the United States, 1765-1865. He also gives, the second half-year, one hour a week to a short but comprehensive course on American history in general. All of Professor Dexter's work, like that of Professor Wheeler's, is elective. He conducts his various courses upon the topical method, prescribing to individual students passages in various authors, besides the regular class study of such required texts as Eliot and Johnston. He has printed lists of topics for individual study ; the authors that are to be consulted are reserved in the library 58 CmcULAKS OF INFORMATION FOE 1887. for class use. Good results have followed this excellent method of in- dependent and co-operative study in connection with regular class ex- ercises and frequent examinations upon required subjects. Among the fruits of this professorship of American history ' are Professor Dexter's original study of " The Pilgrim Church and Plymouth Colony," with a critical essay on the sources of information, published in the third vol- ume of Mr. Justiu Winsor's Narrative and Critical History of America, pp. 257-294, and various valuable monographs on New England and college history, notably, New Haven in 1784; The History of Connec- ticut as illustrated in her Town Names ; The Founding of Yale Col- lege; Governor Elihu Tale; Memoranda respecting Edward Whalley and William Goflfe ; Sketch of the Life and Writings of John Davenport; Biographical Sketches of the Graduates of Tale College ; &c. Further details upon history at Tale University will be given in Chapter VIII, on American History in Schools, Colleges, and Uni- versities, contributed to this report by Dr. F. N. Thorpe, of Phila- delphia. ' Professor Dexter's department of American history was strengthened in 18S5-'86, by Professor Richards' course of two hours a week, for a half year upon the Colonial History of New England to 1689. CHAPTER III. HISTORY AT COLUMBIA COLLEGE. Columbia College, in New York, may fairly claim the honor of being the first American institution in America to recognize History as worthy of a professorial chair. The institution was founded, as King's College, under the royal patronage of George II, in the year 1754. Arrange- ments appear to have been made in the original faculty of arts for the teaching of Law and History. PROFESSOR JOHN TARDILL, 1775. As early as 1773 we find " Johannes Vardill, A.M., Socius," appointed professor of Natural Law (Jus Naturalis). lu 1775 he was made pro- fessor of history and languages. Undoubtedly, both appointments represented the revival of the old English connection between law, history, and the classics. As the Jus Naturalis, then taught in European universities, was but the continuity of Roman ideas of philo- sophical jurisprudence, so history was regarded, primarily, as the his- tory of Greece and Eome and as a mere supplement to classical culture. John Yardill was a graduate of King's College, and was the very first alumnus of that institution to receive an appointment as an in- structor. He seems to have been a favorite pupil of Dr. Cooper, the president of the college, and to have sympathized with him in his Tory politics. Indeed, the young j)rofessor early turned his attention to political pamphleteering rather than to the teaching of history. It is doubtful whether he ever taught any history at all, unless he did it be- fore his second appointment, while yet a professor of jurisprudence. A letter, written from London early in 1775, describes him as " Parson Vardill, a native of New York, who has been here a twelve-month, — a ministerial writer under the signature of Coriolanus, lately appointed King's Professor in the College of New York, with a salary of £200 sterling." (N. ~P. Moore's Historical Sketch of Columbia College, page 67, edition of 1846.) President Moore, the historian of Columbia Col- lege, says (p. 87), the llev. John Vardill probaby never entered on the duties of his office. Very little importance, therefore, should be at- tached to his appointment, save that of the early recognition of History and Politics in the faculty of that institution which has since done so much for their joint advancement in this country. 59 60 CtEClTLAES OF INFORMATION FOE 1887. After the Eevolution, Goluinbia College, having dropped its royal name and patron as well as its Tory president and Tory professor of history, took a fresh start under American auspices. An old broadside, preserved in the Columbia library, contains the statutes of the college for 1785, and a "Plan of Education," whereby it appears that history was taught in what was then a unique way for America. The Rev. John Gross, Professor of German and Geography, from 1784 to 1795, taught the sophomore class three times a week, in a course which was characterizeil as a " Description of the Globe in respect of all general matters. Eise, extent, and fall of ancient empires ; chronology as low as the fall of the Roman Empire ; present state of the world ; origin of the present States and Kingdoms — their extent, power, commerce, re- ligion, and customs ; modern chronology." This was history with an ancient and geographical basis, but with a modern political outlook. It was a highly creditable course, the best that the writer has found in the anuals of any American college, at that early period. It savors, however, more of German than of English origin. John Gross, Pro- fessor of German and Geography, and afterward of Moral Philosophy, evidently represents a European current in American college instruc- tion. He was the forerunner of Francis Lieber, the German-American. PEOPESSOR CHAKLBS ANTHON. Side by side with historico-geographical studies at Columbia ran the old scholastic course in Gree k and Roman Antiquities, which had prob- ably been taught, from the beginning of the college, in connection with the classical department. Classical History has really been the life current of historical instruction at Columbia, as in every other American college. It was often a feeble, sluggish current, but it was constant ; and it sufficed to keep history from dying out in the student- consciousness. It would be unprofitable to follow this little classical stream through all its meanderings to its present deeper and wider flow ; it is enough to say that it began to expand during the tutorship of Charles Anthon, who was called to teach the classics at Columbia in 1820. He became Adj uuct Professor in 1830, and Jay Professor of Greek and Latin in 1857. Immediately he divided his department with Pro- fessor Drisler ; but remained its head until 1867, when he died. The long service of this classical teacher and editor, who has been for well- nigh two generations a familiar spirit, for good or evil, in every prepar- atory school, undoubtedly did much for the promotion of the study of classical antiquities at Columbia College and throughout the country. He gave direction to the teaching of Greek and Roman History, and supplied means for its illustration which were helpful in their time. "Without this steady current of classical and antiquarian instruction which he represented at Columbia for nearly fifty years, it is doubtful whether such an impetus would haive been given to historical and poUt- jcal studies as came in 1856 by his direct advice. STUDY OF HISTORY IN AMERICAN COLLEGES. 61 PEOFBSSOE JOHN McVICKAE. In the continuity of historico-political studies at Columbia College there was another Important influence contemporary with Professor Anthon; namely, the Eev. John McVickar, who was appointed Pro- fessor of Philosophy, Ehetoric, and Belles Letters in the year 1817. This man, the successor of the Eev. Dr. Bowden, is too little known to American students of History and Econonlics — in both of which studies he was a remarkable pioneer. It would be a useful, as well as pious service, if some one of the present instructors in the School of Political Science at Columbia would prepare an academic memorial of John Mc- Vickar, as he did of his worthy predecessor. Dr. Bowden (1751-1817), in an address delivered to the Alumni of Columbia College, October 4, 1837. Although the life of the Eev. John McVickar has been written, as et " clerical biography," by his son (New York : Hurd & Houghton, 1872), there is so much of academic interest in his life and writings, so much unused biographical material in the archives of Columbia Col- lege, that a special study of his professorial career would certainly re- pay the younger generation of teachers. In general, the service rendered by Professor McVickar to Historical and Political Science at Columljia College resembles th at rendered by Pro- fesor Francis Bowen in Harvard College. Under the broad asgisof a philo- sophical professorship, both teachers protected and encouraged historico- political studies. Both inclinedmost stronglytoward politico-economics. Both produced text-books of political economy, which, in their day and generation, proved very helpful to American students. In these days, when the study of economics is coming to the front in our colleges and universities, it will be recognized as a distinguished honor for Pro- fessor McVickar that he was one of the first men in this country to lecture upon political economy to students, and also one of the first to publish a text-book upon the subject. John McVickar (1787-1863) was the son of a leading merchant of New York City, and was'tof Scotch descent. Heredity and environ- ment gave him a natural inclination toward the study of economic ques- tions. Born in the business center of the United States, into family acquaintance with wealthy and influential men, into association with Albert Gallatin, Isaac iSronson, andMr.Biddle, young McVickar could not escape the great problems of currency and banking which agitated his times. Although, after his graduation from Columbia College, ed- ucated as a theologian and for a time settled as rector of a parish in Hyde Park, he readily accepted the philosophical professorship made vacant by the death of Dr. Bowden in 1817 ; and, within a year, peti- tioned to have Political Economy added to his already wide domain, without any increase of salary. The year 1818 marks the establishment of economic science in Columbia College,' which was one of the first to 1 William atd Mary College is an historic rival' of Coluinbia with regard to priority of recognition of economics in the curriculum. In a letter from Joseph C. Cabell to Thomas Jefferson, dated August 4, 1816^ is this stateipent; "Dr. Smith has adopted 62 CIRCULARS OF INFORMATION FOR 1887. recognize this subject in the United States. For several years the need of a text-book of Political Economy was deeply felt by McVickar as an aid to his lectures. In 1821 he appears to have urged Edward Ever- ett to prepare a suitable hand-book; but the great orator, while ex- pressing interest in the subject, pleaded other engagements. In 1825 MoYickar brought out his Outlines of Political Economy. This thin octavo volume, which an American student may well prize if he can now secure a copy, was an American adaptation of J. E. M'Culloch's article on Political Economy originally published in the Edinburgh supple- ment to the old Encyclopaedia Britannica. This article, by the first Eicardo lecturer on Political Economy, well deserves comparison with that in the new edition of the Encyclopsedia Britannica, for the sake of the historical method which both articles represent. M'Culloch, with his review of the rise of economic science, the mercantile system, .the manufacturing system, the opinions of Mr. Mun, Sir Josiah Child, Dud- ley North, Mr. Locke, et al., may be as truly called a representative of the historical school of economics as Knies or Roscher. It is interesting to reflect that the English historical method of J. E. M'Culloch was introduced into America by John McVickar, more than the Review of Montesquieu [by Count Destutt Tracy] as the text-book ou the Princi- ples of Government for the students of William and Mary. He -will adopt either Say or Tracy on Political Economy, as the one or the other may appear best, when the latter comes out." Tracy's Treatise on Political Economy, for the translation and publication of which Jefferson had early arranged, was issued from the press of Joseph Milligan, at Georgetown, D. C, in 1817, with a brief introductory sketch of the his- tory of economic literature from Jefferson's own pen. Cabell was meditating a translation of Say, but gave up the project. Tracy's elaborate Review of Montesquieu was published at Jefferson's instance in Philadelphia, circa 1812. This work, which was adopted at William and Mary College in 1816, contained Tracy's economic views. Jefferson said, when recommending it through Cabell: "Dr. Smith,, you say, asks what is the best elementary book on the principles of government 1 None in the world equal to the Review of Montesquieu, printed at Philadelphia a few years ago. It has the advantage, too, of being equally sound and corrective of the principles of political economy, and all within the compass of a thin 8vo." Jefferson was one of the first promoters of political economy in this country. In 181C he wrote to Cabell that he would render the country a great service by translating Say, "for there is no branch of science of which our countrymen seem so ignorant as political economy.'' Jefferson came very near capturing the French economist for his own Central College, afterward the University of Virginia. Jefferson wrote to his friend Cabell January 5, 1815: "I have lately received a letter from Say. He has in contemplation to re- move to this country, and to this neighborhood particularly." Failing in that bril- liant scheme, Jefferson secured, in 1817, the professorial services of Dr. Thomas Cooper, the English economist and refugee, who had settled in Pennsylvania some years before, and had there written upon economic subjects. As early as 1810 Jeffer- son said of Cooper: "The best pieces on political economy which have been written in this country were by Cooper." This universal scholar, of whom so little is now known, never actually taught political economy in the University of Virginia, which chose him for its first professor, bnt from which he early resigned on account of sec- tarian opposition. He became eminent as a teacher of economics in the College of South Carolina, where he early published a text-book of political eoonomy, which should be compared with that of McVickar. STUDY OF HISTORY IN AMERICAN COLLEGES. 63 twenty-five years before the rise of either of these German ijioneers. By more than fifty yearsdidthe Scotch student of M'Gulloch and Adam Smith anticipate the American disciples of Knies and Eoscher in ad- vocating historico-political economy. McVickar appended many origi- nal notes to M'Gulloch; and, among other good things, he said of polit- ical economy: "To the rising government of America it teaches the wisdom of European experience." He called economics " the redeem- ing science of modern times — the regenerating principle that, in con- nection with the spirit of Christianity, is at work in the civilized gov- ernments of the world, not to revolutionize, but to reform." Besides his original notes, which show not only deep moral, but profound prac- tical insight into economic questions, McVickar ai)peQded a general summary of economic science, which probably reveals something of his own method of presenting the subject to his classes. This text-book, which is said to be " the first work on the science of political economy published in America,"^ (McYickar's Life of John McVickar, 85) was wel- comed by Chancellor Kent and Thomas Jefferson in the warmest terms. The sage of Monticello said of the subject which the book represented : " I rejoice to see that it is beginning to be cultivated in our schools. Ifo country on earth requires a sound intelligence of it more than ours." Among the early economic writings of McVickar are the following pamphlets : Interest Made Equity (1826), an English article, like his text- book, with American notes ; Hints on Banking (1827), an original paper of forty or more pages, addressed to a member of the New York legis- lature, and said to have been the origin of the free banking law of ISTew York (1833), and the scientific forerunner of practical reforms in the Bank of England, 1844, and also the National Bank Act of the United States in 1863 (Appendix to the Life of McVickar, 411). A more dis- tinct foreshadowing of our present national system of banking was Professor McYickar's article, published in 1841, entitled "A National Bank : Its Necessity and most Advisable Form." This and other finan- cial articles were ijublishedby McVickar in the New York Eeview, which closed its influential career in 1842. He wrote on " American Finances " ; on "The Expediency of Abolishing Damages on Protested Bills of Ex- change"; on "The Evils of Divers State Laws to regulate Damages on Foreign Bills of Exchange," &c. A complete bibliography of the writ- ings of John McVickar would be a helpful addition to the Dewey system of classification in fcheexcellentlibrary of Columbia College. In the his- tory of economic thought in the United States John McVickar will surely take an honorable place as an academic pioneer. Practical economists, like Franklin, Eobert Morris, and Alexander Hamilton, this country had, ' This statement, as will appear from the previous foot-note, is not strictly true, for Destutt Tracy's Treatise on Political Economy appeared iu 1817. McVickar un- doubtedly deserves great credit for pioneer work, but the claim to absolute priority in this country as a lecturer upon Political Economy, asserted for him by his filial biographer, should be viewed with caution until the facts are more fully known. 64 CIECULAES OP INFORMATION FOK 1887. indeed, developed ; but professorial economists, with original and in- dependent views, were rare in America before the days of John Mc- Vickar. His chief rival to priority was Professor Cooper, of Dickinson College and of the University of Pennsylvania, tlie friend of Jefferson, and the predecessor of Francis Lieber, in Columbia, S. C. By a singular chance the two lines of economic teaching came together at last in Co- lumbia College, ^ew York, when, in 1857, Francis Lieber was called to that institution as the successor to John McVickar. The subject of History was also taught by Professor McVickar as a branch of his philosophical department. The statutes of Columbia College show that from the beginning of the present century Greek and Eoman History, or Classical Antiquities, remained in the hands of the classical department. But some attention was always given to Modern History; and this appears to have been intrusted to the professor of Philosophy, Rhetoric, and Belles Lettres. It was p robably a natural con- tinuation of the original historical work of John Gross, teacher of Geog- raphy and German, who was made Professor of Philosophy, also, in 1787. The preparation which Professor McVickar enjoyed for the teaching of history was not as good as that which came to him by na- ture and associations for the teaching of political economy. While yet a theological student, he appears, however, to have pursued a course of historical reading, and to have invented a system of mnemonics which he applied to Bossuet's Chronolgy. Entering upon his profess- orship, McVickar worked out his own methods of instruction by a long course of experience, the results of which may be generalized upon the basis of the following authentic testimony.- In a report of a committee of the trustees of Columbia College, a statement was made, in 1856, by Professor McVickar, with respect to the duties of his department. He said his professorship comprised a " union of historical and philosophical studies," of which he advised the division. To the sophomores, during their iirst semester, he taught " Modern European History, more especially from the latter half of the fifteenth century, being the period suggested by Heeren as the true commencement of the European system. The second session was the exact and critical study of English History, as the great storehouse of our political wisdom. In addition to this, there were essays on subjects connected with the course read and criticised in the lecture-room ; the whole embodied in notes, as stated in my annual reports.'' In regard to his method of teaching, Professor McVickar told tl^e committee that any good history in the hands of students was sufficient. He said, " The subject is studied, not the text-book. My practice is, at the commencement, to explain the subject of text-books, and to give the class a list of the best, any one of which would be satisfactory. I have made it a point to ascertain from the best students of other colleges the results of studying from text-books, and have felt that such instruction makes little impression on the memory." In reply to a question from STUDY OF HISTORY IN AMERICAN COLLEGES. 65 the committee as to whether he delivered his lectures from notes, Pro- fessor McVickar said : " I have written notes ; aud in the earlier periods I used to read lectures. Experience brought me to a freer use of notes, as guiding the analysis of tlie subjects, but not controlling the words." All this has a modern tone, and indicates a man of sensible ideas. There was, however, one radical fault found with Professor McVickar, which he perhaps inherited from Dr. Bowden ; be did not succeed in keeping good discipline among his students. In his eulogy of Dr. Bow- den, McVickar said, with a certain reflex significance, "As a disciplina- rian he held lightly the staff of authority." McVickar's own students appear to have recognized this amiable weakness in their master, and to have presumed upon it. Some dissatisfaction was felt by the admin- istration with what was allowed in the recitation-room of Professor Mc- Vickar ; and the inquiry into his methods of instruction reveals a cer- tain animus, with a decided tendency toward a reconstruction of the entire department. In 1857, by the advice and consent of Professor McVickar, the duties of his too laborious and too comprehensive professorship were divided into three independent chairs : (1) Moral and Intellectual Philosophy; (2) A.ncient and Modern Literature (Belles Lettres) ; (3) History and Po- litical Science. Professor McVickar was transferred to the chair of Evi- dences of Natural and Revealed Religion which he held until 18C4, when he retired from office, his duties passing to the then president. The chair of Philosophy was given to Professor Charles Murray Nairns. The chair of Belles Lettres was offered to Samuel Eliot, of Boston ; but he declined it, and the duties were then intrusted to Professor Nairns. ADVICE OF PEOFESSOE ANTHON. 1 In the report of the committee above cited is a statement by Pro- fessor Anthon, with reference to the status of history at Columbia Col- lege, in the year 1856, at which time there was considerable discussion among the trustees with reference to the reorganization of departments and the conversion of the college into a university. In answer to a question propounded by the committee as to whose duty it then was to teach Ancient History, Professor Anthon said that, as regards fresh- men, it belonged to the Adjunct Professor of Latiu and Greek. He said, also, that the historical teaching of subsequent classes — the con- tinuation of freshman History and Geography — belonged to the philo- sophical department of Professor McVickar. Then follows Professor Anthon's recommendation for a distinct chair of History. "In my opinion," he said, "the whole subject ought to be assigned to a sepa- rate department, called the Professorship of History, distinct from the other departments and embracing both Ancient and Modern History." This was the same idea which influenced Harvard College, in the year 1839, to institute the McLean Professorship of Ancient and Modern 757 ED, NO. 2 5 66 CIECULAES OF INFOEMATIOIir FOE 1887. History, which was first held by Jared Sparks. A suitable man to real- ize this idea in Columbia College was doubtless already iu the mind of President King, and such confidential advisers as Professor Anthon. THE CALL OF FRANCIS LIEBER. As early as 1853 there had begun a presidential correspondence with Francis Lieber, Professor of History, Political Economy, and Philosophy in the College at Columbia, S. C. "About three years ago," says Lieber, in a communication to the Columbia trustees written in September, 1856, "I was requested to give my views regarding a university in New York. 1 sent a paper to President King, and would now refer to that." About this time (185G) Lieber, among others, had been asked by the trustees for written opinions* on a great variety of ques- tions of academic interest. It was, undoubtedly, this correspondence and the growing fame of Lieber's works on civil liberty and political ethics which secured him the fcall,^ in 18J7, to the professorship of His- tory and Political Science in Columbia College. Iu February of that year he had recommended to the trustees that they should begin the university at once. " Four professors," he said, "one of Languages or Literature, one of History and Political Sciences, and two of the Nat- ural Sciences would seem sufiQcient to make a beginning." Nothing came of this excellent project for a university; but Lieber was soon in- stalled iu a position for which, by natural predilection and academic ex- perience, he was eminently fitted. By vote of the trustees, October 6, 1857, the following subjects of instruction, some of which were doubt- less designed for law students, were assigned to the new professor: Modern History, Political Science, International Law, Civil Law, and Common Law. Evidently, both Lieber and the trustees had a large conception of the duties of the new professorship and of its possible re- lations to the Columbia Law School. It was a colossal undertaking for one man to attempt to lecture upon all these great subjects. Lieber car- ried as much of the burden as he was able to do, from 1857 until 1865, when he was transferred to the Columbia College Law School as pro- fessor of Constitutional History. ALLIANCE OF HISTORY ANB POLITICAL SCIENCE. The call of Francis Lieber to Columbia College, New York, in 1857, from Columbia, S. C, marks the first recognition by a Northern college 'Replies of Gentlemen, not officers of the Institution, to printed-circular questions of the cooamittee. Communication of Professor Francis Lieber, 1656. These replies are in a bound volume of Reports, Statements, Opluious, Testimony, 1858, Columbia College Library. 'Resolutions Passed by the Trustees of Columbia College, 1820-1868. New York: Van Nostrand, 18U-i. It is interesting to note, iu connection \7ith the call of Francis Lieber, that, in February, 18o7, on motion of Mr. Ruggles, It was resolved that a professorship of American History be established in Columbia College. STUDY OF filSfOEY tN AMEEICA^f COLLEGES. 67 of history and politics as properly co-ordinated sciences. At the Col- lege of South Carolina, Lieber had taught history, political economy, and philosophy as a homogeneous group. The jiresence of the latter subject in his professorship betrays a survival of the old scholastic connection between metaphysics and politics, a connection which lasted long at Harvard, Columbia, and many other colleges. It was the great ambition of Liober to associate history with the political sciences, and to make these studies an independent and homogeneous department. This end was finally achieved by his establishment in Columbia Col- lege, New York. The combination which he there made was the his- torical corner-stone of the extensive school of political science which is now building in that institution under the direction of Lieber's suc- cessor, Professor John W. Burgess. There is a valuable and suggestive idea in Lieber's first combination of history and politics which ought to influence all American colleges and universities in the proper co-ordination of these studies. If, for economic or other reasons, there must be a grouping of various sub- jects under one administrative head, history ought rather to be yoked with political science than with language,' literature, or philosophy. The nature of history and political science determines their intimate relation, if not their necessary co-ordination. " History is past politics, and politics is present history." History is, primarily, the experience of man in organized societies or so-called states. Political science is the application of this historical experience to the existing problems of an ever progressive society. History and politics are as inseparable as past and present. This view is justified by the best historical and po- litical opinion of our time : Eanke, Droysen, Bluntschli, Knies, Eoscher, Nitzsch, Freeman, Seeley, and by the practical experience of the best American colleges and universities. lieber's antecedents. Franz Lieber was a German-American, He was born in Berlin in the year 1800, and was educated in the Berlin Gymnasium, one of the many institutions founded for the physical and mental training of Ger- man youth, and for the liberation of Prussia from the ITapoleonic yoke. Lieber was always an enthusiast for liberty. He fought in the battle of Waterloo, against the French, when he was only fifteen years old. He took his doctor's degree at Jena, in 1S20, He then went to Greece, like Lord Byron, to aid the revolutionists. He returned, in sorry plight, by way of Eome, where he found shelter and encouragement in the house of Mebuhr, the historian, then Prussian ambassador at the Papal court. Young Lieber became house-tutor to Mebuhr's son Mar- cus, and was the intimate companion of the historian of Eome in his walks over the Campagna. Lieber learned the science of history from one of the greatest of German masters, from a man who, perhaps more 68 ClECULARS OP INFORMATION FOR 1887, than all others, save Leopold von Eanke, has influenced historical stady in the nineteenth century. Politics were learned by Lieber not so much from masters and from books as from the harsh experiences of actual life in Greece and Prus- sia, England and America. He was bred in the school of student-en- thusiasts, but his ideals were tempered by contact with facts. For his revolutionary sentiments he once sat for several months in one of the state prisons of Prussia. Liberated, finally, through the personal influ- ence of Niebuhr, by his advice Lieber sought refuge in England, in 1825. This favored land, where liberty has always been secured through law, gave character and substance to the young German's political philos- ophy. He abandoned dreams and idle speculations. Henceforth the English reality of institutional liberty became his ideal. In 1827 Lieber came out to America, where his practical philosophy was destined to find vigorous expression in the teaching of youth. It is often said, with a shade of wonder and compassion, that Lieber began life in Boston as teacher in a swimming-school. Few people really un- derstand what this fact represents. In Prussia, Francis Lieber had been a gymnastic pupil of Dr. Jahn, the father of modern physical cult- ure ; the man who, more than all others, laid the basis of physical train- ing for New Prussia and for the Prussian army. Dr. John Warren and a few prominent gentlemen in Boston had conceived the idea of intro- ducing the Prussian system of physical culture into this country. They invited " Father Jahn " to come over to Boston and establish a gymna- sium. Jahn was unwilling to come; but he recommended one of his favorite pupils, Franz Lieber, then in England. Accordingly, Lieber was asked to come to Boston and conduct the Tremont Gymnasium, which he gladly consented to do. The full significance of the fact of Lieber's teaching in a Boston swimming-school is, therefore, that he taught, scientifically, Prussian gymnastics, of which a swimming-school was only an incidental. Lieber was almost the first exponent in Amer- ica of the physical basis of education. The very first teacher of gym- nastics in this country was Dr. Charles Beck, another pupil and friend of " Father Jahn." Beck established a gymnasium in connection with the famous Eound Hill School, at Northampton, Mass., in 1825, where George Bancroft, one of the managers of the school, and himself an off- spring of German culture, began to write the History of the United States. Beck, the gymnast, was, at the same time, teacher of Latin ; and he afterward became professor of Latin in Harvard College.* ' Physical Training in American Colleges and Universities, by Dr. E. M. Hartwell, Circular of Information, Bureau of Education, No. 5, 1885, pp. 24, 161 ; a very sug- gestive and valuable document. An interesting fact, not mentioned in Dr. Hartwell's report, is the direct commu- nication of the gymnasium idea from the Eound Hill School to Williams College. Ex-president Mark Hopkins, in his s emi-centennial address, 1886, says Williams was " the first college to move in regard to it (a gymnasium)." " I was sent, when a tu- tor, to Northampton to see it ; and the result was some apparatus in the open air, STUDY OF HISTOKY IN AMERICAN COLLEGES. 69 Francis Lieber was not content with teaching gymnastics. He was American correspondent for German newspapers. He undertook, with success, an American adaptation ofthe Conversations lexikon of Brock- haus, in the old Encyclopaedia Americana, upon which he did much original work, embodying the fruits of his study of English institutions. In such contributions we have the key-note to Lieber'a life-work. He was to mediate between German culture and American wants through Anglo-American training. He was the transmitter of German ideas of education to Girard College, in Philadelphia. "Without following his career from Boston down the Atlantic sea-board, we find the young man, at the age of thirty-seven, just ten years after his landing in America, installed as professor in a Southern college, in Columbia, S. 0. There he remained for just twenty years. It was his golden time of scholastic leisure and scholarly production. All of his great works — his Legal and Political Hermeneutics, his Political Ethics, and his Civil Liberty and Self-government — were produced during this sojourn at the South. These works represent the first real transmission of German political philosophy to the New World, through the clarify- ing experience of English history and American life. His was the first great original production of political science in America. This creation came from the contact of a philosophic German mind with the historic realities of Anglo- American liberty. Lieber always had a wonderful power of assimilating the facts of experience. His strong, healthy nat- ure, made more vigorous by physical culture, seemed to thrive in every new environment. From all sides he drew fresh inspiration. A Ger- man at heart, he became English in his history and American in his politics. liebbe's method op teaching. Judge Thayer, Lieber's biographer, says, with great earnestness, "America owes a large debt to Lieber. Probably no man has instructed so many of our countrymen in the truths of history, the canons of ethics, and the principles of political science. Nearly forty years of his life were spent in that service — years crowded also with industry in other departments, and in which he produced those great works which will in the future take their place beside the most important which have ap- peared in the history of jurisprudence. His method of teaching was such as to make the subject attractive in the highest degree to his students, and they thoroughly understood everything they learned. He never read lectures, but expounded his subject in terse, familiar language, and impressed them by copious and happy illustrations. At the end of every recitation he gave out what, foi? the next time, they soutli of East College. I remember a swing and some parallel bars. From that swing and those bars the present gymnasium, with its clock, has been developed through several intermediate forms — much, I suppose, as the higher animals were developed fronj the lower." 70 CIECULAES OF INFORMATION FOE 1887. ought to read collaterally, and what peculiar subjects or persons they ought to study besides the lesson. He caused them to read poetry and fiction, in connection with history, to see how great writers had con- ceived great characters. He relied much upon the blackboard. To one he would give chronology; to another, geography; to another, names; to another, battles. Four large blackboards were in constant use at the same time, and often a considerable part of the floor besides. All names were required to be written down, sometimes sixty or sev- enty, by one student, with a word or two showing that the writer knew what they meant. All places were pointed out on large maps and globes. All definitions were written on the blackboard^ in order that there might be no mistake. Foreign names were always written on the blackboard behind him. He iiiways appointed a lesson ; but the students, when they came, did not know whether they were to recite or to listen to a lecture, so that they always had to be prepared. Notes of his lectures were to be taken ; and he required each student to have a blank book, wherein they must enter titles of books and subjects to be studied in later life — such as were necessary for an educated man ; and he was particular in requiring this blank book to have a firm cover. He used to say that books were, like men, of little use without a stiff back." (The Life, Character, and Writings of Francis Lieber, by Hon. M, Eus- sell Thayer, republished in Lieber's Miscellaneous Writings, Vol. I, p. 34.) PEESIDENT BAENARD'S KEPOET, 1865. In President Barnard's Annual Eeport forlSGS there is some account of the status of Lieber's department after the lapse of eight years. The president said the seniors were taught Modern History, Political Phi- losophy, and Political Economy. The text books, in the two latter sub- jects, were Lieber's Civil Liberty and Say's Political Economy. Lieber's own annotated copies of these works are now preserved in the historical library of the Johns Hopkins University, showing the wealth of fact and illustration which he accumulated for his classes, in greater volume with each succeeding year. President Barnard says that " as a basis for the lectures on Modern History, the professor took Weber's Outlines of Universal History." These subjects were taught two hours, weekly, chiefly by impromptu lectures on the part of the teacher and written exercises on the part of the student. To the junior class the professor gave two hours a week of historical instruction through the year. The sophomore class had Eoman History — from Wilson's Outlines — to the downfall of the Western Empire. From the same text-book the fresh- men were taught the history of Greece down to the conquest of that country by the Romans, in 146 B. C. In tliis same report President Barnard expresses some dissatisfaction with the distribution of professorial force in the curriculum of Colum- bia College. He says ; "All the subjects embraced in the two depart- STUDY OF HISTORY IN AMERICAN COLLEGES. 71 ments of Philosophy and English and of History and Political Science, might be better put into the hands of a single instructor, with a tutor to assist him, than be disposed of as at present. It is quite doubtful, in the view of the undersigned, whether Modern History, in the proper sense of the word, ought to occupy any considerable space in the teach- ing of our colleges. The subject is so vast, and practically so exhaust- less, that the little which can be taught in the few hours of class in- struction (if that is all the learner ever knows) amounts to but a small remove from absolute ignorance. There are certain large outlines that can be sketched boldly out; but that being done, the instructor will much more profitably employ himself in furnishing the student with something of the bibliography of history — in giving him, in short, a guide for his private reading — than in attempting any detail of the growth and decline of particular peoples, or the rise and fall of partic- ular empires." On the 5th of June, 1865, the trustees of Columbia College resolved that a committee of live be appointed to report " on the expediency of abolishing the professorship of history." On the Cth of July follow- ing it was resolved, " That, until further order of this board, instruc- tion in history and political economy be given by the professor of phi- losophy and English literature, under the direction of the president." Columbia College thus returned to the old system which had prevailed in 1856, before the duties of Professor McVickar had been divided, and before Francis Lieber had been called to represent History and Polit- ical Science. Professor Nairne, who was McVickar's successor in Phi- losophy, now took direction of all the-English and historical work, with Eugene Lawrence — since known to literary fame — as an assistant in the branches last mentioned. Wayland's Political Economy was taught to the senior class by the professor of philosophy. Lieber's predQec- tiou for more advanced political science and his natural inclination to work Avith law students, rather than with undergraduates, probably had much to do with this seeming reaction on the part of college in- struction. But it does not appear that the historical teaching by Mr. Lawrence was at all inferior to that given by any of his predecessors. He taught the freshmen Anthon's Manual ol' Antiquities and Wilson's Outlines of the Early Ages of the World and of Grecian History; while to the upper classes he taught Eoman History, Medieeval History, and Modern History down to 1763, closing his course with the philo- sophic causes and leading facts of the French Revolution. He also re- quired essays on historical subjects every month. History continued as an annex to the department of Philosophy and English Literature down to 1876, with frequent changes of the historical instructor. In the president's reports for 1871-'72, the following statements con- cerning Dr. Quackenbos's methods of historical teaching are noteworthy: "The method of instruction was peculiar. Students were required to write upon the blackboard accounts of the subjects given to them; and 72 CIRCULARS OF INFORMATION FOE 1887. thus they learned facility and condensation of expression, and proba- bly fixed details more firmly in their minds." (Report of 1871, 10-11.) Again, President Barnard observes: "The method of daily recitation consisted, to a large extent, of written sketches, prepared in presence of the class by individual students upon the blackboard." (Et-port of 1872, 11.) This method of recitation, from blackboard briefs or analyses, has been profitably employed in certain departments at the West Point Military Academy and in the University of Virginia. The historical text-books at Columbia College, for the period from 1865 to 1876, were Wilson, Weber, Taylor, Hume, Lingard, and Creasy. LIEBEE IN THE LAW SCHOOL. The professional work of Francis Lieber, from 1865 to 1876, was chiefly in the Law School. His salary there was $4,000 per annum. By reso- lution of the trustees of Columbia College, June 6, 1865, law students were required to attend such of Dr. Lieber's lectures as the law-school committee should deem proi)er. By another resolution, passed October 9, 1865, Lieber's title was declared to be " Professor of Constitutional History and Public Law." It was also then resolved that " it shall be the duty of the professor, during each academic year, to deliver one lect- ure, weekly, to each class; that lectures on the constitutional history of England be delivered to the junior class, and on that of the United States to the senior class ; and also a course on modern political history to the junior class, and on government to the senior class." An authori- tative statement in regard to Lieber's connection with the Columbia Col- lege Law School is the following, by Professor Dwight, for many years the head of that school: "Professor Liebei's connection with the school continued until his death, in the summer of 1872; and he gave, yearly, a course of lectures upon those special subjects in which he had gained great distinction for his learning, originality, and independence of thought, extensive research, and sound judgment, viz, 'The History of Political Literature'; 'Political Ethics'; 'The Origin, Development, Objects, and History of Political Society'; 'Constitutional Govern- ment,' etc. Since his death his place has been temporarily filled by special lecturers, delivering courses of lectures upon the cognate sub- jects of political science, civil polity, and international law, among whom have been included Hon. George H. Gusman, formerly United States Consul to Denmark; Charles W. McLean, and Professor John W. Bur- gess of Amherst College. It is expected, however, that a professor will soon be elected to occupy, permanently, this vacant chair." (Quoted in the Historical Sketch of Columbia College, 1754-1876, by Professor J. Howard Van Amringe, page 84.) PROFESSOR JOHN W. BURGESS. The call of Professor John W. Burgess to take up anew the. work of Francis Lieber, both in the law school and in Columbia College, was due, in great measure, to the good judgment and personal iuflueiice of STUDY OF HISTORY IN AMERICAN COLLEGES. 73 I Professor Theodore W. Dwight, who, during his own lecture courses on constitutional law at Amherst had discovered the merits of the rising young professor of History in that institution. Even before his call to Amherst, however, Mr. Burgess had been recommended to Columbia by President Seelye. John W. Burgess, born in Oornersville, Tenn., 1844, was graduated from Amherst College in 1867. He was the class orator, and a man highly esteemed by the president and faculty. He probably acquired his taste for history and political science through the personal influence of President Seelye, who has pointed more than one Amherst graduate to the historico-political field of study. After graduation, Mr. Burgess first studied law for two years with one of the trustees of the college, the Hon. Henry Morris, LL. D., of Springfield, Mass.; but, through the recommendation of President Seelye, he soon after went to Knox Col- lege, Galesburg, 111., where he taught English literature and political economy from 1869 to 1871. He then went to Germany to study his- tory and political science iu Goettingen, Leipzig, and Berlin. In the latter university he came particularly under the influence of the late Professor Gustav Droysen, the political historian of Prussia. In 1873 Mr. Burgess was called to the newly established professorship of history and political science iu Amherst College, where he lectured with extra- ordinary success until 1876, when he was invited to a similar chair in Columbia College, as the successor of Francis Lieber. INFLUENCE OF PROFESSOE BTJEGESS AT AMHERST COLLEGE. The influence which Professor Burgess exerted upon the students of Amherst College during his three years' sojourn in that institution is hardly paralleled in the annals of the college. For forty years, from 1833 to 1873, tliere had been scarcely any Modern History in the curric- ulum. In early years considerable attention had been given to the subject by Professor Nathan W. Fiske, father of Mrs. Helen Hunt Jackson. He was professor of Greek and Belles Lettres, but found time to teach history, by topics and lectures, to both juniors and seniors. He was a truly modern spirit ; for, while expounding Heeren's Politics of Ancient Greece, he gave lectures on European and American politics, from an historical point of view. One unique feature of the course on American History was described to the writer by Professor William S. Tyler — Professor Fiske's successor in the Greek department at Amherst. Every year Professor Fiske used to introduce to his class a veteran soldier of the Eevolution — General Mattoon, of Amherst — who told the boys about the battle of Saratoga, in which he himself had personally engaged. This objective method — which reminds one of Goldsmith's village veteran who " shouldered his crutch and showed how fields were won" — is, after all, the same in principle as that employed by modern historical societies at Harvard and at the Johns Hopkins Universities, where veteran officers, from both the Confederate and Federal sides, 74 CIECULAES OP INFORMATION FOR 1887. have been invited to lecture to stndents on the campaigns of our late civil war. After Professor Fiske took the burden of Latin as well as Greek, in 1833, modern history had to be abandoned at Amherst ; but for many years classical history continued to live upon the inspiration furnished by Fiske's translation from the German of Eschenburg. Political science never died out at Amherst. Almost from the beginning of the college, 1821, such works as Vattel's Law of Nations, Say's Political Economy, Ferguson's Civil Government, Kent, Story, Wayland, and Walker were taught by the philosophical department. Indeed, Pro- fessor Fiske took the latter chair in 1836. But history fell into neglect for more than a generation. Conscious of the great need of the college. Professor Edward TuckerrDan, the distinguished specialist in botany — in whose honor "Tuckerman'sEavine" was so named in the White Mount- ains — volunteered yearly, after 1854, a course of twelve lectures on the Philosophy of History to the senior class. At one time he gave them systematic instruction in Guizot's History of Civilization. But Pro- fessor Tuckerman was occupied with his botanical studies, and had re- tired from active service in the college long before the call of Professor Burgess in 1873. Classical history survived at Amherst, as in almost every American college, as a necessary adjunct of the classical department. In the writer's college days at Amherst, 1868-'72, a few weeks' instruction in Greek and Eoman history was all that the college could afford its stu- dents, under the increasing pressure of a crowded curriculum. The instruction in classical', history was probably as good as any of its kind in the country. It was • accompanied by interesting lectures on clas- sical literature, leading some students to independent readings, not only in the classics, but in classical history. The men who represented Greek and Latin at Amherst — Professors Tyler, Crowell, and Mather — were certainly able and inspiring teachers. Through the instrumentality of Herodotus, Thucydides, Demosthenes, Livy, and Tacitus they taught ancient history from original sources — the most scholarly of all methods. But there was a great gap in the historical knowledge of Amherst students. They knew almost nothing of the great modern world of European history. The ouly suggestion of the greatness of the subject came from one lecture in Professor Seelye's philosophical course, wherein he demonstrated that history is the grandest study in the world. Among the best fruits of his regime after he became president of the college was the expansion of his original historical idea through the professorship of John W. Burgess, and of the latter's able and progress- ive successor, Anson D. Morse' — a former pupil of Bluntschli's at Heidelberg. 'A pleasing indication of continued comity between Amlierst aud Columbia is Pro- fessor Morse's recent contribution (June, IS86) to the Political Science Quarterly, edited by the faculty of Political Science in the latter institution, upon the subject of "Andrew Jackson" — an original and suggestive view of the nationalizing infla- 9noe of the graat Demoerat. STUDY OF HISTORY IN AMERICAN COLLEGES. 75 The discovery of the European world of history and politics was to the scholastic mind of young Amherst a real renaissance. It was the opening of a new hemisphere of thought and culture. Students began to appreciate that the world is truly round. An unusual number of graduates in 1874 (the first class taught by Professor Burgess) went to Europe for study and travel. Individual Amherst students had indeed gone to Germany before this time to study natural science ; and some, quickened by the same personal influence which doubtless first moved Professor Burgess, went to study history and political science. The students of Professor Burgess went to Berlin in shoals. They went in such numbers that they began to be called "The Burgess School." They all went to hear Droysen lecture, and came home with trunks full of Droysen's Preussische Politik and of the writings of Leopold von Eanke. Not all of these young men have since become historians ; but none of them are the worse for their travels. Some are extremely clever fellows, and have practiced law and politics with considerable success. A few developed qualities suited to academic life ; and from this chosen few Professor Burgess has gathered recruits for the School of Political Science, which is now to be described. SCHOOL OF POLITICAL SCIENCE. From 1876 to 1880 the work of Professor Burgess in Columbia College was preparatory to an organized school of historical and political science. The development process may be traced in the annual reports of the work done in the department. Duriug this period of four years the main object appears to have been to lay historical groundwork for the undergraduate students. The history and antiquities of Greece and Rome were evidently left in the hands of the classical instructors. Professor Burgess began his work with the senior class, giving them a ) ■3 . & -a _§ pO 1 d H 2 |S Is a o £■ g « S ^ a .-a 11 S g ^1 3 1 ri 2 Ph ® a a o o O A (»" M 'u o n £ « N .d H (4 1 i o p. m III I2S § a 8 "". 1 1 I §?,""■ 1 M S ■< ^ o t g i 11 o O a CM o u p^ , "^ -r &.d ^' ® ni E *5 s 1 n Cm R a a n 'tj 1 & 5 & g 1 d .« ri ^-^ o II d 1 g d p <» S O o m « t3 1 >t »>" J! d t; to 11 at .d H 1 1 1 H a S o no. 5 bg „ 5 fN S lU § 13 •3 g 3 o (-• o 03 H 1 s 1^ ri h fl o o i o , 2 m £ q; rt a 9 wj 1 5 e= S .4 o o > «M H £■3 '■B ? o c z s s fi ca w o U (fl fl fc" .2 ii 3 o ® O k. h V o E3 t- 'y ^ 1"^ O (J £ 2 S P Pi w a o O rt B ^■' .S -f3 i3 5 5 gi Jl 1 -1 O & 3 = ^« 1 •" s ° B 1 "§ 1 '^ ■S R P. w a o O ^' >:" ^a &i ♦ . 1 1 i s & s " a °° «M a «M B ^ o B o a &S >.a S K' o t^ 2 fi ■S ft W w i I STUDY OF HISTORY IN AMERICAN COLLEGES. 81 1 a ii s s £l 09 1 « o P 1 i § -a O IJ .g 3 1 1^ 09 P 3 g •3 o o *l 1 P H 1 . .g 1 11 ■g « 1 1 & a «; a, M Si ^1 a Hi ^ II i i = CO CO is Public IntemalionalLaw, Prof. Eurgeaa. Administrative Law, Mr. Goodnow. o a 1^ i whom Mirabeau and Ch^nier are representa- tives. II. IXFLUEXCB OP JEFFEBSON. 1. Reciprocal influence between Jelferson and the leaders of French thought. 2. Jefl^erson's influence through Lafayette — through Eabaud St. Etienne — through the Girondists. (Federal ideas of the Girondists. ) 3. Relations -with Robespierre falsely imputed to Jefferson. The dividing line be- tween American influence and want of influence in the French Revolution. in. THE INFLUENCE OP FRENCH OFFICERS RETURNED PROM THE AMERICAN REVOLU- TION. 1. Lafayette — his influence in bringing on the French Revolution — in shaping it. (His draft of the Declaration of Rights.) 2. Roohambeau — peculiarities of his growth in Americanism. 3. Montmorency and others. Detection by Arthur Young of American ideas in the early Revolutionary ferment. IV. INFLUENCE OP FRENCHMEN RETURNED FROM AMERICAN TRAVEL. 1. Chastellux. (Difference in spirit between that and the recent race of travellers in America.) Causes of Chastellux's groat influence. , 2. Brissot (de Warville). — (Clavifere's preface.) Brissot the first open Republican in France. 3. Crfevecoeur and others. Second Lecture. V. SUMMARY OF THE AMERICAN INFLUENCES. 1. Familiarity with the idea of Revolution. 2. Strength given to French ideas of Liberty —new meanings given to the word Liberty. C hauler's Ode — Fauchet's Sermon — Anaoharsis de Clootz's tribute. 3. Practical shape given to ideas of Equality. Vagueness of these ideas previously. Remarks by Maine on this. (History of Ancient Law.) Proofs from Constitutions of 1791, '93, and '95. 4. Practical combination of Liberty and Equality into institutions, republican and democratic. Brissot's writings, Camille Desmoulin's pamphlet. Indirect testimony of Portier (in History of English Influences on French Revolution). 5. An ideal of Republican manhood. M. I. Chdnier's apostrophe to Washington and Franklin. Sauvigny's Tragedy of " Vashingtoii ou la Liberti du Noiiveau Monde." Extracts to show its absurdities. Summary to show its real significance. 6. American influence on French Revolution a cause of just pride. That influence co-ordinate with the greatness of that Revolution. It ceases when the Revolution de- generates. VI. BEARINGS OF THIS HISTORY ON AMERICAN AIMS TO-DAY. 1. How this American influence on European liberty was lost. 2. How alone it may be regained. STUDY OF HISTORY IN AMERICAN COLLEGES. 141 The last two points contain the moral of this special study, which was presented by Mr. President White to the American Historical As- sociation at its Saratoga meeting, September 8, 188fi, in the shape of a revised and enlarged syllabus, with special comments upon particular topics. Under the last two heads, as reported in the proceedings for 1885, page 12, Mr. White maintained that "American influence abroad was gained by fidelity to republican doctrines and honesty and integ- rity in the administration of public affairs ; that it had now been largely lost by American misgovern men t, especially in our great cities, so that American republican government is now pointed at in Europe rather with word of warning than with admiration. He insisted that if the proper influence of American institutions abroad is to be regained it can only be by reforming our system in various iiarts, and, above all, in maintaining and extending a better civil service through the coun- try at large and a better system of administration in our great cities." Thus we see that Mr. White brought the special lessons of history to bear upon the concrete questions of American politics. It may also be l)roper to say, in this connection, that one of the most valuable studies in the history of American foreign relations, that by Mr. Eosenthal on "America and France " (Ifew York, Henry Holt, 1882), was originally suggested by Mr. White and was the direct outgrowth of his own spec- ial line of investigation and collection. EXAMINATION PAPER IN FRENCH HISTORY. As an illustration of the kind of knowledge communicated by Presi- dent White to his students in class lectures and required from them at the final examination, the following examination papers, taken from the annual register, 1871-'72, will have its interest for teachers: 1. What is Mignet's remark regarding the transition from the classic literature of the time of Louis XIV to the philosophic literature of the time of Louis XV ? 2. Give a general statement regarding Voltaire's life and influence. 3. Give some idea of the method of attacking old institutions in France taken by Montesquieu in the P ersian Letters. 4. Give Rousseau's idea of representation in a republic as stated in the treatise on the Social Contract. 5. Name some of the principal encyclopaedists. Why were they so called ? What relation do they bear in the history of French thought to Voltaire and Rousseau ? 6. What was Jansenism ? 7. Who was Maurepas ? What were his ideas regarding the formation of the min- istry ? 8. State the main agencies through which the American Revolution influenced the French. 9. Up to what period of the Ffench Revolution was this influence exercised and why did it cease ? 10. What was the great preliminary question regarding the States General to be de- cided before the meeting ? 11. What as soon as it had met? 12. Give Burke's objection to the way the States General was composed ana give your own opinion. 142 CIRCULARS OF INFORMATION FOR 1887. EXAMINATION PAPER IN 'MODERN HISTORY. (General.) The questions in the following paper are evidently taken from the earlier or introductory course on general European history : 1. Give some account of Brunellesclii and his connection with the history of Flor- entine art. 2. Sketch the cause of the decline of Art after Michael Angelo and Raphael. 3. Give a brief account of the Colloquies of Erasmus. Name some of them. State the resemblances between Erasmus and Voltaire. 4. Give the main features of the struggle between the Obscurantists and Human- ists/ with an account of the part taken by Pfefferkorn. 5. Give the dates of Charles Vs accession to the thrones of Spain and Germany. AVhat was his title as king of Spain ? 6. Give a short account of the attempt made by Charles V on one side and Francis I on the other to secure the alliance of Henry VIII. 7. What was the League of Schmalkalden ? What was the peace of Passau, and when? 8. State the effect of the war between Charles V and Joseph I on Protestantism in Germany. 9. Give the names of Loyola's principal associates in founding the Order of the Jesuits. 10. State the part taken by Lainez in the Council of Trent. 11. Give the date of the beginning of the Council of Trent. Where is Trent ? 12. Describe the connection of Wallenstein with the Thirty Years' War. 13. What is Cardinal Richelieu's relation to the history of religious toleration ?^ 14. What struggle was going ou in England at the time of the Fronde ? 15. Name the two religious orders founded by St. Vincent de Paul. 16. Name the chief political opponents in Europe of Louis XIV. What were Les Chambres de la Reunion ? 17. Give the main points in the connection of John Law with the French Govern- • ment. PRIZE EXAMINATION IN HISTORY. For the encouragement of meritorious students President White was accustomed each year to give prizes in the general courses (science, phi- losophy, and the arts) and in the various colleges (agriculture, chem- istry, history, literature, mathematics, mechanic arts, and natural sci- 'Among the mosc original and interesting of Mr. White's literary collections are " pamphlets, tracts, and ephemeral writings issued, during the first period of the Ob- scurantist and Humanist straggles, at the close of the fifteenth and beginning of the sixteenth centuries, the nucleus of which was made by D. Simon, of Berlin." Mr. White also mentions in the preface to his syllabus "A collection of original materials bearing upon the latter part of the same struggle, mainly embracing contemporary histories, biographies, and pamphlets relating to Erasmus and the men and events of his time. The foundation of this collection was made by Mr. George P. Philes, of New York." A complete catalogue of Mr. White's library has been made by Mr. Burr. "The last five topics belong properly with the special course on French history, as shown in the reviewer's readjustment of the syllabus, but it is evident that Mr. White worked out his earlier lectures on French history as part of his general course and then added special courses on the greater states of continental Europe, including supplementary lectures on France. STUDY OF HISTORY IN AMERICAN COLLEGES. 143 ence). For each general course and for each special branch of study- within a given college there were usually two prizes, the first of $30 and the second of $20. In the college of History $30 were offered for the best series of notes or essay in connection with the president's course in history, and $20 for the second in merit. Thirty dollars were also given for the best series of notes or essay in connection with Goldwin Smith's course in English history, and $20 for the second best. For the best set of notes in connection with Professor Eussel's course, $20 were 'offered, and for the next in merit $10. In 1870 the president's prizes in his own course appear to have been awarded upon the basis of the following examination : 1. State the two theories whicli have given rise to the opposite charges against the influences of the Reformation ; First, the theory of John Adams and Guizot ; secondly, the theory of Professor Fisher. How may these two apparently contradictory theo- ries be reconciled ? 2. Give the name and geographical positions of the three towns where the Diets of the Empire were held which dealt with important matters relating to the Reforma- tion ; for what was each of these Diets noted ? 3. Give the citation from St. Filippo Neri regarding the young men preparing for the Jesuit missions to England. State the circumstances which give point to that saying. 4. Name the two most laborious and self-sacrificing of the Jesuit missionaries to England. Name any who distinguished themselves in North America. 5. What do you understand by the " Secularization of European Politics" under Richelieu ? 6. What WHS the Paulette ? What had it to do with the Fronde ? 7. Give a general sketch of the Parliament of Paris. 8. Give, as concisely as possible, an argument on the comparative fertility of re- publics and monarchies in great men, with any historical illustrations which may occur to you. 9. Who was ruling in England at the time of the accession of Louis XIV ? Who at the time of his death ? 10. What was the Calas affair, and what was Voltaire's agency in it ? 11. Name the three most im^jortant writings of Montesquieu, and give a brief sketch of each. 12. What is the approximate date given by Buckle as separating the philosophic attack on the French Church from the attack on the State? 13. What was the central id ea of Calonne's financial policy ? 14. How may the French revolutionary ferocity be accounted for on general prin- ciples ? Name any agencies in training the French to it. 15. What was the " Suspensive Veto " under the Constitution of 1791 ? 16. Give the main features of the French Constitution of 1795, and trace in it the reaction against the earlier revolutionary Constitution. ASSOCIATE PROFESSOR RUSSBL.^ Prof. William Channing Eussel, a graduate of Columbia College, and at one time professor in Horace Mann's College, Ohio, a man of scholarly tastes, was associated with President White in the depart- ■ Professor Russel left Cornell University in ItiBl and occupied temporarily the chair of the late Professor Diman, now held by Professor Andrews. Mr. Russel is said by Mr. Burr to have early introduced the seminary method at Cornell University. 144 CIRCULARS OF INFORMATION FOR 1887. ment of history from the very beginning of the Cornell University. He occupied a peculiarly strong and influential position in the early years of that institution and even served it as vice-president during the ab- sence of Mr. White as American minister to Berlin 1879-'81. At the inauguration of President White in 186S Mr. Eussel delivered an ad- dress representing the faculty and expressed strong sympathy with both classical culture and the modern movement towards historical and scientific studies. He devoted himself as an instructor particularly to Eomau and mediaeval history, although he gave also instruction in French. Old graduates of Cornell University have spoken to the writer in warm terms of Professor Eussel's devotion to the university and of his excellent work as a teacher, although in a somewhat unpopular field. The teaching of ancient and medieeval history, in this country, requires men of uncommon zeal and enthusiasm, for, as a rule, American stu- dents are much more interested in the modern history and especially in that of England and of their own country. But a wholesome correct- ive and proper balance to this practical tendency should be rigidly en- forced in every college and university. P^erhaps the best idea of the nature of Professor Eussel's courses can be derived from the following specimens of his examination papers. The instructor gave lectures on Ancient history and required select readings from Gibbon's Decline and Fall of the Eomau Empire. EXAMINATION IN ANCIENT HISTORY (1874-'75). 1. Into what races are mankiud divided etiinologically ? 2. Into what families are the languages of Europe and Asia divided philolog- ically ? 3. To what race of mankind do the Chinese belong, and to what family does their language belong ? 4. About how far back do Chinese records extend ? 5. What attention have the Chinese paid to the history of their nation ? 6. When did Confucius live ? What was the character of his teaching ? 7. What nations successively conquered China, and at about what time ? Of what nationality is the present ruling race ? 8. To what race do the people ofHiudoostan belong, and to what family does their language ? 9. What attention did the East Indians pay to history ? Describe their intellect- ual character and habits. 10. What have been the prevailing religions of the East Indians ? State their doc- trines. 11. By what nations has Hindoostan been successively conquered ? 12. Of what race were the Babylonians ? 13. How far back can we trace Baylonian history ? 14. Of what nationality were the Assyrians ? 15. What memorials of Babylonian and Assyrian history remain ? 16. Describe Assyrian civilization. 17. By what nation were Babylon and Assyria conquered ? 18. What was the extent of the Persian monarchy under Darius Hystaspes? 19. How far back does our knowledge of Egypt extend ? To what races did the Egyptians belong ? STUDY OF HISTOEY IN AMERICAN COLLEGES. 145 20. What means have we of knowing Egyptian history and civilization ? De- scribe their civilization. 21. By -whom were Persia and Egypt finally conquered, and of whose empire did they become a part ? 22. To what races did the Hellenes belong ? Which were the two principal sub- races ? 23. What was the general character of the Spartan Government ? What was the character of the Athenian Government? Explain as to each. EXAMINATION IN ROMAN HISTOEY. {April 2, 1870.) I. — 1. Who were the original Italians ? 2. What other people belonged to the same family ? 3. After the Italians came into Italy, into what nations were they divided ? II. — 1. At what date does the authentic history of Eome begin ? 3. What authority have we for facts said to have occurred before that period ! 3. What is the date usually ascribed to the foundation of Rome ? 4. Of what three nations were the early inhabitants of Eome ? III. — 1. What was a Eomau Gens? a Curia? a Century ? a Tribe ? 2. Under what two great divisions were the free inhabitants of Eome classed ? 3. What rights had they respectively ? 4. What means of obtaining privileges did the unprivileged class several times use ? IV. — 1 . Whai principle in regard to the possession of land is conspicuous in Roman history ? 2. How did the small proprietors of land lose it ? 3. What was the effect on the prosperity of Rome of the want of small landed proprietors ? 4. What was the object of an agrarian law ? 5. Who were the Gracchi, and what did they accomplish ? 6. What other persons attempted the same thing ? V. — 1. What was the prevailing policy of Eome with respect to foreign nations ? 2. By what wars did Eome extend her power ? 3. At the time of Julius Caesar, what was the extent of the Eoman Empire ? VI. — 1. What was the effect of foreign conquest on the prosperity of the Eomans? 2. How did it affect their mode of life, their independence, their morality. VII. — 1. In the time of Marius who were Eoman citizens ? 2. Under Julius Csesar who were they ? VIII. — 1. What were the original causes of the loss of Eoman liberty ? 2. Who first destoyed Eomau liberty ? 3. After him what form of Government did Eome need ? 4. Between what persons was the struggle for supreme power ? 5. How did the struggle result ? IX. — 1. What fatal political mistake did Julius Caesar make ? EXAMINATION IN LATER EOMAN HISTOEY. {June 25, 1870.) 1. What were the powers of Emperor Augustus and his immediate successors f Whence were those powers derived ? 2. After the time of the Autouines, what body virtually appointed the Emperor? What was the origin of that body, and how large was it ? 757 ED, NO. 2 10 146 CIECULAES OF INFORMATION FOR 1887. 3. What changes did Diocletian introduce into the form of government, in the places of the imperial residence, and in the imperial style of living t What effect had these changes on the powers of the Senate and on the burthens of the people ? 4. What change did Constantine the Great make in the imperial residence and in the constitution of the empire ? 5. By whom and when was the empire divided into two parts f What was the effect of that division on the decline of the Empire ? 6. How and when did the Roman Empire of the West become extinct ? 7. By what means was Italy ruled by thje Emperor of the Eastern Empire ? What was the title of his representative. 8. To what principal causes was the decline of the Roman Empire due f 9. How were the Goths divided ? Where did they come from ? Where were they when they first appeared in Roman history ? What Roman Emperor was defeated by them and when ? When and under whom did they finally conquer Italy.? How long did they keep possession of it ? EXAMINATION IN MEDIEVAL HISTORY. {Fall trimester, 1871.) 1. (a) Who were the inhabitants of Gaul when the Franks invaded it ? (6) Who were the Franks ? Where did they come from into Gaul ? What was their form of government ? What was their religion ? (e) What other nations invaded and occupied portions of Gaul, and what por- tions ? (d) Describe the conquests of Clovis. Give date. (e) What political considerations influenced the conversion of Clovis ? (/) What was the general character of the succeeding Merovingian kings ? 2. (a) What political influences brought about the change from the Merovingian to the Carlovingiau dynasty ? (6) Who was the first Carlovingiau king ? Give the date of his reign. (c) What sanction to his usurpation did he obtain ? How did he procure it f (d) Against what influences did the Carlovingians have to contend ? (e) To what territorial limits was the royal domain reduced under the Carlovin- gians ? (/) What brought about the change from the Carlovingian to the Capetian dynasty ? 3. (a) Who was Hugh Capet ? Give date. (J) What was the territorial extent of his authority when he became king ? (e) Who was the last king of the Capetian dynasty ? Give date. (d) With what difficulties did the early Capetians have to contend. How did they surmount them ? (e) What was the greatest territorial extent of the royal authority under Charles VII? 4. (a) What was the effect of the Crusades on the royal authority in France ? (J) Which French kings took part in the Crusades ? 5. (a) What were the Capitularies of Charlemagne ? (6) By what authority were they enacted ? (c) What means of government did he devise ? (d) What were Dukea and Counts in his reign ? (e) What was' his policy in regard to the church ? 6. (o) Under the successors of Charlemagne how were the laws made and admin- istered outside of the royal domain f (6) What were the Etablissements of Louis IX ? (c) What was their influence in Europe ? STUDY OF HISTORY IN AMERICAN COLLEGES. 147 7. (a) To how mucli French territory was Edward I of England lawfully entitled ? (6) Under what kings was the battle of Crecy fought? (o) For what was that battle remarkable ? 8. (a) Between what princes was the battle of Poictiers fought ? (6) What was the result to France of that battle ? (o) What was the most important conquest of Edward III in France? 9. (a) Who was Etienne Marcel ? {1)) What object did he attempt ? (c) What caused his failure? (d) What makes his attempt remarkable in French history ? 10. (a) What was the condition of France under Charles VI ? (J) What question was involved in the war with England? (c) What domestic discord divided France in that reign ? 11. What means did Charles VII adopt for the recovery of France and with what result ? 12. What political lesson may be learned from the government of France in the thirteenth and fourteenth centuries ? PROFESSOR WILLIAM D. WILSON. The professor of moral and intellectual philosophy was enrolled in the faculty of history and political science as well as in the faculty of phi- losophy and letters. He was for many years the faithful registrar of the university, and was the first teacher Cornell students ever had in political economy and in civil polity. In addition to his regular work in connection with the philosophical department, he lectured twice a week to the senior class uiion the philosophy of history, with the inten- tion of explaining the origin, course, and progress of civilization, and the causes that have contributed to it. A specimen set of the questions drawn by each student by lot, for the final examination, is appended, and will sufficiently illustrate the nature of his course : QUESTIONS IN THE PHILOSOPHY OP HISTORY. {Specimen set N'o. 2.) 2. What are the three agents that control the causes and results of history ? What are the different theories of their relative influence ? 22. Why may we not expect any high civilization in extreme latitudes ? What is the effect of elevation above sea-level on civilization ? 42. What influence has intellectual culture on religion with reference to (1) fetich- ism, (2) polytheism, and (3) monotheism ? 62. Describe the circumstances of race and physical position that made Athens the place of origin of modern civilization. HISTORY THROUGH THE LANGUAGES. An excellent feature of historical instruction, was early introduced at Cornell University, as well as at Harvard, by the professors of the modern languages. Just as special attention is paid to classical history by teachers of the classics at Harvard, Tale, Michigan, and all the bet- ter colleges, so at Cornell it was recognized, almost from ;the outset, 148 CIECULAES OF INFORMATION FOB 18«7. that the elementary facts bearing upon the history of the principal continental nations should be taught by the departments of modern languages most interested therein, and that much of the collateral read- ing should be in French and German. Mr. Kussel, who was associate professor of history, was for many years professor of South European languages and lectured regularly on the history and literatures of the peoples whose languages he taught. The best illustration of the pos- sibilities of the method, from an historical point of view, is the ex- amination set, in 1870-'71, by Dr. Willard Fiske, professor of North European languages and librarian of the University. The test was to write brief essays (one of which was to be in German) on the following subjects. It will be observed that with the general topic is a kind of syllabus for the student to follow. Of course, only the barest outline was expected. GEEMAN HISTORY IN GEEMAN. 1. Die Voelkerwanderung. — Earliest migrations. Leading incidents of the Cimbro- Teutonic movement. Event which marked the beginning of the Voelkerwanderung proper. Principal nationalities engaged in it and kingdoms founded by them. Route pursued by the Goths. Their conquests, supremacy, and decline. Their language and its relation to other Germanic tongues. Life and labors of Ulphilas. 2. The Princes and the Empire. — Names and general limits of the chief dukedoms. Original object of the ducal office. Constant aspirations of the Dukes. Their con- tests with the Empire. Policy of the Saxon monarchs in regard to them. Policy of the Salic monarchs. The ecclesiastical principalities. Their position with regard to the Emperors and the Popes. The electors. Character and constitution of the elec- toral body at different periods of the Empire. 3. Literature of the Hohenataufen Period. — Frederick the Second as the protector of learning. Dialects employed in literature during the days of the Staufen. Die Volks- poesie and the sources of its material. Chief works produced. Die Kunstpoesie and the two chief sources of its material. "Works of Wolfram von Esch-enbach and Hart- mann von der Aue. Character of the Minnesang. Walther von der Vogelweide. Most important example of the Thiersage. Its character and influence. 4. The Teutonic Knights. — Origin of the order; its regulations. Successive resi- dences of the grand masters. Commencement of their connection with Northeastern Germany. Extent of their possessions beyond the order. Their contests with the Lithuanians. Decline of the order. 5. The Hansa. — Origin and progress of the League. Its constitution. Its chief city and 'the other Qwartierstddte. Five chief d^p6ts outside of Germany. Period of the League's greatest prosperity. Its connection with Asiatic commerce. Its wars. Causes of its decline. Its relics in later times. GOLDWIN smith's COURSE IN ENGLISH HISTORY. The connection of Goldwin Smith with Cornell University has been one of the strongest intellectual forces in its constitution. President White, on the very day of his own inauguration, read in public an ex. tract from one of Goldwin Smith's letters, in which the English scholar said: "The only advice I should give you, would be, without igooring the educational experienceof Europe, toactquiteindependentlyof it, and to remain uninfluenced, either in the way of imitation or of antagonism, STUDY OF HISTORY IN AMERICAN COLLEGES 149 by our educational institutions or ideas. What I would say is, adapt your practical education, which must be the basis of the whole, to the prac- tical needs of American life, and for the general culture take those sub- jects which are most important and interesting to the citizen and the man. Whatever part may be assigned to my subject in the course of general culture, I will do what I can to meet the wishes of the author- ities of the University, without exaggerating the value of the subject or unduly extending its sphere." In the very first catalogue of Cornell University the name of Gold win Smith appears as non-resident professor of English history, together with such names as Louis Agassiz, lecturer on natural history ; George William Curtis, lecturer on recent literature; Theodore W.D wight, lecturer on constitutional law ; James Eussell Lowell, lecturer on Eng- lish literature. It was a part of President White's original plan that there should be given every year courses of lectures by non-resident professors upon subjects whereinthey were specially eminent. Gold win Smith had long been known in the old world and in the new for his special studies in history and politics. He was the successor of Thomas Arnold and the predecessor of William Stubbs and Edward A. Free- man as regius professor of modern history in the university of Oxford. It was, therefore, a peculiar honor as well as a singular advantage for young Cornell University to have the co-operation of such a man in the up-building of her historical department. He brought scholarly train- ing and distinguished prestige from the oldest English seat of learning to the youngest institution of science in America. Devoting himself to English and Canadian politics in Toronto and to an occasional course of lectures on English history at Cornell University, he combined most harmoniously the noblest elements in English life — present striving and past achievement. The combination of English and American qualities, historical and political, which Gold win Smith and Andrew Dickson White represented for many years at Ithaca, was a force absolutely unique in American academic life. The vigorous influence of their joint instruction upon the students of Cornell University is best described by the following extract from a letter written by G. William Harris, acting librarian of Cornell University : " If, as an old Cornell student, I may be permit- ted to express my personal opinion, I would like to say that the stimu- lating and inspiring influence of the historical lectures of President White and Goldwin Smith was very great upon the students who at- tended them. In the early years of the university Goldwin Smith delivered an extended course of lectures on the political and constitu- tional history of England, from the Eoman conquest to the rebellion of 1745, of which I have ever retained a lively remembrance as one of the most instructive and profitable in my college course." President White, in his final report to the trustees, upon his resigna- tion in 1885, paid a high tribute to Goldwin Smith for the services 150 CIECULAES OF INFORMATION FOR 18S7 which he had readered to Ooruell University : " Professor Goldwia Smith came here at the opening of the University. Without fee or re- ward he continued, first through all the early period of our privations and hardships, as a resident professor ; and since that time he has re- mained as a non-resident professor, giving lectures on the general and constitutional history of England. In any list of founders of the university his name must surely take an honored place. I might speak of the quiet services he has rendered as a counselor, of a large gift to the university when it was most needed, of benefactions liber- ally and constantly made, yet always without the slightest tinge of os- tentation, to the university and to individuals. But I must speak of the debt we owe him for his instruction. Every thinking professor and student who has had anything to do with history and kindred subjects here, will confess to receiving the best impulses and direction from him. Though always true to his own country, never faltering for an instant in loyalty to it, an Englishman of Englishmen, this loyalty has but increased respect for him, and for his country, r I know of no one who,. in these days, has done so much to promote the kindly feelings, so rudely shaken during our civil war, between scholarly men in the two countries, as has Groldwin Smith." G-OLDWIN smith's EXAMINATIONS IN ENGLISH HISTORY. The following two examination papers, prepared by Goldwin Smith, are the only ones of the kind that the writer has found in the registers of Cornell University, and they are well worthy of preservation for their suggestiveness to teachers of English history. Paper for 1870. 1. Edward I has been called the English Justinian. What claim has he to that title ? 2. "What took place (a) in the organization ; (i) in the weapons of the English army in the time of Edward III 1 State the military and'political effects of these changes. 3. Give an account of Wyokliffe. To what extent was his movement successful? 4. State the causes, character, and political effects of the War of the Eoses. 5. Describe the domestic policy of the first two Tudors. What was the Star Cham- ber ? 6. What were the political, social, and economical effects of the dissolution of the monasteries 1 What question of jurisprudence arises out of this transaction.? 7. Give an account of the political opinions and career of Bacon. On what grounds was he impeached ? What plea has been urged in his defense, and how far is it valid ? 8. What was the state of France, Germany, and Spain towards the end of the reign of James I ? What were the leanings of the English court with regard to foreign affairs ? 9. Give an account of the petition of right and the question of ship money. 10. At the commencement of the civil war which districts, classes, and interests adhered to the King, which to the Parliament ? ' 11. Mention the chief battles of the first civil war, with dates, and state the conse- quences of each. 12. Under what influences was the character of Cromwell formed ? STUDY OF HISTORY IN AMERICAN COLLEGES. 151 Paper for 1871. 1. Of -wliat races is tlie British nation composed ? In what districts does each race prevail ? 2. What were the powers of the Saxon kings? Was the monarchy hereditary or elective t 3. What political struggle took place in the reign of Edward the Confessor 1 4. Give the leading features of the policy of William the Conqueror in church and state. 5. For what principle did Anselm contend against Henry I ? What was the issue of the contest ? 6. Of what tendency of the feudal system is the reign of Stephen an example ? 7. What was the question at issue between Henry II and Thomas h Becket ? What was the immediate and what the ultimate result of the struggle 1 8. State the good and bad features of the character of Richard I, connecting them with the state of morality and civilization in his time. 9. What are the most important articles of the Great Charter ? 10. What new religious orders appeared in England in the time of Henry III ? What led to their foundation ? 11. Give an account of the Statute of Mortmain. 12. What economical crisis marked the reign of Edward III ? To what legislation did it lead ? 13. What led to the insurrection of Wat Tyler f 14. What were the political consequences of the Wars of the Roses? 15. Why is the reign of Henry VII said to mark the commencement of Modern His- tory ? 16. How far was the Reformation carried in the reign of Henry VIII ? 17. What was the policy of the Protector Somerset ? 18. Account for the religious reaction at the accession of Mary. 19. What led to the development of the English drama in the age of Elizabeth ? JAMBS ANTHONY FEOUDE AT CORNELL. In 1872-'73 the study of English history at Cornell University was still further promoted by a course of lectures upon that subject by James Anthony Froude. Unfortunately no evidence is at hand respecting the exact nature of the course, but the visit of this English historian to Ithaca is memorable because of the remarkable tribute which, upon the eve of his departure, he publicly paid to Ezra Cornell, one year before the latter's death. The words deserve to be recorded: " Since I landed in America, a few weeks ago, I have had my eyes opened to a great many things, but I must say I have seen nothing which, perhaps, as- tonished and even startled me, more than I have seen in Ithaca. I will not say Cornell University alone ; there is something I admire even more than the University, and that is the quiet, unpretending man by whom the University, was founded." Mr. Froude added other words of honor, but this simple tribute best befits the man who made it possible for his- tory to flourish in a land without castles and a landed gentry. " There are men in England," said Mr. Froude, in conclusion, " who make great fortunes, and who make claim to great munificence, but who manifest their greatness in buying great estates and building castles, for the founding of peerages to be handed down from father to son. Mr. Cornell 152 CIRCULAKS OF INFORMATION FOR 1887. has sought for immortality, and the perpetuity' of his name among the people of a free nation. There stands his great University, built upon a rock — ^built of stone, as solid as a rock, to endure while the American Nation endures." CHAIR OP AMERICAN HISTORY. The provision made for historical study at Cornell University did not at first embrace the history of this country, although a chair of Ameri- can History was suggested by President White as early as 1868. Gold win Smith represented English history and President White the history of the greater states of continental Europe ; but America had no place in the original curriculum at Ithaca. It was a defect by no means un- common in American colleges, and it was early recognized by President White in his communications to the trustees of Cornell University. In his semi-annual report for 1871-'72, he said : "As regards history it is not known that any institution in the country has so extended a course, but there is needed an addition here, and I hope at an early date to see the history of our own country fairly and fully treated. It is a curious fact, and one not very creditable to our nation, that at present if any person wishes to hear a full and thorough course of lectures on the his- tory of this country he must go to Paris or Berlin for it. That the sub- ject can be made interesting is shown by the crowds who flocked to the lecture rooms of Neumann, the German, or Laboulaye, the Frenchman. That it is important needs no proof. " We ought soon to have a series of lecturers with judicial fairness, going over the great periods of our history, doing justice to all parties and being unduly enthralled by none. My plan would be to take four or five thoughtful men, and assign to each a period, say, to the first the Colonial period, to the second the period of the Eevolution,- to the third the period from the Eevolution to the war of 1812, to the fourth the period extending from the war of 1812 to the beginning of our civil war. I believe 'that such a course well prepared would be a powerful instrumentality in sending out from this institution a great body of men above the level of mere partisanship, and beyond the reach of corruption. Recognizing the fact that the safe working of our Gov- ernment demands two parties, and seeing, what any just treatment of our history must show, that there must always be in every nation not decrepit or oppressed, a division between the more radical and the more conservative, students would become in either party less bigoted, but none the less earnest. "As to political economy, I would have the same principle adopted. Two lectureships should be established, to which leading advocates of the two great sides in political economy might be called. Lecturers like these would stir great activity among the students, would awake many, 'A curious survival, or pardonable transformation, of tlie principle of primogeni- ture, in the Institution of Cornell University, is the charter provision that "the eldest male lineal descendant of Ezra Cornell " shall always be one of the board of trustees. STUDY OF HISTORY IN AMERICAN COLLEGES. 153 and spur on more. Both parties being represented neither could com- plain." The principle involved in these recommendations, namely, a re'^re- sentative treatment of American history and of political economy was carried out in the latter department in that double system of lectures by Dr. Henry Carter Adams and the Hon. Ellis Eoberts, representatives respectively of free trade and protection. Although the system was criticised at the time in an article published in The Nation, entitled "A Duplex Professorship," it has been practically essayed in recent years by Harvard University and Yale College, which both secured the serv- ices of Professor Robert Thompson, of the University of Pennsylvania, to represent economic interests not already advocated. It may, however, be seriously questioned whether partisan interests in political economy have really any more fitting place in university circles than have sec- tarian interests, against which President White led one of the modern crusades. The first ^foundations for a chair of American History in Cornell University were made the very year of President White's recommen- dation, 1871-'72, in the election of Professor George Washington Greene " to one of the chairs of American History, and the purchase of Presi dent Sparks' library in American History" (Cornell University Regis- ter, 1871-'72, p. 45). Professor Greene, of East Greenwich, R, I., was a non-resident lecturer during one trimester, either fall or winter, from 1871 to 1874-'75. The only evidence available respecting the character of his course is the following examiaation paper, set in the second term of Senior year, 1873-'74 : PROFESSOR GREENE'S EXAMINATION IN AMERICAN HISTORY. 1. What four nations laid claim to the territories wMoh ultimately became the United States ? 2. Upon what principle did each found its claim ? 3. What was the original object of the colonization of Virginia? 4. What that of New England? 5. What where the three forms of the relations of the colonies to the mother country ? 6. How did alienation begin ? 7. Explain the connection between the Stamp Act and the battle of Lexington. 8. Through what channel did the colonists receive their specie ? 9. Give the story of the Hutchinson letters. 10. What was the civil government of the Revolution ? 11. What was the first great financial error of the Revolution ? 12. What was the fundamental error with regard to the army of the Revolution ? 13. Who was the great diplomatist of the Revolution ? 14. Name some authors and their works. 15. What two foreign officers rendered the most important services during the war- of Independence? 16. What was the early life of Jean de Kalb ? 17. What two schools of military tactics were represented in the American Army ? 18. What was the approximate number of German mercenaries ? 19. What was De K.alb's commission from Broglie ? 154 CIEOULAES OF INFORMATION FOK IBSY. Professor Greene's connection with Cornell University ceased in 1874-'75. From his time until the appointment of Professor Moses Coit Tyler in 1881, American history was represented as well as the circum- stances allowed by Professor Dwight's lectures on American Consti- tutional Law and History; by Professor Wilson's course of forty lectures on American Law and Polity ; and by Professor Eussel who gave regular class instruction in the history of the United States. During the absence of President White as minister to Germany, Mr. Eassel read the president's lectures on Mediaeval history to the seniors and gave them two terms in the history of their own country, besides his regular work in Roman history. As acting president of the univer- sity in 1880-'81, he reported to the trustees that Mr. John Fiske gave that year seven lectures on American History, while Goldwin Smith gave five on the Constitutional History of England. PEOFESSOE MOSES COIT TTLEE. In 1881, the year in which Professor Eussel withdrew trom Cornell University to take the vacant chair of Professor Dim an in Brown Uni- versity, Mr. Tyler was appointed "Professor of American History and Literature." Since 1867 he had been professor of rhetoric and English literature in the University of Michigan, where he had already won fame for his special work in the history of American literature, and where he was deservedly popular by reason of his interest in every progressive movement. He was the champion of the students in the gymnasium cause, and he was on the aflrmative side of the long mooted question of admitting women' to the University, which was decided in 1870, as Judge Cooley said, without causing a ripple on the surface of university matters, and with "no evil results whatever." In 1873 Professor Tyler and President Angell, of the University of Michigan, were both present at the laying of the corner-stone of Sage College for women, who were now to be admitted to Cornell University. Both the professor and the president declared their unqualified belief in the wisdom of this new de- parture. Mr. Tyler took for his text the words of Frederick Eobertson, ^' Save yourself from all sectarianism," and applied this principle, upon which both the University of Michigan and that of Cornell had been founded, to education. He showed clearly that, as there could be no fencing off sections of knowledge, whether the classics, the modern lan- ' Students of this great question, which has been favorably decided by Michigan and Cornell Universities, ■will find very suggestive ideas upon the subject, pro and con, (1) in the report made to the regents of the University of Michigan, vrhen the subject of the admission of women to academic training was first proposed in that State ; (2) proceedings at the laying of the corner-stone of the Sage College of Cornell University, Ithaca ; University Press, 1873, which contains, pp. 71 to 134, the report submitted to the trustees of Cornell University, in behalf of a majority of the committee on Mr. Sage's proposal to endow a college for women, with a most remarkable array of facts vs. opinions; (3) the annual reports of the president (Barnard) of Columbia College in recent years, particularly that of 1881. STUDY OF HISTORY IN AMERICAN COLLEGES. 155 guages, or the natural sciences, to be the exclusive field for academic culture, so there should be no limitations of persons in education. The great idea of the founder of Cornell University — " where any person can find instruction in any subject" — was logically applied to sex, the "most arbitrary species of educational sectarianism." SUCCESS OF "WOMEN IN THE STUDY OP HISTORY. One excellent literary result of Professor Tyler's call to Cornell — an essay by one of his lady pupils — happened to fall into the hands of the present writer, who, for historical profit and pedagogical experiment, read the paper to the members of his seminary of history and politics in Baltimore. The members knew nothing and guessed nothing as to the author, least of all that the paper was written by a woman. The subject was " Bacon's Eebellion," in Virginia in 16T5, and it was written from the best sources then available, before Mr. Eggleston's discovery of new material in London, by Miss Mary E. B. Roberts, when a student at Cornell University. She is now an assistant of Miss Coman, pro- fessor of history in Wellesley College, Massachusetts. These two young teachers, the one a graduate of the University of Michigan and the other of Cornell University, both with special' attainments in history, have now united the experience derived at two universities for the promotion of history in a special college for women. Miss Freeman, the president of Wellesley College, and formerly its professor of his- tory, was a graduate of the historical department of the University of Michigan, as was also her predecessor, Mary D. Sheldon, author of "Studies in General History" (Boston: D. C. Heath & Co., 1885). Still another graduate from that. department is Miss Lucy M. Salmon, author of a valuable monograph on the "History of the Appointing Power of the President," which George William Curtis said " is by far the most thorough study of the subject, historically, yet made in this country ; and its conciseness and mastery of an immense detail, of which I know something by experience, are remarkable." This mono- graph was published by the American Historical Association (Volume I, Paper No. 5, G. P. Putnam's Sons, New York, 1886). For the year 1886-'87, Miss Salmon was appointed fellow in history at Bryn Mawr, that new and well-equipped college for women near Philadelphia, and she has recently been made professor of history in Vassar College. From an historical point of view, it would therefore appear that the Michigan and Cornell experiment has been attended with successful results. PROFESSOR TYLER'S COURSES AND METHODS. In a private letter to the writer of these sketches. Professor Tyler thus describes his course and methods of teaching : " Perhaps it may be a peculiarity in my work as a teacher of history here that I am per- mitted to give my whole attention to American history. At any rate, this fact enables me to organize the work of American history so as to 156 CIRCULARS OP INFORMATION FOR 1887. cover, more perfectly than I could otherwise do, the whole field, from the prehistoric times of this continent down to the present, with a mi- nuteness of attention varying, of course, as the importance of the partic- ular topic varies. " I confess that I adopt for American history the principle which Professor Seeley, of Cambridge, is fond of applying to English history, namely, that while history should be thoroughly scientific in its method, its object should be practical. To this extent I believe in history with a tendency. My interest in our own past is chiefly derived from my in- terest in our own present and future ; and I teach American history, not so much to make historians as to make citizens and good leaders for the State and nation. From this point of view I decide upon the se- lection of historical topics for special study. At present I should de- scribe them as the following : The native races, especially the mound- builders and the l^Torth American Indians; the alleged Pre-Columbian discoveries ; the origin and enforcement of England's claim to North America, as against competing European nations ; the motives and methods of English colony-planting in America in the seventeenth and eighteenth centuries ; the development of ideas and institutions in the American colonies, with particular reference to religion, education, in- dustry, and civil freedom ; the grounds of intercolonial isolation and of intercolonial fellowship ; the causes and progress of the movement for colonial independence ; the history of the formation of the national Con- stitution ; the origin and growth of political parlies under the Consti- tution; the history of slavery ' as a factor in American politics, culmi- nating in the civil war of 1861-'65. On all these subjects, I try to gene- rate and preserve in myself and my pupils such an anxiety for the truth that we shall prefer it even to national traditions or the idolatries of party. " As to methods of work, I doubt if I have anything to report that is peculiar to myself or different from the usage of all teachers who try to keep abreast of the times. I am an eclectic. I have tried to learn all the current ways of doing this work, and have appropriated what I thought best suited to our own circumstances. As I have stu- dents of all grades so my methods of work include the recitation, the ■ Special students of history at Cornell University enjoy exceptional advantages for the study of the history of slavery, which will some day be considered more from an economic and social, and less from a moral and political point of view. Scientific studies of the subject of slavery have already begun at the Johns Hopkins University, and this note is to remind all students of the subject that the late Rev. SamuelJ. May, of Syracuse, gave to the library of Cornell University his large and remarka- ble collection of books and pamphlets on slavery and the history of the anti-slavery movement in England and in this country. This collection has been further en- riched by gifts from Mr. Richard D. Webb, of Dublin, Ireland ; Mrs. Elizabeth Pease Mchol, of Edinburgh, Scotland ; Mr. Charles Francis Adams; the Rev. Adin Ballou j the Rev. Samuel May, jr. ; and many others. Tlie University library at Ithaca; the Public Library of the city of Providence ; and the public and private libraries of Washington, D. C, are the best places in the United States for the study of the "pe- culiar institution. " STUDY OF HISTORY IN AMERICAN COLLEGES. 157 lecture, and the seminary, I have found it inipossible by the two former to keep my students from settling into a merely passive attitude ; it is only by the lat'ter that I can get them into an attitude that is in- quisitive, eager, critical, originating. My notion is that the lecturing must be reciprocal. As I lecture to them so must they lecture to me. We are all students and all lecturers. The law of life with us is co- operation iu the search after the truth of history." PRESENT STATUS OF AMERICAN HISTORY AT CORNELL. In the first annual report of Charles Kendall Adams, the successor of Andrew Dickson White as professor of history in the University of Michigan, and afterwards as professor of history and president of Cor- nell University (1885), may be found the first instructor's report of American history, and, indeed, of all special branches of instruction at Cornell, signed in each case by the representative man. This is an- other Michigan feature of university administration introduced by Presi- dent Angell at the beginning of his regime. While there are sonle ob- jections to the method on general grounds, it is eminently satisfactory from the standpoint of an individual department, which thus secures an adequate representation of its condition and necessities. Professor Tyler's report showed that, during the academic year 1885-'86 his classes numbered as follows : students in- Tall term. Winter term. Spring term. Senior lectures Senior seminary Junior lectures Junior seminary ^Recitations in Von Hoist Total io 31 PROFESSOR. TYLER FATORS STUDY BY TOPICS. In his special report Professor Tyler says : *' The one portion of my work during the year which has been the least satisfactory to me in its results was that in Von Hoist. I introduced the work as an experi- ment. After two terms I convinced myself that I can get better results in other ways than in recitatioiis from that author or from any other. It may be due to my own limitations as a teacher, but I can get far more work out of my pupils, even along the lines of Von Hoist's volumes, can do more to quicken independent thinking on their part and to arouse in them enthusiasm for historical study, by setting them to the investi- gation of leading historical topics than by their learning of the contents of any one book for the purpose of reciting it to me. I do not ignore the necessity and the value of regular drill in learning and reciting his- tory on the part of students in a certain stage of development. All my other work implies that when they come to me they have passed beyond that stage." 158 CIECULAES OF INPOEMATION FOR 1887. PEOPESSOR TYLEE'S SUGGESTIONS. " For the future I see room for improvement in several directions : (a) In the more perfect adjustment and coordination of the different portions of our work in the department Of history and political science ; (b) in greater care that students shall not be admitted into advanced work until they have qualified themselves for it by taking work which is preparatory. For instance, my presentation of American history pre- supposes on the part of my students a fair knowledge of modern Euro- pean history, particularly of that of England, but not a few of them are very defective in such knowledge ; (e) in the greater use by the stu- dents of the historical library in real research, a thing only to be real- ized when all our students shall live somewhere near the university to which they belong and can thus easily make use of their half hours of daylight leisure and many of their evenings in the library ; (d) in the greater stimulus to historical and political studies which would be given by the presence of a vigorous law school'; (e) in the filling up of gaps in our historical library, particularly as to the primary documents." A VISIT TO PEOFBSSOB TYLEE'S SBMINAEY. After a study of the documentary history, of the historical depart ment of Cornell Universitiy, a personal observation of its enviror ment proved highly interesting to the present writer. He. found tl professor of American history in his private of&ce, adjoining his sem- inary-room, to which there is a private entrance from the aforesaid office and a public entrance from one of the main halls of the university building. The seminary-room was well lighted and highly attractiveto the eye. An ordinary recitation-room had plainly been transformed from its primitive savage state to an environment suggestive of civ' ized man and of human history. There was indeed a picture of t' Claveras skull, the oldest of Americans, but there were also historic portraits and engravings upon the walls. The great map published the Land Office of the United States was the most conspicuous thi .^ in the room and showed that here American history was especial taught. Most interesting of all was the original map of New York, pr pared in 1798 by General Simeon DeWitt, surveyor-general of the State, and showing the fountain-head of all those remarkably classic names which still designate the towns and counties of New York State. A better basis for local history could notbe imagined than this original surveyor's map. Within easy reach of the instructor's desk was an excellent arrangement of general maps, suspended upon rollers, in an elevated case, from which any one map could be pulled down like a curtain. The room appeared to be a combination of lecture-room and seminary. There were desks arranged in a semicircle around the in- structor's platform for class convenience in note taking, and there, too, at one side was the long seminary table, with chairs about it, charac- STUDY OF HISTOEY IN AMERICAN COLLEGES. 159 teristic of smaller and more social assemblies where teacher and stu- dent meet upon a friendly footing with less formality than in the reg- ular recitation. Close by the table was a convenient set of shelves for books of reference, maps, charts, diagrams, and the special collections of the seminary. An archaeological museum, of which Professor Tyler is the curator, is deposited in another building in connection with the general museum of natural history, but the professor showed the vis itor a written catalogue which was kept in the seminary-room to record each archsBologioal or other gift made by students and also the locality whence each gift was derived. In such ways the department of Amer- ican history and its historical environment are constantly improved by the co-operation of instructor and class. Although at the time of the writer's visit there was no class or seminary in session, it was not diffi- cult in the light of facts already recorded in connection with Professor Tyler's work to imagine the scene at the giving of a lecture or the read- ing and discussion of a thesis. The picture of this seminary-room herewith presented may have a certain practical value in suggesting to other teachers and institutions the laboratory method of historical work. GENERAL DBTELOPMBNT OF HISTORY AND POLITICS SINCE 1881. The year of the appointment of Professor Tj\er to the chair of Ameri- can history was the year of the return of President White from Ger- many, and this year marks an improvement of university work all along the lines of history and i^olitical science. It was the year of the en- gagement of the English historian, Edward A. Freemen, to lecture on general European history ; of Charles Kendall Adams to lecture on English constitutional history j of Herbert Tuttle, who had been a special student of history and political science in Berlin, to give class in- struction in English history and to lecture upon jiolitics, international law, and diplomacy; of Henry Carter Adams, whom President White had met in Europe, to lecture upon political economj-; and of two ad- ditional instructors in history to strengthen the foundations of the entire department by systematic instruction of the younger students. The subject of classical history which Professor Eussel had represented was now relegated entirely to the classical department. The year 1881 also marks the initiation of a general course of four years in history and political science, leading to the degree of bachelor of philosophy. This course had been recommended by President White ten years before. The freshman and sophomore years of the course w«re now regarded as preparatory to specialization in this department, somewhat according to the principles adopted at Columbia College and the University of Michigan. During these two preparatory years the class work might be identical with that in any one of the other three general courses leading to a degree in arts, literature, or philosophy. The conditions of entrance upon the general course in history and polit- ical science were made the same as for philosophy and literature, 160 CIRCULARS OP INFORMATION FOR 1887. namely, " the primary examination for admission to the university," in English grammer, geography, physiology, arithmetic, plane geometry, elementary algebra, and, in addition, French and German, and extra mathematics, Latin, and the outlines of Greek and Eoman history as required for admission to the classical department ; but not necessarily Greek, unless the candidate chose to approach the special course in history and political science through the classical avenue, in which case the conditions in French, German, and mathematics were lightened and an entrance examination in Greek was substituted. According to the first or more modern plan, a model four-years' course in history and political science would be as follows : First year. (Both languages are required in the course.) First term. — French or German, 5 hours; Latin, 4; rhetoric, 2; geom- etry and conic sections, 5 ; military drill, 2. Second term. — French or German, 5 ; Latin, 4 ; rhetoric, 2 ; algebra, 5. Third term. — General European history, 2 ; French or German, 5 ; Latin, 4 ; rhetoric, 2 ; plane trigonometry, 3 ; military drill, 2. Second year. First term. — Grecian history, 2 ; English history, 3; French, 3; Ger- man, 3 ; essays and declamations, 1 ; Greek, Latin, modern languages, mathematics, or natural sciences, 3. Second term. — Eoman history, 2 ; English history, 3 ; French, 3 ; Ger- man, 3 ; essays and declamations, 1 ; Greek, Latin, modern languages, mathematics, or natural sciences, 3. Third term. — Eoman history, 2; English history, 3; French, 3; Ger- man, 3; essays and declamations, 1; theory of probabilities and statis- tics, 3 ; military drill, 2. Third year. First term. — Mediaeval and modern history, 3 ; English constitutional history or systematic politics, 5 ; American history — prehistoric America and the period of discovery, 3 ; psychology, 2 ; sanitary science, labor laws, and penal discipline, or optional, 2. Second term. — Modern history, 3 ; American history — the planting of the American colonies, 3 ; political economy, 2 ; moral philosophy and political ethics, 2 ; essays and orations, 2 ; optional, 3. Third term. — Modern history, 2 ; American history — the institutions of the colonial times, 3 ; logic, 3 ; political economy, 2 ; essays and ora- tions, 2; optional, 3. , Fourth year. First term.— American history — the period of the Eevolution, 1765- 1789, 3 ; modern history, 3 ; English constitutional history or systematic politics, 5 ; history of philosophy and the natural sciences, 3. STUDY OF HISTORY IN AMERICAN COLLEGES. 161 Second term. — American history, first national period, 1789-1820, 3; modern history, 3; i)hilosophy of history, 3 ; international law, 5 ; mili- tary science, 2. Third term. — American history, second national period, 1820-1865,3; modern history, 2; American law and jurisprudence (Professor Wil- son), 5 ; finance and political economy, 5 ; preparation of thesis. PBESIDENT CHARLES KENDALL ADAMS. In the year 1885 Professor Charles Kendall Adams, who, since 1881, had been non-resident lecturer on history in Cornell University, was called from his resident professorship in the University of Michigan to succeed President White at Ithaca. Mr. Adams was appointed not only to the presidency but to the same professorship of history which Mr. White had so ably filled. With this appointment the historical depart- ment of Cornell University found itself planted a second time upon a cor- ner-stone taken from the University of Michigan. The best experience ofthelatterinstitution in teaching history was thus again removed to the Ithaca foundation. From the first annual report of President Adams (1886) it appears that two of the special courses of lectures, which had been prei^ared at the University of Michigan, were given last year to students at Cornell. The subjects were (1) Theories and Methods of English Government ; (2) Political History of England since the Na- poleonic Wars. For the year 1886-87 President Adams announces a course on the Rise of Prussia, which is also a portion of Cornell's inher- itance from Ann Arbor. With President Adams there came to Cornell University one of his special students, Mr. P. H. Hodder, who has given satisfactory instruc- tion in general history and in elementary political economy, preparatory to the more advanced economic courses of Dr. Henry Carter Adams, who, since 1881, has spent half the university-year at Ann Arbor and the other half at Ithaca. PEOFESSOE HEEBEET TUTTLE. Although appointed to teach politics and international law, Professor Tuttle has devoted no little attention to the interests of history at Cor- nell University. He has been, from the time of his appointment in 1881, a representative of this subject, pre-eminently from a scientific and from a European point of view. He has devoted himself with great energy and decided success to writing the history of- Prussia from a critical and unbiased standpoint. To aid in the prosecution of this im- portant task, President White early saw to it that the University library was properly supplied with the necessary original materials, without which an attempt to wi ite Prussian history in Ithaca would have been impossible. Aside from this literary work, Professor Tuttle has given systematic instruction in English constitutional history, and in the year 1885-86, he gave anew and highly successful public course on European 757 ED, No. 2 11 162 CIECULAES OF INFORMiTIOHrrFOBTgST. Historyin the Eighteenth Century — a course which was the natural out- growth of his studies in Prussian history. He has taken an active part in the historical seminary, where he suggested the following topics in the year 1886; (1) The Family, Clan, and Tribe; (2) Rousseau's Social Contract; (3) Federal Government; (4) Forms of Government; (5)Forms of Eepresentation ; (6) Constitution of Legislatures; (7) The Veto Power ; (8) The Cabinet in England and America; (9) The Township; (10) Municipal Government ; (11) The Civil Service; (12) The Jury Sys- tem; (13) Appointment and Tenure of Judges; (14) Sources of Law; (15) Eoman and Common Law; (16) The State and the Army. Mr. Tuttle has recently, 1887, been made professor of the History of Political and Municipal Institutions and of International Law at Cornell University. A VISIT TO PRESIDENT ADAMS' SEMINARY. In company with President Adams and Professor Tuttle, the writer visited the seminary-room where the special and more advanced work of these two professors with their students is done. The room, which is high and well ventilated, adjoins the main library of the University, and is therefore most convenient for the prosecution of quiet, secluded studies within reach of adequate supplies of books and documents- The works most needed for frequent reference in English history, to the extentof about two thousand volumes, including, for example, Hansard's Debates, are kept upon open shelves in the seminary room. There are the usual long tables, arranged T fashion, for the greatest convenience of the greatest number. The tables are provided with drawers, which lock, and each student is sovereign proprietor of his own place at the table. Around this friendly board graduate students, and seniors, com- petent and willing to elect the seminary course, assemble two hours each week for the discussion of original papers. The kind of topics treated is shown in the preceding list prepared by Professor Tuttle. Members of the seminary and other privileged students have access to the room during library hours, which are from 9 a. m. to 10 p. m. Besides the special collection of books employed in research, there are about one hundred and fifty periodicals, historical, political, literary, &c., kept in the seminary-room in their respective pigeon-holes. Besides a few in- teresting portraits which adorn the walls, the most noticeable work of historical art is a remarkably fine cast of the imperial statue of Augustus Caesar, a cast presented to the University by a class of recent graduates. The gift was designed to form the beginning of a museum of plastic art, an idea which every historical department should foster in connec- tion with a museum of archaeology. If art is truly the very flower of history, as Herman Grimm well says, then historical teachers should foster the growth of its products as they do the coUectiou of books and manuscripts ; for, after all, the writing of history and even the prepara- tion of historical theses is, or should be, an artistic process. Good fornix STUDY OP HISTORY IN AMERICAN COLLEGES. 163 whether in men, statues, books, things done or said, is always a source of inspiration to students. ADDITION OF SOCIAL SCIENCE TO HISTORY AND POLITICS. The most notable recommendation made by President White, toward the close of his regime in Cornell University, was that, in 1884, for the institution of " a course of practical instruction calculated to lit young men to discuss intelligently such important social questions as the best methods of dealing practically with pauperism, intemperance, crime of various degrees and among persons of different ages, insanity, idiocy, and the like." He iirst suggested the course in 1871, in language well worthy of perusal. (See University Eegister, 1871-'72, p. 44.) Such a course was authorized by the trustees, and has since been conducted by a non-resident professor, Mr. Prank B. Sanborn, secretary of the Massachu- setts Board of Charities and of the American Social Science Associa- tion. IsTot only were lectures given upon the subjects proposed, but, at the close of each week Mr. Sanborn visited, with his class of students, some instructive institution in the vicinity of Cornell University. They studied the local charities and punitory methods of the surrounding county; they went to the reformatory institution at Elmira, the lunatic asylum at Ovid, the State prison at Auburn, &c. Such excursions led to what President White well called " laboratory work in social science." Such methods have long been practiced by the pupils of Le Play in France, and Conrad in Germany ; it is high time for their more general introduction into the American system of student-training. The best modern practice of European countries in the settlement of social ques- tions is now a matter of history, of quite as much importance, perhaps, as the dynasties of Egypt or of Babylon. The importance of instruction in social science was emphasized by Carroll D. Wright, president of the American Social Science Associa- tion, at its Saratoga meeting in 1886. He would have the subject taught, not only in colleges, but in high schools, in upper grammar schools, and even in Sunday schools. MUSEUM OF AET AND ABCHiEOLOGY. In the original plan for the organization of Cornell University, Presi- dent White declared that "the University can never attain to the pro- portions we hope for it without some collections illustrative of the great arts of architecture, sculpture, and painting. While galleries of statues and paintings by artists just now in fashion are too expensive to be thought of, art collections of far greater educational value can be formed at an outlay comparatively trifling. The collections of casts at the Ger- man University at Bonn, and in the institutions at Boston, Ann Arbor and Toronto; the collections of photographs and medallions illustrat- ing architecture and sculpture, and the collections illustrating the his- 164 CIRCnLARS OP INFORMATION FOE 1887. tory of painting now forming at tlae University of Michigan, furnish examples of the equipnient which ought ere long to be given to this department." The first steps toward the realization of this ideal were taken in the supply of the classical department and the college of architecture with means of artistic illustration. The beginning of a collection of casts and pictures has already been made. The foundations for a museum of archgeology were laid by President White in the gift of a collection ob- tained in South America during the expedition of Baron Henri de Eivi5re. Additions to this nucleus have been made from time to time. In 1881, when Moses Goit Tyler was appointed professor of American history, he began to interest his students in the further in- crease of this collection by donations, with a view to the better illus- tration of American archaeology. Prehistoric antiquities from various parts of the world have been gradually brought together, and historical students at Cornell are now in position to study the art and develop- ment of prehistoric man from the comparative point of view. The archaeological portion of the general museum has been under the direc- tion of the professor of American history, and it has become a source of instruction second only to the historical libraries. In his final report to the trustees in 1885, President "White said, as he did virtually at the organization of the University : " I still feel that to accumulate collections of this sort in an institution like this is a ne- cessity and a duty. We cannot indeed rival the great museums of the country, like those at Washington and New York, but we ought to have such a representative collection as would afford full means of illustra- tion to the professor who brings the subject to the attention of his stu- dents. Collections and specimens in this department [American archae- ology] can be bought at present for comparatively small sums ; the time is coming when they will cost far more. * * * I would also here im- press again upon the trustees the necessity of looking forward to a proper receptacle for a collection of casts illustrative of classical art and archaeology, history, sculpture, and plastic art in general. Every great university and technical school in Europe has such a collection either of its own, or in some institution in the neighborhood. The same is true of several important institutions in this country, especially Tale College and the University of Michigan." LIBEART PACILITIES IN HISTORY. The growth of the historical department of Cornell University has been accompanied and greatly promoted by the addition of the follow- ing collections to the general library : 1. A large collection of several thousand works in history and in the literatures of England, France, Germany, and Italy, from President White's own library. STUDY OF HISTORY IN AMERICAN COLLEGES. 165 2. The Anthon library of seven thousand volumes, "which is espec- ially rich in works of classical and historical literature, and was once the working collection of Professor Charles A nthon during his long and useful career at Columbia College. 3. The Eopp library, of about twenty-iive hundred volumes, repre- senting oriental literature, and the foundations of comparative philol- ogy, laid by Professor Pranz Bopp during his epoch-making career in the University of Berlin. 4. The Goldwin Smith library, now more than four thousand volumes, relating chiefly to English history and ancient and modern literatures. The first part of this collection was given to the University in 1869, and has since been greatly enriched by further donations. 5. The "White Architectural library, a collection of over one thousand works on architecture, art, history, and archaeology, made by Mr. White during a period of fifteen years, and embracing full sets of the leading architectural journals of England, France, Germany, and Italy, with a choice collection of monographs. With this library came a fund of $1,500 fr cm President White for the gradual increase of the collection 6. The May collection of books and pamphlets relating to the history of slavery, one of the richest collections in this country. 7. The Sparks library of general literature and American history, pur- chased in 1872, soon after the professorship of American history was in- stituted and George Washington Greene appointed to the chair. This library, collected by the president of Harvard College and the first pro- fessor of history ever appointed at that institution, or, indeed, in this country, consists of about five thousand volumes and four thousand pamphlets. 8. In 1882, "as a supplement to the Sparks and May collections" (see annual report of President White, 1883, page 20), over $5,000 was appropriated by the trustees *• to special purchase of books in the de- partment of American history." This was done for the encourage- ment of Professor Tyler, who, in 1881, was called from the University of Michigan to take this chair. The immediate occasion, however, of this liberal grant of money was the sale, in New York, of the famous O'Cal- laghan library, from which Professor Tyler authorized many purchases. In the year 1882 also came the deposit of " a large collection of works relating to the most recent period in our history, especially the time of the civil war." The same year was fitted up a special library for the use of historical students, with an equipment of maps. 9. In 1882 there was paid into the library fund, from the bequest of Mrs. Jennie McGraw-Fiske, more than $600,000. This extra fund, al- though still in legal dispute, amounts now to over $1,100,000, and, when the income of this vast sum is applied to the increase of the library of Cornell University, there is every reason to believe the confident state- ment of President White, made in his report of 1883, that the Corn?ll collection, then numbering about 50,000 well-chosen books, will become 166 CIECULAES OP INFORMATION FOR 1887. " one of the foremost libraries upon this continent — indeed, one of the important libraries of the world." Of course history will share in the appropriations from this generous bequest. In the year 1884-'85 over $14,000 were appropriated to the library without touching the McG-raw fund. Plans for a magnificent library building are already in an ad- vanced state of preparation. 10. Besides the above library facilities, of interest to the historical student, there is a good collection of Eassian history and literature, which was presented, in 1884, to Cornell University by the Hon. Eugene Schuyler, author of a Life of Peter the Great. There is also a very large collection of American newspaper files, the value of which, for historical purposes, many college libraries have yet to learn. PRESIDENT white's HISTORICAL LIBRARY. In his final report to the trustees, 1884-'85, President White said large gifts of books are sure to follow the completion of a fire-proof library building. " I know," he added, " of one very valuable collection, num- bering over twenty-five thousand volumes, which would come to the University to-day as a free gift were such a building in readiness to re- ceive it." It was early announced in 1887 that ex-President White had formally transferred to the University his own private library upon the above condition, and at a nominal valuation of $100,000, with the under- standing that the trustees should transfer from the general fund the above sum of money for the endowment of a historical professorship and of fellowships in history and political economy. One of the most im- portant conditions of the gift requires that the university shall perpet- ually devote the income from $10,000 to the increase of the collection. The architect of the new library building is instructed to provide for the collection a suite of apartments that will accommodate 40,000 vol- umes, besides the necessary facilities for seminary work. Thus, Mr. White has strengthened anew the foundations of his own former work at Cornell, and provided for the perpetuation of the historical collec- tions of a lifetime. President White's collection, which the writer has seen, is particularly rich in works relating to the French Revolution and the Eeformatiou. In addition to standard literature, there are many original documents, letters, state papers, and striking illustrations of the revolutionary period and of the time of Kapoleon. Indeed, this library impresses the beholder as being not merely a magnificent collection of printed books, but as a wonderful literary museum. It is particularly interesting for its illustrations of early printing, and of the work of the German human , ists, also of their controversies with the Obscurantists. English and Italian, as well as French and German, history is well represented, not only by the usual authorities but by many rare, quaint, and annotated v&iUmes. Works of American history have been well selected. There are many thoxisaud pamphlets bearing upon the late civil war, together STUDY OF HISTORY IN AMERICAN COLLEGES. 167 ■with many bound files of newspapers and other valuable materials upon the subject. The library is strong in materials for the history of science, of superstition, of witchcraft, sorcery, and magic; of criminal law and procedure, etc. In political and social science, in law and diplomacy. President White's collections are both rare and useful. The history of the fine arts is another prominent feature of this superb gift to Cornell University. It is one of the wisest and most far -reaching modes of human philan- thropy thus to provide for the preservation and use through all coming time of an excellent collection of books and manuscripts. By giving such things to a great university, a man's own enjoyment of his collec- tions is increased and multiplied forever. This humane procedure is a happy contrast to those mercenary auction sales of valuable private libraries, the dispersion of which seems oftentimes like the scattering of a man's life-work to the winds. RELATION OF THE LIBRARY TO THE UNITERSITY. An interesting and valuable feature of instruction in connection with the library of Cornell University is the course of elementary lectures on Bibliography, delivered by the acting librarian, Mr. George William Harris. The leading idea of this course is to trace "the history of the book, considered as the vehicle of literature." The printed syllabus, which is used in connection with the lectures, shows that the lecturer treats of the entire history of books and book-making, from the clay tablets and cylinders of Assyria, the palm -leaf books of India, and the papyrus rolls of Egypt, down to modern printing and book-binding. It is a distinctly historical course, with primary reference not so much to the contents as to the form of books. Such instruction to students by an accomplished librarian is of great value in teaching the unity of lit- erature and the dependence of progressive science upon the labors of past generations. Books are the most precious inheritance of the liv- ing age. They are the intellectual capital with which its best work is done. A proper appreciation of the resources of science is the very best intellectual equipment with which a student can be graduated from a college or university. Mr. Harris, in the latter part of his course, treats of practical ques- tions in bibliography which every student ought to understand. The arrangement and classification of books in libraries and the various systems now in use are rapidly reviewed. The subject of catalogues and methods of cataloguing are suggestively handled. The reference library is shown to be the scholar's dictionary, which he should know how to con- sult as easily as a lexicon or an encyclopaedia. The standard works on bibliography are described and the best works for general and special reference are mentioned. The course closes with a sketch of the most famous modern libraries, with special consideration of university libra- ries and private collections. Such a course of general bibliographical 168 CIRCULARS OP INFORMATION FOR 188T. information, given to students by the librarian of their college or uni- versity, cannot be too highly commended. Harvard, Michigan, Cornell, and Columbia have set the academic world a good example in making the library a real educational force. Valuable suggestions with reference to the establishment of a closer rjajpport between students and the library were made by an assistant in Cornell University Library, Mr. Edwin H. Woodruff, in a paper on " University Libraries and Seminary Methods of Instruction," read at the annual conference of the American Library Association, in Mil- waukee, Wis., July 9, 1886. The main thought in this paper is that the mere multiplication of mechanical devices for facilitating the find- ing of bpoks is not sufficient. " The duty of a library is not merely ta put into the hands of the reader in the shortest possible time some- thing that any bookstore will do for a consideration ; but its highest function should be to excite in him that intelligent love and reverence for books, and responsiveness to them, which have been experienced and celebrated by the best minds of all limes — to kindle in him some of the joy that a confirmed book lover realizes in the friendship of books." The writer then attempts to show how this spirit may be en- gendered in students, how they and the library can be brought closer together. Mr. Woodruif admits that something has been accomplished by the system of reserving books for the special use of various classes ; but this method breaks down unless students are required by their professors to show the practical results of private reading in such res- ervations. The two points which Mr. Woodruff clearly brings out are both taken from the practical experience of the historical department of Cornell University, and of the close alliance which there subsists between th& library administration, the historical seminaries, and teachers of histor- ical classes. The first point is the desirability of fostering the semi- nary method of original research in college and university libraries. That method tends to convert one section of the library, say the histor- ical, into a practical laboratory of really scientific work. Members of an historical seminary are given by their professor some subject for original investigation, with a sufficient suggestion of authorities to start them upon the difficult, but highly profitable, task of finding all that there is to be found upon that subject in the entire library, if not in all literature. Scattered facts are to be brought together, conflicting evi- dence is to be sifted down to a residuum of truth, and results are to b& reported to the seminary and freshly combined in a scholarly mono- graph, which shall be a real contribution to science. This is the semi- nary method of library research. This is the first lesson for librarians to ponder and apply in every possible way. The second lesson is like unto the first, save that it applies rather to undergraduate students, or to beginners in library work. It is called STUDY OF HISTOEY IN AMEEICAiJ COLLEGES. 169^ the topical method. Students are assigned topics connected with their class course, topics not especially novel and requiring the use of stand- ard authorities only and of well-known sources of information. The appointees are to report to their professor, or class, upon the results of their work, which, from necessity, must have been accomplished by private reading in the college or university library. The method dif- fers from the seminary method in that it does not require original work^ but merely the use of secondary information, to be acquired from authoritative literature rather than from original sources, such as State papers, published archives. Government documents, economic reports, &c. The topical method is simply a training process. The seminary method produces scientific results, not always of the highest order, but results acquired in a scientific way. While these two methods of promoting study, con amove, in college libraries must always originate in professorial direction and student co- operation, nevertheless it is both the privilege and duty of college or university librarians to promote these methods by an intelligent mastery of the needs of the situation, by a quick response to the demand for Ariadne- threads that shall lead both students and professors through the great labyrinths of accumulated knowledge. Scholars do not want all knowledge at once; they want very specific information upon par- ticular subjects ; and good librarians are the best of all guides. The writer understands Mr. Woodruff, of Cornell University, as making a plea fov personality in the administration or representation of a great library. Just as our great railroad corporotions now employ in all large stations well-informed men who know time-tables by heart and who can answer every possible question that a helpless traveler may put, so universities should appoint librarians who understand libraries, who have the vast mechanism at their fingers' ends, who know every key and stop in the wonderful organ, and who can bring forth at any minute the desired note or key of information. In order to realize this ideal, in order that the librarian may indeed become the persona through which the great library is made to respond to the needs of living men, there will be need of greater specialization , of department librarians, who are them- selves keys for the maestro to touch. In one sense, every good librarian ought to be able to say. La Bibliothdqiie, (Pest moi ; but, in practice, he will need all the assistance, all the mechanical devices, and all the bibli- ographies that the art of man can furnish. Good administrative meth- ods, catalogues, and co-operation with the student public will transform personal or absolute government of libraries into constitutional or self- government without impairing the efficiency of the librarian-in-chief. After all, the library is the best university, for it represents the sum and substance of all wisdom since the foundation of the world. To the library all teachers and all students must continually resort as to the fountain-head of knowledge and inspiration. Professors exhaust their little store of information; students pump them dry; but the library 170 CIRCULARS OF INFORMATION FOR 1887. remains an inexhaustible well of learning. Graduates may tarry at the university for years, and never be able to say of the library as they say of men, We have learned all that can be taught us. The foundation of English scholarship is graduate work in university libraries. Dr. Thomas Arnold, the Eugby historian of Eome, called the period of his fellowship at Oriel College his "golden time." For four solid years, as a graduate student, he read history and classical literature in the libraries of Oxford. In after life he wrote to Arthur Penrhyn Stanley, "I hope you will be at Oxford long enough to have one year at least of reading directly on the middle ages or modern times, and of revelling in the stores of the Oxford libraries. I have never lost the benefit of what I enjoyed m this respect, though I have often cause to regret that it is no longer within my reach." ^ Cornell University is singularly fortunate, not only in the present pos- session of an excellent library, which is particularly rich in works of history, but in prospective and almost fabulous resources for the future increase of its collections. It is already one of the richest universities in the United States, and the income of the specific bequests to its library will also be among the largest in this land of colleges and uni- versities. If the future students at Cornell do not become scholars and investigators, it will not be from lack of library privileges. The writer has taken special pleasure in illustrating this chapter with views of the present library-interior of Cornell University and of its two historical seminaries, one of which is directly connected with the gen- eral library. But these views represent merely a transitional state of things. Plans are already drawn for new and better library accommo- dations, which will give the seminary method increased efi&ciency, as did the new library building at the University of Michigan. One object of the present report is to show the progress already made in connecting historical departments with the university library. ' Stanley, Life and Correspondence of Thomas Ai'nold, 245. CHAPTER VI. HISTORY AT THE JOHNS HOPKINS UNIYBESITY.i I. GEADtTATB DEPARTMENT. THE HISTOEICAL SEMINAKY IN BALTIMORE. In 1876 tlie Johns Hopkins University was opened in Baltimore for the promotion of science and of college educaition. There was no intention Of establishing in this country a German university, or of slavishly following foreign methods. The institution was to be pre- eminently American, but it did not hesitate to adapt the best results of European experience to American educational wants. The system of fellowships, which secured at once a company of advanced students for scientific work, was, from the very outset, radically different from that of England, or from the German system of Privatdocenten. It was a peculiarly American system for the encouragement of original research. The historical seminary, which was instituted as soon as university life in Baltimore began, was founded upon a purely American basis, and devoted itself strictly to American history. The director of this semi- nary, Dr. Austin Scott, was then associated with Mr. Geroge Bancroft in Washington in preparing materials for the history of the formative period of the American Constitution, upon which Mr. Bancroft was then engaged. Dr. Scott, who spent most of his time in original re- search in the library of the State Department and with Mr. Bancroft in his own study, came to Baltimore once a week to conduct a session of the historical seminary, which met Saturday mornings. The same course of constitutional studies, which Mr. Bancroft and Dr. Scott had pursued together, was now reviewed by six or eight university students under Dr. Scott's instructive guidance. The seininary had the feeling that they had been admitted to Mr. Bancroft's workshop, and ' This chapter was first published in the Johns Hopkins University Studies for Jan- uary and February, 1884. The writer would have been glad to revise it more thor- oughly and to add the results of three years' further development, but the pressure of other educational studies has prevented. The appended list of " University Stud- ies in Historical and Political Science" will, however, illustrate the work of the de- partment siuce the time when this chapter was written. 171 172 CIECULAES OP INFORMATION FOR 1887. that, by the examination of his materials and his methods, they were being taught the art of constructing history. The very manuscripts which Dr. Scott had prepared, while collecting and sifting facts for Mr- Bancroft, were shown to the seminary. Questions still unsolved were- submitted to Johns Hopkins students for their consideration in com- pany with their instructor. Books from Mr. Bancroft's private library supplemented the resources of Baltimore. Original papers were pre- pared by various members of the seminary, and written words of en- couragement for work like this came from the historian himself. The feeling was thus engendered that, in some slight ways, the seminary was- contributing to the great volume of United States history. Between such creative methods of historical study and the old passive methods^ of reliance upon standard authorities and text-books, there was felt tO' be a vast difference. And yet the new methods were very simple. In- stead of each man buying an expensive work of constitutional history,, a set of the journals of the old Congress, the Madison Papers, Elliot's De- bates, the writings of Washington, Jefferson, Hamilton, and a few other sources of information contemporary with the formation of the Consti- tution were brought together upon a long table in the library of the- Maryland Historical Society, where seminary sessions were held, and where special facilities were afforded for original research. Around this common board garnered the Seminary, which was composed origi- nally of six or eight men, four of them " fellows " of the university^ The director sat at the head of the board, and usually gave a short lecture or informal " talk," introductory to the discussion of specific topics which had been assigned for research during the previous week... Eeports were made, papers were read, and general interest was awak- ened in special questions touching the origin and growth of the Ameri- can Constitution. The relation of the States at the close of the Revo- lutionary war, economic questions, commercial problems, the Western lands, the influence of the Army, the question of revenue, the efforts of statesmen, the origin and history of the great conventions, the consti- tutional platforms proposed, the course and results of debate, the adop- tion of the Constitution by the various States, the administration of Washington, the rise of parties, all of these questions and many more were studied in detail by members of the historical seminary. Dr. Scott's weekly seminary was continued, at convenient intervals,, during a period of five years. The best results of this period of study were presented to the university by Dr. Scott in the form of ten public lectures, delivered in January, 1882, upon the development of the Amer- ican Constitution, under the special topics of nationalism and local self- government; the federative principle; self-assertion of the national idea ; reaction ; transition ; power of the masses ; economic questions ; socialism ; revolution. Various original papers were prepared In con- nection with this seminary, and a few have found their way into prints A monograph, by the writer of this report, upon " Maryland's Influence STUDY OF HISTORY IN AMERICAN COLLEGES. 173 in founding a National Commonwealth," with two minor papers upon " Washington's Land Speculations," and " Washington's Influence in opening a Channel of Trade between the East and West," was pub- lished in ]877 by the Maryland Historical Society (Fund Publication) "No. XI). An article by W. T. Brantly, of the Baltimore bar, upon " The Influence of European Speculatiop in the Formation of the Fed- >eral Constitution," was published in the Southern Law Eeview (Saint Louis) August and September, 1880. In 1881 Mr. Bancroft's great work was published in two large volumes, and seminary work in this attract- ive field was brought to a close. But attention was now being directed towards the field of American local institutions, the earliest germs of our colonial, state, and national life. JUDGE COOLEY'S SEMINARY. Before considering the newer phases of the historical seminary in Baltimore, it is fitting to say a word concerning the seminary of con- stitutional law, instituted by Judge T. M. Cooley, during his lecture- . ship in Baltimore, 1877-'79, at the request of members of Dr. Scott's historical seminarj'. This other seminary was conducted for the special purpose of expounding the text of the Constitution of the United States and of comparing its provisions with the unwritten constitution of Eng- land. These exercises, which occurred once a week, consisted chiefly of comment by Judge Cooley, with questions and discussion by the class. Each member had a copy of Paschal's Annotated Constitution and of Baldwin's text, with references to constitutional decisions. The exercises were made especially profitable to students of history in con- sequence of the legal turn given to the discussions of the seminary by its lawyer-members and by Judge Cooley. Decisions of the Supreme Court, modifying or interpreting the text of the Constitution, were fre- quently cited, and the conception of our constitutional law as anorganic . growth instead of a machine, was thereby strengthened and deepened. A NEW DEPARTURE. In the autumn of 1880 had already begun a new departure in histo- rical instruction at the Johns Hopkins University in the introduction of American institutional history as a distinct branch of historical study. The idea was the outgrowth of a special interest in municipal history, first quickened in a seminary at Heidelberg, thence transplanted to Bal- timore, where it was fostered by the reading of the writings of Sir Henry Maine, in connection with those of Carl Hegel, Maurer, Nasse, Waitz, Stubbs, and of the Harvard school of Anglo-Saxon law. The continuity of the Germanic village community in New England had been originally suggested to Sir Henry Maine by an article in The Nation, communicated by Professor W. P. Allen, of the University of Wiscon- sin. It was determined as early as 1877, after consultation with Pro- fessor Henry Adams, then and now living in Washington, to apply this 174 CIECULARS OF INFOEMATIOKT FOR 1887. principle of continuity to the town institutions of New England. Spring sojourns for four terms, beginning in 1878, at Smith College, Northampton, Mass., and summer vacations spent in old towns along the New England coast made it possible to attempt this study, the first fruit of which was presented in 1880 to a mixed class of graduate and undergraduate students at the Johns Hopkins University, in a course of lectures, one hour a week, for one semester, upon the History of Plymouth Plantations, a course based upon an original study of the colonial and town records of Plymouth, - The only work required of the class in this connection was an examination upon Sir Henry Maine's^ lectures on "Village Communities in the East and West." The next year, 1881, a similar course was given to advanced students only, upon " Salem Plantations," based upon vacation studies in Massachusetts. By this time, kindred researches in the colonial and local records of other States were in progress among college graduates from various parts of the Union. A student from South Carolina was investigating the parish system of his native State. Maryland men were studying Maryland institutions. But, while advantage was thus taken of local environments, even of summer residence, these were not the only con- siderations which governed the allotment of territory. A New England man was encouraged to investigate the origin and development of the municipal government of New York City. Another graduate from the northeast section of the Union began to study the local government of Michigan and the Northwest, and the results of his work were read at the general meeting of the American Social Science Association in 1882,. and afterwards published- in their proceedings for that year. The arti- cle was republished in the Johns Hopkins University Studies in Histori- cal and Political Science, first series, number 5. It was a part of the new seminary plan to have its studies published in the proceedings of learned societies, in historical magazines, and in other ways suited to the propaganda of American institutional history. Especially was it desired to obtain local recognition for local work. A paper on local government in Pennsylvania was read before the Penn- sylvania Historical Society and published in the Pennsylvania Magazine of History and Biography. It was also intended that these local publi- cations should ultimately be brought together again in a regular uni- versity series. The American Antiquarian Society, the New England Historic, Genealogical Society, the Essex Institute, the secretary of the American Social Science Association, and editors of magazines kindly co-operated in furthering this aim of the seminary ; and the trus- tees of the Johns Hopkins University, in the autumn of 1882, enabled the project to be carried out in the shape of a monthly periodical de- voted to " Studies in Historical and Political Science," five volumes of which are now complete. The new historical seminary of graduate students began its Saturday mid-day sessions in the autumn of 1881, in a small lecture-room of the /-» ^ Peai.ouy Librar\, Baltimore — 90.000 ^ oli MCb STUDY OF HISTORY IN AMEEICAN COLLEGES. 175 Peabody Institute, which contains a library most admirably equipped for special research and numbering about 90,000 volumes. Here, around a long table, half a dozen advanced students met together twice a week, once for a study of the sources of early European history with special reference to Germanic peoples, and once for lectures and original papers on the local institutions of the United States. All the sources of in- formation, used or mentioned by members of the seminary, were exhib- ited upon the long table, and were passed around for purposes of illus- tration, f The advantage of seeing and handling the books mentioned in a lecture or bibliography is very great compared with the simple transcription of catalogue-titles into a note-book, a method prevailing in German lecture-courses. The Baltimore semina ries are laboratories where books are treated like mineralogical specimens , passed about from hand to hand, examined, and tested, j In the spring semester of 1882 the institutional section of the his- torical seminary began to hold Friday evening sessions, of two hours each, for the convenience of certain young lawyers, graduates of the University, who desired to participate in the institutional work. Mean- time the library resources of the Johns Hopkins for the furtherance of such study had been increasing. It was thought expedient to fit up a special library -room for the accommodation of the seminary, which had now increased to eighteen members. A seminary altar in the shape of another long table was accordingly erected, and book-shelves were built around the room, within easy reach. Here the peripatetic school of American history assembled anew and held weekly sessions until the close of the spring semester of 1883, continuing, bowever, its weekly meetings at the Peabody Institute for the s tudy of the sources of English history. The historical seminary early associated with itself the graduate students in political economy and cer tain professors and advanced students of history and politics in other colleges. In this associate capacity the seminary is known as the Historical and Political Science Association. An idea of the nature of the subjects discussed by the seminary can be given by mentioning those reported in the Johns Hopkins Uni- versity Circular, August, 1883, among the i^roceedings of societies, from April 6 to May 30, 1883 : Topical instruction in history, by Professor William P. Allen, of the University of Wisconsin ; letters from a uni- versity student in Germany, on German methods of writing and teach- ing history ; the limits of co-operation, by E. E. L. Gould, fellow of history ; historical remarks on Talbot County and the Eastern Shor© of Maryland, by Dr. Samuel A. Harrison, of Easton, Maryland ; cus- toms of land tenure among the boys of McDonogh Institute, Baltimore County, by John Johnson, A. B. [a very remarkable paper, illustrating not only the advantage of studying local environments but socialism in miniature] ; socialistic and co-operative features of Mor monism, by the Eev. G. D. B. Miller, of St. Mark's School, Salt Lake City ; Machia- 176 CIECULAES OP INFOEMATION POK 1887. Telli, by Edgar Goodman, A. B.; the influence of John Locke apon po- litical philosophy, by B. J. Raiuage, A. B.; the office of public pros- •ecutor, by P. J. Goodnovr, A. B., now professor of administrative law in Columbia College; the income tax in the United States, by H. W. Caldwell, A. B., now instructor of history in the University of Ne- braska ; Hugo Grotius, the founder of modern internatio nal law, by Arthur Yager, A. B., now professor of historical and politic al science^ Georgetown College, Kentucky; review notices of the 300th anniver- sary of the birth of Grotius, by Dr. J. F. Jameson, associ ate in history, J. H. U. ; America as a field for church history, by Dr. Philip Schaff, of the Union Theological Seminary ; taxation ia Marylan d, by C. M. Arm- strong, of the Baltimore bar ; review of certain results of the United States census of 1880, by John C. Eose, lecturer in the University of Maryland [Law School] ; the revised tariff in its relatio n to the eco- nomic history of the United States, by Talcott Williams, A. B., of the editorial staff of the Philadelphia Press. Abstracts of some of these papers or communications were published in the University Circular, for August, 1883, and some of the articles have been printed in the University Studies. The article last named, on the tariff, was pub- lished by the Society for Political Education. Occasionally specialists from other colleges or distinguished strangers ■who are visiting the city are present by invitation. Among other guests, President White, of Cornell University, has addressed the semi- nary. It is of no slight interest for young men to have among them, now and then, some veteran in the field of history or politics, who by his pithy sayings and friendly suggestions can sometimes do more in a half tour for the development of the seminary than would days of passive reading. The older members of the seminary can never forget the deep impression made upon students of history in Baltimore by the late Pro- fessor J. L. Diman, of Brown University, who, during his lectureship at the Johns Hopkins University, addressed the Association of Historical and Political Science. The younger members still speak with pleasure of Mr. Edward A. Freeman, who, by special invitation, gave the uni- versity students of history six extempore '-talks" upon the geography and history of Southeastern Europe, whence he had recently come. Nor will some of these students ever forget the enthusiasm with which Mr Freeman entered into the roonjs for special research in the university library to examine the ancient laws of Maryland and to talk of English institutions with the students who were there at work. Among other interesting addresses, given especially for the benefit of the seminary, was that by James Bryoe, M. P., regius professor of civil law in the University of Oxford, on " The Eelation of Law to Histo ry." Mr. Bryce gave a general course to students of the University on " English Prob- lems," but the special lecture was by request of the students of history. (For a brief abstract of his remarks, as reported by the secretary of the Historical and Political Science Association, see University Circular SXUDY OF HISTORY IN AMERICAN COLLEGES. 177 February, 1882.) On the 23d of November, 1883, Mr. Bryce addressed the seminary upon the subject of De Tocqueville's Democracy in America,' suggesting certain points of criticism and original research (see University Circular, January, 1884). Dr. H. von Hoist, of the Uni- versity of Freiburg in Baden, addressed the seminary October 12, 1883 {see University Circular, January, 1884), upon the study of slavery as an institution, with suggestions as to the possibilities of the Southern field of research for students at the Johns Hopkins University. With the opening of the academic year, 1883-'84, the seminary of historical and political science took up its abode in new and more spacious rooms than those hitherto occupied. The seminary is now established in the third story of the building devoted to the main Uni- Tersity library, of which the seminary books form a subordinate section. As you enter the seminary librairy, which occupies a room 51 by 29 feet, the most noticeable object is the long library table around which students are seated, every man in his own place, with his own drawer for writing materials. Upon the walls above the table are i)ortraits of men who have iniiuenced the development of the Baltimore seminary^ — O. H. Pertz, Bluntschli, Freeman, Bryce, Bancroft, Von Hoist, Cooley, Diman. Busts of Jared Sparks, Francis Lieber, Alexander Hamilton, John O. Calhoun, and other distinguished representatives of history and politics, give to mere aggregations of books the presence of person- ality. The library is arranged in alcoves around the seminary table with primary regard to the convenience of students, who help themselves to books without any formality. American history (State and national) occupies the most honored place. International law, politics, adminis- tration, economics and social science, history (European, ecclesiastical, classical, oriental), archseology, and law (Roman, German, French, and English), has each its proper place. Within the alcoves are tables for special work, which places are assigned to advanced students hold- ing the honors of the department. These tables are somewhat secluded from the general view by revolving book-cases, wherein books in cur. rent use are placed, as we say, "on reservation." The newspapers taken by the department are distributed in the various alcoves of poli- tics, economics, law, history, &c. Eeligious journals are to be found upon the ecclesiastical table. The current magazines of historical and political science, together with new books and university publications, are kept upon the long seminary table, which represents the center of scientific life for those who gather about it. The latest and freshest contributions are here displayed ; and when the new becomes old, it is swept away into the alcoves, to side tables, where it still remains for some weeks on exhibi- tion until it is finally classified in pigeon-holes, pamphlet files, or bound volumes. The back numbers of all special magazines, like the Eevue ' An elaboration of this subject by Mr. Bryce constitutes a number of the J. H. U. Studies (September, 1887). 757 ED, NO. 2 12 178 CIECULAES OF INFORMATION FOE 1887. Historique, Historische Zeitschrift, Preussische Jahrbiicher, Tiibinger Zeitschrift, Conrad's Jahrbiicher, Revue de Droit Internatioual, taken by the department are kept for consultation in a room specially devoted to that purpose. In addition to these rooms, there are separate offices for the various instructors, two lecture-rooms, a newspaper bureau, a geographical and statistical bureau, and the beginning of an historical museum, some of which features of the seminary will be described in another connection. SEMINARY LIFE. It is easy thus to outline a few external characteristics of the semi- nary, but dif&cult to picture its inner life. Its workings are so complex and varied that it cannot be confined within walls or restricted to a single library. Its members are to be found, now in its own rooms, now at the Peabody Institute, or again in the library of the Maryland His- torical Society. Sometimes its delegates may be seen in the libraries of Philadelphia, or in the Library of Congress, or in some parish registry of South Carolina, or in some town clerk's office in 'New England, One summer the president of the University found a Johns Hopkins student in Quebec studying French parishes and Canadian feudalism. The next summer this same student, afterwards a fellow of history, was visiting lona and tramping through the parishes of England. He called by the wayside upon the English historian, Mr. Freeman, at his home in Somerset. Once the seminary sent a deputy in winter to a distant village community upon the extreme eastern point of Long Island, East Hampton, where he studied the history of the common lands at Montauk, with the queen of the Montauk Indians for his sovereign protectress and chief cook. Half a dozen members of the seminary have gone off together upon an archaeological excursion, for example to an old Maryland parish, like St. John's, where lies the ruined town of Jojjpa, the original seat of Baltimore County; or again, to North Point, the scene of an old battle ground and the first site of St. Paul's, the original parish church of Baltimore; and still again, to Annapolis, where, with a steam launch belonging to the Naval Academy, and un- der the guidance of a local antiquary, they visited Greenberry's Point, upon the river Severn, the site of that ancient Puritan commonwealth which migrated from Virginia and was originally called Providence, from which sprang the Puritan capital of Maryland. Reports of these archaeological excursions, written by members of the seminary connected with the Baltimore press, found their way into the public prints, and were read by many people in town and country, who thus became more deeply interested in the history of Maryland. The scientific sessions of the seminary, two hours each week, are probably the least of its work, for every member is engaged upon some branch of special research, which occupies a vast amount of time. Re- searches are prosecuted upon the economic principles of division of B A. Seminary Table with New Boolia and Current Litera- ture;— B. Lecture Eooras; — C. Office of Dr. Adams;— D. Newspaper Room; — E, Office of Dr. Ely;— F. Map Bureau, Historical and Physical Geography ; — G. Statistics, Lavatory, Lift, Stairway to Library; — H. Bluntschli MSS. and Por- trait; Lieber MSS. :— I. Stairway to Library and Hopkins Hall ;^ J. Alcove of Ancient History; — K. Alcove of Gen- eral History ; — L. Alcove of Economics; — M. Alcove of Ad- ministration ; — N. Alcove of Political Science ; — 0. Alcove of Political Science ; — P. Alcove of State Laws and Slate History ; — Q. Alcove of Eujjlisb, German, Swiss, French, and Poman I,aw; — R. Libraiian's Desk ; — S. Desks of Fellows and Grad- uate Scholars; — T. Eevolving Cases: — U. Library Bureau Journals, bound vols. ;—V, Church History; — "W". Hat and Cloak Boom; — X. Public Documents, U. S.;— Y. Historical Museum; — Z. Pamphlets, Mi.scollany and five Bulletin Boards; — a. Bulletin Board, and Shelf for Works of Beference ; — b. Card Catalogue (Subjects and Authors). Face p. 178—3. Ground Plan of the Historical Seminary. STUDY OF HISTORY IN AMERICAN COLLEGES. 179 labor aud cooperation, Thjs co-operation appears, not merely in the interdependence of student monographs, but in every day student life. A word is passed here, a hint is given there ; a new fact or reference, casually discovered by one man, is communicated to another, to whom it is of more special interest ; a valuable book, found in some Baltimore library or antiquarian book-store, is recommended or purchased for a friend. These things, however, are only indications of that kindly spirit of co-operation which ilows steadily on beneath the surface of student life. It is interesting to observe this spirit of friendly reci- procity even among rivals for university* honors, that is, for fellowships and scholarships. Individual ambition is undoubtedly a strong motive in student work, but there is such a thing among students everywhere as ambition for others, call it class spirit, esprit de corps, good fellow- ship, or good will to men. The Baltimore seminary is individually am- bitious, but it hails with delight the rise of similar associations else- where — at Harvard University, at the University of Pennsylvania (Wharton School), Cornell University, University of Michigan, Univer- sity of Wisconsin, University of Nebraska, and University of California. All these seminaries are individually ambitious, but it is ambitioa for the common cause of science. They are all pushing forward their lines of research, but all are co-operating for the advancement of American history. THE SBMINAET LIBRARY. The library of the seminary of historical and political science began in the collection of colonial records, State laws, and American archives for the encouragement of students in American institutional history. The collection was at first increased from the main library of the Uni- versity, which transferred all special works relating to this department; then, gradual purchases were made of institutional and economic ma- terial from England and Germany, in the special interest of the seminary. In December, 1882, the private library of the late Dr. John Caspar Bluntschli, of Heidelberg, was incorporated into that of the seminary after i)resentation to the University by the German citizens of Balti- more. The Bluntschli library, containing nearly three thousand vol- umes, with about four thousand pamphlets, rei)resents the scientific collections of a broad-minded specialist in historical aud political science, whose horizon of interest widened gradually from the pent-up limits of a Swiss canton to modern European states and to the law of nations. Bluntschli's professorial position at Munich as historian of political science aud as editor of the German political dictionary, his life as pro- fessor and practical politician at Heidelberg, his presidency of the In- stitut de Droit International, brought him into scientific association with specialists, not only in Germany, but in Holland, Belgium, Prance, Italy, Austria, Eussia, and England ; consequently, his library is espe- cially rich in books which came to him from distinguished writers in all these countries. Upon the basis of this European collection, 180 CIEC0LAES OF INFOEMATION FOR 1887. representing the laws and history of the Old World, the Baltimore semi- nary, conscious of its Heidelberg inheritance, proposes now to build up an American collection which shall represent the history, laws, and institutions of the New World. Already, since the acquisition of the Bluntschli collection, the seminary library has increased to over eight thousand volumes. Besides many private donations, it has received various large gifts of Government documents, from the State Department and from the Department of the Interior ; and it will henceforth be one of the Maryland repositories for all public doc- uments issued by the United States. The seminary has sent out a cir- cular letter to secretaries of the individual States, mayors of cities, and to prominent officials in various stations, requesting donations of docu- ments and reports for the increase of its library; and the returns are altogether gratifying. It is hoped that gradually the different strata of American institutional and economic history, from local and munici- pal to State and national life, may be represented in the scientific col- lections of the Johns Hopkins University. BLUNTSCHLI AND LIEBEK MANUSCRIPTS. The most cherished part of the seminary library is kept in a special case, devoted to the writings of Bluntschli and Lieber. The Bluntschli family understood well that the manuscripts of the deceased scholar and statesman would be most fittingly preserved in connection with his own. library. Although the manuscript collection was no part of the original purchase made by the German citizens of Baltimore in the interests of the University, yet with the purchased library came also the manu- scripts as a free gift. They comprise not alone the materials used in some of his great works, but also written lectures upouA^arious subjects and even his note-books, kept while listening as a student to great masters like Niebuhr and Savigny, The note-books are all firmly bound and are written in the same neat, fine hand which characterized Blunt- schli's manuscripts to the last. These note-books, qu arto size, with six large pamphlet-boxes of written lectures, and other manuscriptmaterials, have for two of Bluntschli's pupils, now instructors in the department of history and economics, a certain Affections w ertli ; and for all others who visit or use the librar, these original manuscripts are an object of very great interest. They are kept together with a complete set of Bluntschli's own writings, which are very numerous and include a large collection of special monographs. It is by a peculiar historic fitness that the published works and manuscripts of two men like Bluntschli and Lieber, who were devoted friends in life, are now brought together after their death. Bluntschli and Lieber never met face to face ; they were friends, however, by long correspondence and by common sym- pathies. Lieber used to say that he in IS&w York, Bluntschli in Heidel- berg, and Laboulaye in Paris formed a " scientific clover-leaf," repre- STUDY OF HISTOEY IN AMERICAN COLLEGES. 181 senting the international character of French, German, and Anglo- American culture. The widow of Francis Lieber, rejoicing that the Bluntschli Library is now in America, has determined that the manuscripts of her husband shall henceforth be associated with those of his old friend. She has accordingly sent to the Johns Hopkins University the Lieber papers, with annotated, interleaved copies of his various works. They have all been placed in the same case with the Bluntschli writings, to which have been added the works of Laboulaye, so that the "scientific clover- leaf" will remain undivided. Lieber's bust, presented by his widow, now stands by the side of Bluntschli's portrait. Although Laboulaye became alienated from his two old friends in consequence of the Franco- Prussian war, yet, as Bluntschli well said, "that community of thought, science, and endeavor, which we rf presented for three peoples and for three civilizations, is not broken up, but will broaden and deepen and become more fruitful, as surely as the peculiar spirit and individual forms of nationality, existing of their owh right, find their true harmony and highest end in the development of humanity."^ THE PAMPHLET COLLECTION. The most available part of the Bluntschli Library is its pamphlet col- lection. Scholars were in the habit of sending to him their minor treatises; so that his collection of monographs is of a very superior character and, id all probability, could not be duplicated. The collec- tion has been rapidly increased by frequent pamphlet donations from President Gilman, Hon. George William Brown, and other members of the board of trustees ; from lawyers in Baltimore and various friends of the University. The problem of adequately providing for the tem- porary exhibition and final preservation of these incoming pamphlets was a dif&cult one to solve. Books are easily managed in alcoves and in department groups, but the proper treatment of unbound, defenceless pamphlets is the hardest thing in library administration. The solution attempted in the seminary is the preliminary exposition of new pam- phlets in special groups — law, politics, economics, social and educa- tional questions, history, etc., upon a long table extending the full length of the library at right angles with the book alcoves and follow- ing the alcove classification ; i. e., all historical pamphlets are in imme- diate proximity to historical books. Beneath the long table are very many pigeon-holes for the temporary classification of pamphlets and magazines that have passed the exhibition stage. In their final treat- ment, magazines are bound and placed in a room specially devoted to bound journals ; old pamphlets are gathered together in Woodruff files ' Dr. J. C. Bluntschli, " Lieber's Service to Political Science and International Law," an article written by request as an introduction to the second volume of Lieber's Mis- cellaneous Writings, edited by D. C. Gilman, President of the Johns Hopkins Uni- versity. 182 CIRCULAES OF INFORMATION FOE 1887. (now in general use in Government Departments at Washington) add are placed upon book-shelves by the side of that class of books to which the pamphlet category belongs. The Woodruff file holds a vast number of pamphlets upright, with the title-pages facing the person opening the file. This receptacle has a wooden front, bearing the label of the pamphlet class, and opens like a drawer. The rapidity and ease with which pamphlets can thus be handled are very great improvements upon old-fashioned pamphlet-cases or Olacher-boxes. With all pam- phlets indexed in a card-catalogue by subject, author, and class, any minor treatise of a few pages may be as quickly found as a bound vol- ume. For students, these minor treatises are often of more consequence than ponderous folios. The Woodruff file can be made to suit pam- phlets of any width or any height. The size chiefly used by the semi- nary is 11 inches high, 7^ inches wide, and lOJ inches deep. These dimensions fit exactly the shelvingUlloted to pamphlets. It is very im- portant to have the wooden front of sufilcient height to fill the space between two shelves, in order to keep out dust. For the latter purpose? the so-called "Olacher- box" is excellent. It has a spring-back and a bottom-slide upon which the pamphlets stand upright when drawn out from the case. Olacher-boxes are used in the seminary upon the, tops of revolving book-cases, where they stand firmly by their own weight and where pamphlets can be handled without touching the receptacle save opening its door and pulling out the bottom slide. PAMPHLET GEOtTP.S. The following classification of seminary pamphlets has been prepared as a simple report of progress, without any pretensions to completeness, even with reference to the seminary collections, wherein remains much material yet to be assorted. The list will serve to characterize the con- venient method of grouping masses of pamphlets in Woodruff flies. The rubrics will, of course, be differentiated and continually increased as new materials are added and as the old are gradually better arranged. Pam- phlets cease to be rubbish as soon as they are classified upon scientific principles. " It is impossible to say," declares Justin Winsor, " what ephemeral publication may not become of cardinal Interest." Historical. Ancient History ; — Church History ; — European History ; — United States ; New England ; — New York ; — Pennsylvania ; — Now Jersey and Delaware ; — Marylaind ; — Baltimore;— Virginia; — the South in general; — the Civil War; — Western States; — Territories, etc. Political. Political Philosophy; — Political Science; — Administration; — Civil Service Re- form ;— Elections ;— Representation (Minorities') ;— Political Questions; — (a) United States, (ft) England, (c) France, (dj Germany, (e) Austria, (/) Switzerland, (g) Italy, (A) Greece, (i) Russia, etc. STUDY OF HISTORY IN AMERICAN COLLEGES. 183 International Law. General International Law ; — Institut de Droit International ; — International Con- ferences ; — Arbitration ; — Intervention ; — Extradition ; — Neutrality ; — Treaties ; — War ; — Consular Reports ; — Private luternational Law. International Politics. Foreign Relations of the United States ;— England; — France; — Germany; — Switzer. laud; — Italy; — Russia; — Schleswig-Holstein ; — Franco-Prussian War; — Eastern <}uestion ; — International politics iu general. Institutional. Institutions in general;— The Family; — Marriage; — Contracts; — Slavery; — Serf- dom; — Nobility; — Land Tenure; — Local Institutions; — City Government; — State Government ; — National Institutions ; — Public Lands, etc. Constitutional. United States; — England; — Switzerland; — Law of Cantons, (a) Appeuzell-Ln- •cerne, (J) Neuchatel-Ziirich; — German Empire; — Laws of German States, Anhalt- Wiirtemberg ; — France ; — Austria ; — Italy ; — Greece, etc. Legal. Law iu general ; — History of Law ; — the Civil Law in general ; — Civil Procedure, {a) Roman, (6) in General ; — Judicial Organization ; — Criminal Law ; — Penal Codes ; — Sachsenspiegel ; — Sohwabenspiegel ; — other early Codes; — Law of- Personal Rela- tions ; — Succession ; — Inheritance ; — Swiss Private Law ; — Law Tracts ; — Law Briefs {American) ; — Sales ; — Literary Property, etc. Economic. Economic History : — Baltimore Economics ; — Maryland Economics ; — Economics of ^ Cities ; — State Economics ; — U. S. Finance ; — • Money ; — Banking ; — C hecks ; — Mort- gages ; — Debts ; — Tariff; — Labor and Capital ;— Laboring Classes ; — Manufactures ; — Commerce ; — Shipping ; — Railroads ; — Canals ; — Internal Improvements ; — Agricult- ure ; — Statistics, etc. Social. Social Science, (a) American Association, (6) Philadelphia Association; — American Colonization Society ; — Social Problems ; — The Poor ; — Prisons and Prison Reform ; — •Charities, (a) of Baltimore, (6) other Cities, (c) in general ; — Organization of Chari- ties ; — Temperance Reform ; — Sanitary Science ; — Parks, Village and City Improve- ment, etc. Beligious and Ecclesiastical. History of Religions ; — Religion in general ; — Church and State; — Ecclesiastical Law ; — Ecclesiastical Questions (Europe), (a) before the Vatican Council, (6) since the Vatican Council ; — Religious Questions in America ;— Religion and Science, etc. Educational. Education in general ;; — Education iu Baltimore ; — Peabody Institute ; — Johns Hop- tins University ;— Universities and Colleges; — Common Schools ; — Education in New England; — Southern Education (Slater and Peabody Funds); — Indian and Negro Education ; — Industrial Education; — Bureau of Education ; — Libraries ; — Library Ad- ministration ; — Bibliographies ; — Catalogues and Book Notices. 184 CIRCULARS OF INFORMATION FOR 1887. Since the above list was prepared the seminary has received a large donation of pamphlets from Hon. G-eorge W. Dobbin, president of the board of trustees, also the loan, by the president of the university, of a large portion of his private and offlcial collections. This new material greatly enriches the pamphlet stores of the seminary, and will lead to the formation of many new rubrics. Another valuable donation of pamph- lets was that received in the spring of 1884, from Mrs. Francis Lieber,. of Newport, R. I., who contributed a valuable private collection of Dr. Lieber's monographs and a rare set of pamphlets relating to the Mexi- can Claims Commission, upon which Dr. Lieber served as umpire. It is interesting to find, among the Lieber papers, articles that were sent him by Bluntschli, and, among the Bluntschli pamphlets, many that were presented by Lieber. THE NEWSPAPER BUREAU. One of the most interesting, if not the most valuable, features of the seminary library, is the so-called newspaper bureau. This consists pri- marily of an office wherein the newspapers of the day are reduced to their lowest terms for purposes of historical and political science. Files of representative journals are contributed to the seminary by the Young Men's Christian Association, the University Club, and by the Mercan- tile Library, of Baltimore, while many critical journals are obtained di- rectly for the seminary by private donation or in exchange for University publications. Certain flies, like the Saturday Review, The Nation, The American (of Philadelphia), The Literary World, The Critic, The Econo- mist, Bradstreet's,etc., are preserved for future i-eference; but the great majority of papers are cut to pieces for scientific purposes. A compe- tent force of graduate students work an hour or two each week under direction, and mark superior articles upon economic, political, social, educational, legal, and historical subjects. These marked papers are excerpted and pasted upon octavo sheets of stiff manila paper by an office boy. They are afterwards indexed at the top, are classified in Woodruff files, and kept like pamphlets. While by far the greater portion of the newspaper clippings find their way into these files for future reference and final sifting by special committees (thus furnishing sometimes suggestive materials for a re- port to the seminary), the choicest extracts from a few leading papers are placed upon the seminary table or upon special bulletin-boards devoted each to some one department. There is one board for Foreign Intelligence or International Politics, where in turn appeared France in Asia, the question of international control of the river Congo. England in Egypt, etc. Another bulletin-board bears the heading " American Politics," with special subheadings chalked out from week to week. A third board is devoted to Economic and Social Questions, where the Tar- iff figures largely. A fourth space is given up to General History, a fifth to Ecclesiastical matters, and a sixth, the largest of all, to Book STUDY OP HISTORY IN AMEKICAN COLLEGES. 185 Notices, Education, University affairs, and student interests in general. The subheadings under which the various clippings are grouped are frequently changed, the old material being cleared off antl a new lot tacked up. The idea is to exhibit the current topics, political, eco- nomic, and educational, etc., in so far as they relate to the interests of the seminary. The young men who attend to these bulletin-boards for their fellow-students are learning not only critical and orderly methods, but also the potehtial process of making up a journal of historical and political science. They are learning to be journalists and editors^ Without professing to be a school of journalism, the seminary has fur- nished writers for each of the prominent papers in the city of Balti- more and for some at a distance, while several of its members have secured important editorial positions. But the chief advantages of the newspaper bureau are for the sem- inary at large. The classification and preservation of the best articles on economic, social, and political topics are found by all to be exceed- ingly useful. How often does one wish that he had saved the report of some court decision, important trial, political discussion, scholar's ad- dress, a statesman's speech, a department report, a mayor's message, or a striking editorial ! How often these things would work into the warp and woof of a student's task, if he could only lay his hand upon them at the right moment ! It is idle to disparage the daily press ; it is worse than idle to sneer at present politics. Some of the best energies of our time are revealed in the newspaper and in i>olitico-economic discus- sion. We may believe one of Berlin's professors when he says " Das was heute Politik ist, gehort morgen der Gesohichte anJ"- This is only another form of the motto adapted from a saying of Mr. Freeman's — " History is past Politics and Politics present History" — a motto printed iipon the wall of the seminary, immediately above the chief bulletlni board and by the side of the English historian's portrait. So well does. Mr. Freeman appreciate the political spirit of the historical seminary that he frequently sends it a budget of English newspapers, with marked articles, for example, upon the Lord Mayor, London Municipal Reform,, Borough Elections, the Speaker of the House of Commons, Government ■and the Suez Canal, Canada, Australian Confederation, the Flemish. Movement in Belgium, the Norwegian Ministry, the Queen's Speech,, Mr. Freeman's Lecture before the Gloucester Cathedral Society, Henry George, Land Eeform TJnion, Eepresentation, the Parliamentary Fran- chise, the Stowe Manuscripts in the British Museum, etc. Amost interesting illustration of the value of newspapers, even for the student of the Norman Conquest, is the report published in the Sus- sex Express, August 4, 1883, of the j)roceedings of the Koyal Archteo- logical Institute, during its summer excursion to Lewes,^ the Castle ' What is Politics to-day becomes History to-morrow. (Droyseu, Historik, 4.) ^Mr. Freeman's address at the annual meeting of the ArchsBological Institute at Lewes, July 31, 1883,18 printed in the Archseologioal Journal, vol. si, 335, "The. Early History of Sussex." 186 CIRCULARS OF INFORMATION FOlt 1887. of Pevensey, to Hastings, and tbe hill of Senlac, when Mr. Freeman re- viewed, in open air, the story of Harold and the 2iforman invader. If historians and newspapers can make such scenes live anew and kindle signal interest among students on this side of the Atlantic, then are historical writings and newspaper heralds worthy of honorable asso- -ciation. LIST OF JOURNALS. The following special journals, magazines, reviews, newspapers, and other periodicals are at present received by the Seminary of Historical and Political Science. Some are obtained by subscription ; others in exchange for University publications; still others by donation or through the courtesy of public oflUcials. The seminary is nnder special* obligations to the Mercantile Library, the Young Men's Christian As- sociation, the University Club (all of Baltimore) for the gift of newspa- pers for clipping purposes; to the University Library for the deposit of special reviews in the department of Historical and Political Science ; and to the Publication Agency of the University for the care taken in securing exchanges that are useful to students of history, economics, and social problems. Historical. Revue Historique, bi-monthly, Paris; — Bulletins de la Soci(5t6 Historique et Cercle Saint Simon, occasional, Faris ; — Historisohe Zeitsohrift bi-monthly, edited by H. von Sybel, Munich and Leipzig; — Antiquarian Magazine, monthly, edited by Ed- ward Walford, London ; — Proceedings of the American Antiquarian Society, Wor- cester, Mass.; — Proceedings of the Numismatic and Antiquarian Society, Philadel- phia; — The American Antiquarian, quarterly, edited by the Rev. S. D. Peet, Chi- cago; — Proceedings of the American Historic, Genealogical Society, Boston; — The Magazine of American History, edited by Mrs. Martha J. Lamb, New York ; — Pennsylvania Magazine of History and Biography, Philadelphia; — Maryland His- torical Society Fund Publications, occasional, Baltimore ; — Southern Historical So- ciety Papers, monthly, edited by the Rev. J. William Jones, Richmond; — Essex In- stitute Historical Collections, quarterly, Salem, Mass. ; — Contributions of the Old Residents' Historical Association, occasional, Lowell, Mass.; — The Bay State Monthly, published by John A. McClintock & Co., Boston ; — The Granite Monthly, •edited by J. N. McClintock, Concord, N. H. ; — Kansas City Review (of Archaeology a,nd Anthropology), edited by T. S. Case, Kansas City, Mo. ; — The United Service, a monthly review of military and naval affairs, Philadelphia; — the Western Historical Magazine; — The Ohio Archaeological and Historical Quarterly, etc. , Political. A. — FOREIGN MAGAZIXES. Zeitschrift fUr die gesammte Staatswissenschaff, bi-monthly, edited by Doctors Frioker, Schiiffle, and Wagner, Tubingen ; — Preussische Jahrbiicher, monthly, edited byH.vonTreitschke andH. Delbriick, Berlin ;—Jahrbuch fiir Gesetzgebung, Verwalt- Ting and Volkswirthschaft im Deutschen Reich, in parts, edited by Gustav SohmoUer, Leipzig. B.— AMERICAN SPECIAL PDBI-ICATIONS. Civil Service Record, monthly, Boston and Cambridge ;— Publications of the Civil .Service Reform Association, New York; — Congressional Record, daily, Washing- STUDY OF HISTORY IN AMERICAN COLLEGES. 187 ton ;— Monthly BuUetia of the Puhlioatious of the U. S. Government, James Anglitti, "Washington ; — Journal of the House of Delegates aud Senate Journal, daily, Annap- olis. C. — WEEKLY PAPEKS. The Nation, New York ; — The Weekly Press, Philadelphia ; — The American, Phila- delphia ; — The Advertiser, Boston ; — The Sunday Herald, Boston ; — The Springfield Republican; — The Cincinnati "Weekly News; — San Francisco Weekly Bulletin. D. — DAILY PAPERS. The Sttn, The American, The Herald (all of Baltimore) ; — The Post, Washington ; — Evening Post, New York ; — New York Herald ; — New York Tribune ; — Cincinnati Commercial-Gazette ;— Chicago Tribune ; — Saint Louis Republican ; — Minneapolis Tri- bune ; — Toronto Globe; — Louisville Courier-Journal ; — Richmond Dispatch ; — Charles- ton News and Courier; — Boston Journal; — Der Deutsche Correspondent (Baltimore). Economical. The Bankers' Magazine and Statistical Register, monthly, edited by Albert S. -Bolles, New York; — Bradstreet's, — a Journal of Trade, Finance, and Public Economy, ■weekly, edited by M. F. Ford, New York ; — Economic Tracts, published by the Society for Political Education, New York ; — The American Protectionist, weekly, edited by Marcus Hanlon, New York ; — The American Free Trader, monthly. New York ; — The Economist, weekly, London ; — The Investor's Manual, weekly, London ; — L'ficono- miste Fraufais, weekly, Paris; — Journal des Ecouomistes. Revue de la Science Ificonomique et de la Science Statistique, monthly, Paris; — Jahrbiicher fiir Na- tional okonomie und Statistik, monthly, edited by J. Conrad, Jena ; — Baltimore Manufacturer's Record, weekly ; — Annual Reports of the Secretary of the Treasury on the State of the Finances, Washington; — Bulletin of the National Association of Wool Manufacturers, quarterly, edited by J. L. Hayes, Boston ; — Annual Reports, Baltimore Corn and Flour Exchange. Statistical. Journal of the Statistical Society, quarterly, London ; — Zeitschrift des koniglich. Preussischen Statistischen Bureaus, semi-annual, edited by E. Blenck, Berlin; — Quar- terly Reports of the Bureau of Statistics, Washington; — Statistical Abstract of the United States, occasional, Washington ; — Reports of the Bureau of Statistics of Labor, Massachusetts, and of the U. S. Bureau of Labor, Carroll D. Wright. Geographical. Petermann's Mitteilungen aus Justus Perthes's Geographischer Anatalt, monthly, ■edited by Dr. E. Behm, Gotha ; — Publications of the U. S. Coast Survey and of the ■U. S. Corps of Engineers. Municipal. Mayors' Messages and Reports of City Officers, annual, Baltimore, Boston, New York, 3rooklyn, Providence, Chicago, Saint Louis, San Francisco, Charleston, Cleveland, 'Toledo, Kansas City, etc. Social. La R^forme Sociale, fortnightly, Paris ; — Reports of the Chief Inspector of Factories and Workshops, blue books, annual, London ; — Howard Association Reports (for crime-prevention and penal reform), annual, London ; —Reports of the State Board of Health, Lunacy, and Charity, Massachusetts, annual ; — The Journal of Social Science, containing the proceedings of the American Social Science Association ; — Publica- 188 CIRCULARS OF INFORMATION FOR 1887. tions of the Philadelphia Social Science Association ; — Reports of the Society for the Protection of Children from Cruelty and Immorality, annual, Baltimore ; — The American Sentry, weekly, New York ; — Progress, weekly, Philadelphia ; — The Woman's Journal, weekly, Boston ; — Annual Reports of the New York Society for the Suppression of Vice. Socialistic. The Christian Socialist, monthly, London; — Justice, weekly, Londmi ; — To-day, monthly, London ; — Wocbenhlatt der New Yorker Volkszeitung ; — Die Fackel, Soun- tagsblatt der Chicagoer Arbeiter-Zeitung, Socialistic Publishing Company, Chi- cago; — Vorbote, unabhangiges Organ fiir die wahren Interessen des Proletariats, weekly. Socialistic Publishing Company, Chicago; — Truth, a journal for the poor, edited by B. G. Haskell, Sau Francisco ; — Sociologist, monthly, Knoxville, Tenn. ; — Le Prol6taire, organe ofiBciel de la f^d(5ration des travailleurs sooialistes, weekly, Paris ; — The Free Soiler (advocaliing the nationalization of land), monthly, editedby J. B. Robinson, New York; — The Workman, etc. Legal and International. Revne de Droit International et de Legislation Compar^e, monthly, edited by AI- phonse Rivier, Bruxelles and Leipzig; — Reports from the Consuls of the United States ; — the Legal Adviser, weekly, edited by E . M. Hay nes, Chicago. Religious and Ucclesiastical. The Christian Union, weekly. New York, edited by Rev. Lyman Abbot and H. W. Mabie, New York ; — The Congregationalist, weekly, edited by Rev. H. M. Dexter, Bos- ton ; — The Independent, edited by Rev. W. H. Ward, New York ; — New York Observer, weekly, founded by Rev. Irengeus Prime ; — The National Baptist, weekly, edited by Rev. Dr. Way land, Philadelphia ; — The Christian Intelligencer, weekly, edited by Rev. J. M. Ferris and Rev. N. H. Van Arsdale, New York ; — The Christian Advocate, weekly, edited by J. M. Buckley, D. D.,New York; — The Examiner, weekly, published by Bright, Church & Co., New York; — The Presbyterian, weekly, edited by Rev. Dr. Grier, Philadelphia ; — New York Weekly Witness, edited by John Dugall et al.; — The Churchman, weekly. New York;— The Southern Churchman, weekly, edited by th© Rev. Dr. Sprigg, Richmond ;— The Presbyterian Observer, weekly, edited by Rev. J. M. Maxwell and W. J. Graham, Baltimore ; The Catholic Review, weekly, edited by P. V. Hickey, New York; — The Standard, weekly, edited by J. A. Smith, D. D., Chicago ; — The Western Christian Advocate, weekly, edited by F. S. Hoyt, D. D., ant. J. J. Hight, D. D., Cincinnati ; — The Episcopal Methodist, weekly. Rev. W. K. Boyle, Baltimore; — The Cumberland Presbyterian, weekly, edited by J. E. Brown, D. D., and D. M. Harris, D. D., Nashville ; — The Protestant Standard, weekly, edited by Rev. J. A. McGowan, Philadelphia; — The Methodist Protestant, weekly, edited by E. J. Drinkhouse, D. D., Baltimore ; — The Christian World, weekly, edited by Rev. E. Her- bruck and Rev. M. Loucks, Dayton, Ohio; — Der Lutherisohe Kirchenfreund, weekly, Chicago ; — The Christian Observer, weekly, editedby Rev. F. B. and T. E. Converse, Louisville; — The Episcopal Recorder, weekly, edited by Rev. Wm. Newton, D. D., and Saml. Ashhurst, M. D., Baltimore. Literary and Educational. The Literary World, fortnightly, Boston ; — The Critic and Good Literature, edited by J. L. and J. B. Gilder, New York ; — The Current, weekly, edited by E. L. Wake- man, Chicago ; — The Overland Monthly, San Francisco ; —Publications of the City and Guilds of London Institute for the advancement of Technical Education ; — Annual Re- ports of the Public Education Association, Philadelphia ; — Publications of the Clever STUDY, OP HISTORY IN AMERICAN COLLEGES. 189 land Educational Bureau (Books for the People) ; — Ward and Look's Penny Books for the People (Historical and Biographical Series), Loudon ; — The School Herald, fort- nightly, edited hy "W. I. Chase, Chicago ; — The Southern Workman, jnonthly, edited by S. C. Armstrong and H. W. Ludlow (printed by students), Hampton, Va. ; — The Morning Star, monthly, Carlisle, Pa. (representing the Indian Industrial School) ; — The Week, MoDonogh Institute, Baltimore County, Maryland (printed by the boys and representing aremarkable juvenile society, described by Johnson in the "Studies"); — The African Repository, quarterly, Washington, D. C. (organ of the American Col- onization Society) ; — The Herald-Crimson, daily, Cambridge, Mass. ; — The Amherst (Mass.) Student ; — Johns Hopkins University Circulars, monthly, Baltimore. Bib liograpMea I. Harvard University Bulletins, quarterly, edited by Justin Winsor, Cambridge ; — Bulletins of the Boston Public Library, quarterly ; — Worcester Free Public Library, Lists of Additions, with Notes, monthly, edited by S. S. Green. The above lists represent merely the special periodical literature which is given or intrusted to the seminary by associations, the general library administration, the publication agency, and various other friends. All magazines and journals which are of general scientific or literary interest to the university public are kept in the University reading- room. Whatever is thought to pertain more especially to work going on in historical and political science is relegated to that department. Some few journals, for example The Nation, and certain library bulle- tins are taken in duplicate. In the eighth annual report of the presi- dent of the University there is published a list of foreign exchanges. The last printed list of the j)eriodical literature received by the Uni- versity was issued in the Annual Eegister of 1880-'81. That list and the above should be revised and greatly enlarged, to represent faith- fully the journals and periodicals now accessible to Baltimore students. THE HISTORICAL MUSEUM. At the present time the seminary library of historical and political science begins with relics of the Stone Age and ends with the news- paper. At one end of the room are the fi^rst collections for an anthro- pological museum ; at the other is a bulletin-board for university news. A good foundation of an historical museum was made last May by Mr. William Ellinger, formerly of Baltimore but now a resident of Arizona, who contributed a valuable collection of lacustrine relics from Neu- •chatel — axes, spear-heads, knives, spindle- whorls, ornaments represent- ing the stone and bronze ages of Switzerland. Numerous utensils and missile weapons belonging to the Stone Age of Virginia have since been given by the Eev. Dr. Eandolph, formerly rector of Emanuel Church, Baltimore, now assistant bishop of Virginia. Memorials of the Stone Age of Maryland have been presented to the University by Colonel B. F. Taylor, of Kingsville, Baltimore County, near the site of " Joppa," where the seminary found its first stone axe some years ago. This latter -xelic of the Maryland aborigines and an unearthed brick, which identi- 190 CIRCULARS OF INFORMATION FOE 1887. fled the site of the first court-house in Baltimore county, were for a long time the only objects of archaeological interest in the seminary- library. They led to a jocose observation in one of the Baltimore city papers that the Johns Hopkins University Museum consisted of an In- dian hatchet and a brickbat. This facetious remark, copied with par- donable malice by the press of Boston, was literally true. It charac- terized our museum about as cleverly as The Nation described the Johns- Hopkins in 1876, when it was suggested that its trustees appeared to believe they could have a university in tents and a library in soap- boxes. But the library and the University have grown somewhat since that day, and the museum also is destined to grow. Although beginning in small ways, student-interest in archaeological and historical collections- is tnainifestly increasing. . After the exhibition of the Ellinger collec- tion in the Bluntschli Library, three young men who had lived for many years in Eome began to enrich the museum of prehistoric relics with Etruscan pottery, vases from the ancient city of Veii, Eoman lamp* from the bottom of the Tiber, Christian lamps from the catacombs, a collection of coins with the image and superscription of the Caesars- from Augustus to Romulus Augustulus. Symbols of the entire history of the Roman Empire and of prehistoric Europe have thus been added to the Indian hatchet and the brickbat. Eome was not built in a day, nor yet is an anthropological museum ; but the corner-stone is laid. The special advantages are great for the upbuilding in Baltimore of a collection of artistic and literary memorials illustrating the historical progress of our race. There are valuable Egyptian^ treasures in this city which, it is hoped, will some day be brought to the University. There are classic monuments worthy of preservation in some museum of science. The Church, too, in this truly catholic city, has many ar- tistic and literary symbols which it is the duty of science and religion alike to jjlace in their proper historic connection for the instruction of clergy and students. , It is of no small advantage in the upbuilding of such a museum for members of the Johns Hopkins University to have access to such a wonderful collection of early typographical art, illuminated missals, breviaries, and rare editions of the schoolmen, church fathers, and the classics, as the Stinnecke Library, collected by the late Bishop Whitting- ham, and now belonging to the diocese of Maryland. Great is the privilege now enjoyed of freely visiting such a rare private library as that of Mr. John W. McCoy — a library rich beyond present description in works of art-history, in collections of photographs, prints, and engrav- ings of the old masters. Great also are the pleasure and profit of occa- sionally visiting such choice galleries of modern, painting as those own'ed ' The Cohen collection of Egyotian art was added to the Historical Museum not long ago, and the Helbig colleotion of ancient art was brought from Rome in 1887. .STUDY OP HISTORY IN AMERICAN COLLEGES. 191 by Mr. William T. Walters,^ or the Garrett family. Inestimable is the benefit that a student may derive from the collections of the Pea- body Institute, its new museum of plastic art, its costly i)lates and rare engravings, in short, its entire literary apparatus. These things all be- long to the existing vantage-ground^ to the municipal environment of Baltimore. Not the least of the practical advantages in the development of the museum-idea at the Johns Hopkins University is the proximity of Balti- more to Washington. The collections of the Smithsonian Institution and of the National Museum are within easy reach. Institutions and men often acquire strength by contact. A university in the environ- ment of a national government which expends over three million dol- lars annually for scientific purposes is well placed, even though it enjoys no great share in the distribution. The advantage lies in access to Government collections, such as the National Museum and the Con- gressional Library, and in associations with Government officials who are interested in university work. It is no small thing for university students to visit the National Museum under the instructive guidance of Maj. J. W. Powell, director of the Bureau of Ethnology and chief of the Geological Survey. It is also no small thing to have such a man address one day the Historical Seminary upon Indian Sociology and the next day the Baltimore Archaeological Society upon the subject of Indian Art. These things are accomplished facts, and they repre- sent stepping-stones for the up-building of the museum-idea in Balti- more. It is not proposed to limit the Historical Museum to American Aroh- seology, or to Prehistoric times, nor yet to Egyptian or any historic period, but to select a few things that are illustrative or typical of all times and of all phases of human i3rogress. " Denn das Einzelne ist auch ein Ausdruck des Ganzen, in dessen Zusammenhang es seine Stelle hat, und ist es um so mehr als es typischer ist."^ GEOGRAPHICAL BUREAU. In addition to the Historical Museum (which in all probability will some day be removed from the Seminary room and placed upon a broader basis) there is now developing a so-called Geographical and Statistical Bureau. Here maps, charts, diagrams, &c., of physical and historical geography have been collected together and conveniently classified for the use of University students and instructors. The atlases and smaller portfolios are kept upon slides, arranged one above the other in a tier, but with open fronts, so that the titles of the folios can be easily seen. ' Appreciative articles on Mr. Walter's remarkalile collections of Japanese art aad modern paintings, whicli were exhibited to critics February 26, 1884, appeared in the New York Tribune February 27 and March 3, 10 ; in the Boston Weekly Aavertiser February 29, and in all the Baltimore papers February 27, 1884. 'Droysen, Historik, 24. 192 CIRCULARS OF INFORMATION FOR 1887. Wall-maps are rolled up, ticketed, and suspended upon hooks, whence they can be quickly removed for temporary use in any class-room of the University. Great masses of loose maps, like those published by the United States Engineer Corps and by the Government Surveys, can be easily controlled by means of a large chart-table, fitted up with •drawers of different sizes, each drawer furnished with an ingenious ap- pliance (invented in one of the Government Departments at Washing- ton) for raising a great mass of maps by means of an inserted slide •which liberates the map beneath so that it can be drawn out without friction. In the geographical room are also collected the gazetteers, topographical dictionaries, histories of geography, treatises on compar- ative geography. Hitter's Erdkunde, Petermann's Mitteilungen, the writings of Peschel, Guyot, Reclus, Behm, &c. ; the journals and bulle- tins of geographical societies ; books of explorations, travels, voyages, &c. Here, also, are the reports of the United States Coast and Geodetic Survey. Eeports of the various State and railroad surveys, of all the early military expeditions and Government explorations, will gradually be added. In the Johns Hopkins University physical and historical geography are made the basis of instruction in historical and political science. By the aid of the best maps, more especially of relief maps, attention is called, in a course of class lectures, to the physical structure and conformation of various historic lands ; to the influence of coast-lines, harbors, river-courses, plain and* mountain, soil and climate, upon a nation's character and history. Such object lessons concerning the physical structure of the earth's surface become an important means for teaching the outlines of universal history. For example, amid all the variation of political species and of the political geography of the 'Nile Valley the valley itself remains to-day the basis of the Egyptian question. Not only ancient but modern history of Egypt becomes more intelligible from a consideration of its physical geography. The re- motest past can be connected with the immediate present by such a bridge. , England's occupation of Egypt seems not so far removed from the Eoman conquest when we consider a map of the Mediterranean basin and study its relation to the eternal Eastern question. The gradual discovery and political occupation of the world by the powers of Christendom, the heirs of old Eome, can be shown by a series of maps whereon the widening areas of geographical knowledge are sharply outlined. Students should learn from maps of African exploration and of circum-polar observations that the old work of conquest is still going on. The relation of European states to Western Africa and to the opening of the river Congo is much the same in principle as the rela- tion of Spain, Portugal, France, and England to the opening of the New World. For most students comparative history, like comparative geography, is almost an undiscovered country. The two sciences go hand in hand and can surely be fostered together. STUDY OF HISTORY IN AMERICAN COLLEGES. 193 In the geographical bureau are the results of an interesting study of the local geography of Baltimore, with a view to the preparation of a better physical and topographical map than any in existence. This study, begun in the interests of the University Field Club by Mr. A. L. Webster (formerly connected with the United States Geological Sur- vey ), will be for local geography what a study of town and parish records is for local institutions. The first step was to examine everything that was already known about Baltimore geography, to collect all the maps that were available, then to discover fresh facts by exploration and to apply modern scientific methods to a new graphical representation of the entire field. There was a certain valuable process of education for students in collecting new information for this map, and also in learn- ing the practical arts of modern topography. STATISTICAL EUBBATJ. Adjoining the geographical room is a room devoted to statistics. Here are collected the census reports of the United States and of cer- tain foreign countries and foreign cities. The publications of the Prus- sian Bureau of Statistics and of our own national bureau are fairly represented, together with the statistical documents published by the individual States and cities of the Union. Here is gathered whatever relates to the population and products of the earth ; national resources; public domains; forests; crops; fisheries; railroads; canals; industries; international expositions. Here also are the various files of almanacs, calendars, statesmen's year-books, hand-books of statistics, &c. The possibilities of development for such a department are very great if proper attention is bestowed upon it. One has only to examine the catalogue of the Prussian Bureau of Statistics, with its 80,000 volumes, to realize what this science means. THE HISTORICAL AND POLITICAL SCIENCE ASSOCIATION. The question is often asked, In what respect is the Historical and Political Science Association different from the Seminary of Historical and Political Science? The answer is that the Seminary is, and always has been, the inner circle of university students ; the Association is the Seminary in its associate capacity, which embraces an outer circle of honorary members. The Seminary is the active membership, the life- principle of the Association, which latter is maintained by natural selec- tion and the survival of the fittest. The origin of the Historical and Political Science Association dates back to the 19th of December, 1877. It was a natural development of the original Historical Seminary, which had been in existence since the opening of the University, and which was early spoken of as an his- torical association. The following extract from original records in- dicates the purpose of the new organization : "At the meeting of the 757 ED,, NO 2 13 194 CIRCULARS or INFORMATION FOR 1887. Historical Association [Seminary], held December 15 [1877], it was ex- pressed as the sense of that body that there should be formed, under the auspices of the University, an organization which may take cogni- zance of other than historical questions and embrace among its mem- bers other than historical students." The enlarged idea of the original Seminary was to form an associa- tion with students of political science, more .especially with certain young lawyers in the city of Baltimore, who were engaged in the pur- suit of this branch of learning. The scope of the; Historical Acsocia- tion was to be widened into a kind of Staatswissenschaftlicher Verein, or Political Science Union like that in Heidelberg University, which or- ganization had some influence upon the Baltimore Association. Stu- dents, professors, and a few professional men, interested in historical and political studies, met together one evening each month in Hopkins Hall for the discussion of papers or communications which were thought to be of more general interest than those ordinarily prepared iu con- nection with class lectures or seminary work. The Association was re- garded as a public meeting of the Seminary, with its invited guests. The total membership originally comprised about a dozen graduate students and young instructors, some of whom were more especially devoted to the study of literature and philology. Among such associ- ate members were Dr. Charles E. Lanman, now professor of Sanskrit in Harvard University; Dr. Josiah Eoyce, lecturer on philosophy in the same institution ; Dr. Maurice Bloomfleld, noyr associate professor of Sanskrit, Johns Hopkins University; Mr. A. Duncan Savage (at one time associated with Oesnola in the ^New York Metropolitan Museum); Mr. Allan Marquand, afterwards appointed professor of art history at Princeton College, and several others. The membership gradually in- creased to about forty through the election of certain young lawyers and other gentlemen of culture in the city of Baltimore. The attend- ance upon the monthly meetings of the Association sometimes ranged as high as fifty persons. The president of the University was for a time the acknowledged head of the Association and occasionally presides at its meetings. The original secretary was Dr. Henry Carter Adams, now professor of political economy in Cornell and Michigan Universities. The present director of the Seminary succeeded to the secretary's office in the Association December 19, 1878, and has committed it to mem- bers of the Seminary, who serve in rotation. The character of the Association has changed with the character and size of the Seminary. Student members have graduated and many former associate members have given place to more active workers. The Seminary, or the inner circle, has gradually increased since 1876 from six or eight working members to twenty-five. K"o undergraduates, and no graduates who are not devoting their chief energies to Historical and Political Science in the Johns Hopkins University, are now per- mitted to join the Seminary. The associate members, still retainedj or STUDY OF HISTORY IN AMEEICAN COLLEGES. 195 chosen, from time to time by this body, are naturally somewhat differ- ent from those formerly enrolled. The present custom is to regard as associates of the Seminary those whom it wishes to honor or those who have contributed to its published studies or public proceedings by an original paper or a reported address. CONTBIBITTIONS TO THE ASSOCIATION, 1877-'79. Partial lists of contributions to the proceedings of the Association, from December 19, 1877, to April 4, 1879, were printed in the annual reports of the Johns Hopkins University for 1878 (p. 56) and 1879 (p. 67); but a more complete list, taken from the original records, with the date of each communication, is given below. K"o mention is made of book notices and reports upon historical and political journals, &c., which latter exercises form very essential features of both Seminary and Association meetings : Tlie Village Communities of Ancient Germany and Mediasval England. An Intro- duction to the Study of New England Towns and the Institutions of Local Self- Goverument in Atnerica. By H. B. Adams. December 19, 1877. Tramps. A paper afterwards read before a public convention, in Baltimore, of Mary- land gentlemen, for the discussion of the tramp question. By H. C. Adams. De- cember 19, 1877. The Economy of Co-operation. An Essay afterwards read before the American Social Science Association at its meeting in Cincinnati. By H. C.Adams. January 11, 1879. Review of Dr. Woolsey'a Theories concerning the Educational Power of the State. By D. C. Gilman. January 11, 1878. Greek Cities. Fragments from Greek writers, illustrating the historical village com- nuuity and the Federal Constitution of the Commonwealth of Greece. By A. D. Savage. January 11, 1878. The Tractatus Tlieologico-Politicus of Spinoza. A Philosophical Essay in which Spinoza was presented as the champion of religious liberty. By Josiah Royce. March 11, 1878. The Punitive Power of the State. An inquiry into the grounds of legal punishment and an examination of the views advanced in Woolsey'a Political Science. By William T. Brantly. March 11, 1878. Bribes in Greece. By W. J. Berry. March 11, 1878. Incidents of Historical Research in the State Department at Washington. By Austin Scott. March 11, 1878. The Grand-Jury System. By Judge T. M. Cooley. March 11, 1878. The Ordinance of 1787 for the Government of the Northwestern Territory. A paper showing the historic origin of this act of national legislation and the impor- tance of the ordinance as an element of constitutional law. By Ausliu Scott. March 29, 1878. The original Conception of the Town as an Institution. By W. F. Allen, of the Uni- versity of Wisconsin. March 29, 1878. The Influence of Alexander Hamilton in the Formation of the Constitution of the United States. By Joseph H. Tyler. March 29, 1878. The Maryland State Papers. A communication showing the wealth of historical ma- terials now lying unpublished at Annapolis and in the library of the Maryland Historical Society. By H. B. Adams. March 29, 1878. The Public-School System. An inquiry as tj its fouridations. By D. C. Gilm^ij. April 86, 1878, 196 CIRCULARS OF INFORMATION FOR 1887. The School System of Connecticut, with Particular Reference to that of New Haven. By F. A. Walker, of Yale College. April 26, 1B76. The School System of Baltimore. By Hon. Geo. Wm. Brown. April 26, 1878. Are Boards of Arbitration desirable? By George M. Sharp. April 26, 1878. The Stone Age. A Review of Recent Works on Prehistoric Archaeology. By H. B. Adams. October 11, 1878. The Swiss Lake-Dwellings. By C. R. Lanman. October 11, 1878. The Depopulation of Central Greece in the Post-Classical Period. By E. G. Sihler. October 11, 1878. The National Archives. An explanation of the character and arrangement of the public documents and historical collections (letters, manuscripts, &c.) belonging to the United States. By Austin Scott. October 11, 1878. A Study of German Social Democracy. By A. Marquand. November 15, 1878. A Review of the Question, "Was Maryland a Roman Catholic Colony 1" By H. B. ■ Adams. November 15, 1878. Recent Complications in the School System of New Haven. By D. C. Gilman. No- vember 15, 1878. Notes on Niebuhr's Life and Works. By E. G. Sihler. November 15, 1878. Lieber's "Reminiscences of Niebuhr." By D. C. Gilman. November 15, 1878. Primitive Aryan Mythology from the Standpoint of Indian Literature. By M. Bloomfield. December 19, 1878. Animistic Religion an Excrescence, not a Germ, of Vedic Religion. By C. R. Lan- man. December 19, 1878. The Boundary Controversy between Maryland and Virginia. By E. Goodman. De- cember 19, 1878. Letter from Dr. Wm. Hand Browne upon Catholic Toleration in Maryland. Decem- ber 19, 1878. The first public Proposal of a Constitutional Convention for the United States. By Austin Scott. Deceinber 19, 1878. Methods of Historical Inquiry as Pursued at German Universities. A discussion of Seminaries and Seminary Libraries. By H. Von Hoist. January 24, 1879. Maryland's Ratification of the Federal Constitution. By A. Scott. February 28, 1879. The Position of Socialism in the Historical Development of Political Economy. By H. C. Adams. February 28, 1879. Moral lusanity as a Cause of Crime. By C. W. Nichols. February 28, 1879. The Problem for Political Economy in the United States. By H. C. Adams. April 4, 1879. Attic Colonization. By E. G. Sihler. April 4, 1879. Methods of Historic Instruction as Pursued at Brown University. By Professor J. L. Diman. April 4, 1879. All subsequent contributions to the Historical and Political Science Association are noted in the Johns Hopkins University Circulars, the publication of which began in December, 1879. Abstracts of the more important papers are there to be found, and- mention is made of most of the minor communications. No other records of the association from October 23, 1879, to 1884, are preserved. A sot of these abstracts has been arranged, with other printed matter, in a seminary scrapbook. With the year 1884 was instituted the ofiice of a rotating secretary, serving for a single meeting. This institution was adopted from Profes- sor Paul Fr6d6ricq's seminary in Lifege, and by him from Conrad's semi- nary in Halle. The advantages of the practice are the greater variety ^gd interest resulting from ^he reports of rival secretaries, in addition STltDY OF HISTORY m AMERICAN COL,L,K(ii;H. ±u t to valuable training for students themselves. The reports are written by the various secretaries upou uniform paper and are duly arranged in the scrap-book, together with the printed abstracts of the proceedings as revised by the director of the seminary for the University Circulars. The basis of the printed abstract is usually furnished by the contributor of the reported pap6r. UNIVERSITY STUDIES. In the latter part of the year 1882 began the publication of the Johns Hopkins University Studies in Historical and Political Science. The introductory number was written by Mr. Edward A. Freeman, the Eng- lish historian, who that year had lectured to the students of Baltimore. The following list of published papers in the various series will best illustrate the nature and scope of the studies : First Series. — Local Institutions. — 1883. I. An Introduction to American Institutional History. By Edw.ard A. Freeman, D. C. L., LL. D., Regius Professor of Modern History, University of Oxford. With an account of Mr. Freeman's Visit to Baltimore, by tlie Editor. II. The Germanic Origin of New England Towns. Read before the Harvard Histor- ical Society, May 9, 1881. By H. B. Adams, Ph. D. (Heidelberg), 187G. With Notes on Co-operation in University Worlr. III. Local Government in Illinois. First published in the Fortnightly Review. By Albert Shaw, A. B. (Iowa College), 1879. — Local Government in Penn- sylvania. Read before the Pennsylvania Historical Society, May 1, 1882. By E. R.L. Gould, A. B. (Victoria University, Canada), 1882. IV. Saxon Tithingmen in America. Read before the American Antiquarian Society, October 21, 1881. By H. B. Adams. V. Local Government in Michigan and the Northwest. Read before the Social Science Association at Saratoga, September 7, 1882. By E. W. Beniis, A. B. (Amherst College), 1880. VI. Parish Institutions of Maryland. By Edward Ingle, A. B. (Johns Hopkins Uni- versity), 1882. VII. Old Maryland Manors. By John Johnson, A. B. (Johns Hopkius University), 1881. VIII. Norman Constables in America. Read before the New England Historic Ge- nealogical Society, February 1, 1882. By H. B. Adams. IX-X. Village Communities of Cape Ann and Salem. From the Historical Collections of the Essex Institute. By H. B. Adams. XL The Genesis of a New England State (Connecticut). By Alexander Johnston, A. M. (Rutgers College); 1870; Professor of Political Economy and Juris- prudence at Princeton College. XII. Local Government and Free Schools in South Carolina. Read before the His- torical Society of South Carolina, December 15, 1882. By B. J. liamage, A.B. Second Series. — Institutions and Economics. — 1881. I, II. Methods of Historical Study. By Herbert B. Adams, Ph. D. (Heidelberg) January and February, 1884 ; pp. 137. III. The Past and the Present of Political Economy. Richard T. Ely, Ph. D. (Heidelberg). March, 1684 ; pp. 64. ._ ii,i v^^.j±ji.j.lOiN J5UJK 1887. IV. Samuel Adaijis, the Man of the Town Meeting. By James K. Hoamer, A. M. (Harvard) ; Professor of English and German Literature, Washington Uni- versity, St. Louis. April, 1884; pp. 60. V, VL Taxation in the United States. By Henry Carter Adams, Ph.D. (J. H. U.);^ Professor of Political Economy, University of Michigan. May and June, 1884 ; pp. 79. VII. Institutional Beginnings in a Western State, By Jesse Macy, A. B. (Iowa Col- lege) ; Professor of Historical and Political Science, Iowa College. July, 1884 ; pp. 38. VIII, IX. Indian Money as a Factor in New England Civilization. By William B. Weeden, A. M. (Brown University). August and September, 1884 ; pp. 51. X. Town and County Government in the English Colonies of North America. By Edward Channing, Ph.D. (Harvard); Instructor in History, Harvard Uni- versity. October, 1884 ; pp. 57. XI. Eudimentary Society among Boys. By John Johnson, A. B. (J. H. U. ) ; In- structor in History and English, McDonogh Institute, Baltimore County, Md. November, 1884 ; pp. 56. XII. Laud Laws of Mining Districts. By Charles Howard Shinn, A. B. (J. H. U.) ; Editor of the Overland Monthly. December, 1884 ; pp. 69. Third Series. — Maryland, Virginia, and Washington. — 1885. I. Maryland's Iniiuence upon Land Cessions to the United States. With minor papers on George Washington's Interest in Western Lands, the Potomac Company, and a National University. By Herbert B. Adams, Ph. D. (Heid- elberg). January, 1885. 102 pp. II, III. Virginia Local Institutions — The Land System ; Hundred ; Parish ; County ; Town. ByEdwardIngle,A. B. (J. H. U.). February and March, 1885. 127pp. IV. Eeceut American Socialism. By Richard T. Ely, Ph, D. (Ileidelberg) ; Associate in Political Economy (J. H. U.). April, 1885. 74 pp. V, VI, VII. Maryland Local Institutions— The Land System; Hundred; County; Town. By Lewis W. Wilhelm, Ph. D. (J. H.U.); Fellow by Courtesy (J. H. U.). May, June, and July, 1835. 130 pp. VIII. The Influence of the Proprietors in founding the State of New Jersey. By Austiu Scott, Ph. D. (Leipsic); formerly Associate and Lecturer (J. H. U.); Professor of History, Political Economy, and Constitutional Law, Eutgers College.' August, 1885. 26 pp. IX, X. American Constitutions — The Relations of the Three Departments as Adjusted by a Century. By Horace Davis, A. B. (Harvard). San Francisco, Cali- fornia. September and October, 1885. 70 pp. XI, XII. The City of Washington. By John Addison Porter, A. B. (Tale). Novem- ber and December, 1885. 56 pp. Fourth Series. — Municipal Oovernment and Land Tenure. — 1880. I. Dutch Village Communities on the Hudson River. By Irving Elting, A. B. (Har- vard). January, 1886. 68 pp. II, III. Town Government in Rhode Island. By William E. Foster, A. M. (Brown University)'. — The Narragansett Planters. By Edward Channing, Ph. D. and Instructor in History, Harvard University. February and March, 1886. 60 PP- . , IV. Pennsylvania Boroughs. By William P. Holcomb, Ph. D. (J. H. U.); Professor of History and Political Science, Swarthmore College. April, 1886. 51. pp. V. Introduction to the Constitutional and Political History of the Individual States. By J. F. Jameson, Ph. D. and Associate in History (J. H.U,), May, 1886. 29 pp. STUDY OF HISTORY IN AMEEICAN COLLEGES. 199 VI. The Piiritau Colony at Annapolis, Maryland. By Daniel E. Eandall, A. B. (St. John's College). June, 1886. 47 pp. VII. VIII, IX. History of the Land Question in the United States. By Shosuke Sato, B. S. (Sapporo); Ph. D. and Fellow by Courtesy (J. H. U.). July-September, 1886. 181 pp. X. The Town and City Government of New Haven. By Charles H. Levermore^ Ph. D. (J. H. U.); Instructor in History, University of California. October, 1886. 103 pp. XI, XII. The Land System of the New England Colonies. By Melville Egleston, A. M. (Williams College). November and December, 1886. Fifth Series. — Municipal Government and Institutions. — 1887. I, II. City Government of Philadelphia. By Edward P. Allinsou, A. M. (Haverford), and Boies Penrose, A. B. (Harvard). January and February, 1887. 72 pp. III. City Government of Boston. By James M. Bugbee. March, 1887. 60 pp. IV. City Government of St. Louis. By Marshall S. Snow, A. M. (Harvard) ; Pro- fessor of History, Washington University. April, 1887. 40 pp. V. VI. Local Government in Canada. By John George Bonrinot, Clerk of the House of Commons of Canada. May and June, 1887. 73 pp. yil. The influence of the War of 1812 upon the Consolidation of the American Union. By Nicholas- Murray Butler, Ph. D. and Tutor in Columbia College. July, 1887. 30 pp. VIII. Notes on the Literature of Charities. By Herbert B. Adams. August, 1887. IX. Predictions of Hamilton, and DeTocqueville. By James Bryce. September, 1887. City Government of Baltimore. By John C. Rose, B. L. (University of Maryland, School of Law). City Government of Chicago. By F. H. Hodder, Ph. M. (University of Michigan); In- structor in History, Cornell University. City Government of San Francisco. By Bernard Moses, Ph. D. ; Professor of History and Politics, University of California. City Government of New Orleans. By Hon. W. W. Howe. City Government of New York. By Simon Sterne and J. F. Jameson, Ph. D. ; Asso- ciate in History (J. H. U. ). The completed series have been bound into volumes bearing the following special titles : Volume I. — Local Institutions. 479 pp. Volume II. — Institutions and Economics. 629 pp. Volume III. — Maryland, Virginia, and Washington. 595 pp. Volume IV. — Municipal Government and Land Tenure. 610 pp. EXTRA VOLUMES OF STUDIES. The monthly monographs, which are pamphlets averaging 50 pages in length, have proved inadequate to supply a channel of publication for more extended works undertaken in connection with the historical de- partment. Accordingly a series of extra volumes has been instituted, ranging from 200 to 500 pages. In this extra-volume series have ap- peared the following contributions to historical and political science : Extra Volume I. — The Eepublic of New Heaven: A History of Municipal Evolution. By Charles H. Levermore, Ph. D., Baltimore. Extra Volume II. — Philadelphia, lGSl-1887- A History of Municipal Development. By Edward P. AUinson, A. M. (Haverford), and Boies Penrose, A. B. (Harvard). Extra Volume III. — Baltimore and the Nineteenth of April, 1861. By George William Brown, Chief Judge of the Supreme Bench of Baltimore and Mayor of the City in 1861. 200 CIECULAES OF INFORMATION FOR 1887. II. TJndekgeaduate Department. Experience at the Johns Hopkins University has shown the advan- tage of the co-operative method for undergraduate classes -with a short period of time at their command, who nevertheless desire to cover a goodly stretch of historical territory. The method, in its practical oper- ation, consists of a division of labor in a class guided by an instructor who undertakes to direct special work into co-operative channels. The " students, while to some extent upon the common ground of text-books or prescribed authors, and while taking notes upon class lectures of a special character, carry on investigations in close connection with the general course. Written reports are submitted, first to the instructor, and are then presented, either wholly or in part, to the class, who take notes and are examined upon these co-operative studies in the same way as on material presented by the teacher. STUDENT LECTURES. An interesting and valuable practice has gradually grown up among undergraduate students of historical and political science at the J.ohns Hopkins University, namely, that of students lecturing to their own class upon subjects connected with the course. The practice originated sev- eral years ago among undergraduate students of history and interna- tional law ; it was the natural outgrowth of the topical method of study. It is a practice considerably different from that of reading formal essays, which often prove very burdensome to a class of intelligent pupils. The idea of oral reports with the aid of a brief or of a few notes, or, best of all, of an analysis written upon the blackboard, led the way to the prep- aration of a regular course of cooperative lectures by members of a class working conjointly with the instructor. Greater dignity was given to the efforts of students by asking them in turn to come to the front, to the map or blackboard. For the time being the student became the teacher. Pretensions were seldt)m made to original investigations in preparing for such a class lecture. The understanding was that stu- dents should collect the most authoritative information upon a given subject and present it to his fellows in an instructive way. This natu- rally implied the selection of the best points of view and the omission of all irrelevant matter. The success of the lecturer turned, not upon his occupying the time by reading an encyclopaedic article, but upon his kindling the interest of his classmates and keeping their attention to the end. PREHISTORIC TIMES. An experiment was tried with a class of undergraduates (Freshmen) who were just beginning their study of history by following a course of introductory lectures on the Origin of Civilization. In connection STUDY OP aiStOEV IN AMEItlCAN OOLLEGES. 201 ■with the instructor's course, which concerned more especially the Stone Age and the Development of Early Society, such topics as the fol- lowing were assigned to individuals for study and report : Clubs and Batons ; Stone Knives ; Axes ; Spears and Sceptres ; Origin of Fire ; Origin of Clothes; the Hunting and Fishing Stages of Society; the Plough and the Beginnings of Agriculture; Bread and the Cultivation of Cereals ; Evolution of the House ; Boats and their Improvement ; Barter; the Art of Counting; Origin of the Alphabet; Picture-Writ- ing ; Pottery, &c. The youths appointed to these tasks were referred to such authorities as Tylor, Lubbock, Lyell, Wilson, Evans, Geikie, Peschel, Keary, Abbot, Short, Jones, et al., whose writings were placed upon a reservation in the library. The appointees quickly found their way into the pith of these books, or such parts of them as concerned the subject in hand. The reports made to the class in the shape of off- hand lectures were really of surprising interest to the audience. So well did the experiment succeed that a few of these Freshmen were l)ersuaded to give brief addresses to the Matriculate Society (embrac- ing all undergraduate students who are candidates for the degree of A. B.) upon a series of connected topics pertaining to the Stone Age, namely, the Social Condition of Primitive Man, his Moral and Eeligious Condition, his Knowledge of the Useful Arts, Evidence as to the An- tiquity of Man, &c. These addresses partook of the nature of a discus- sion of Primitive Man from special points of view. The remarks made were by no means essays committed to memory, but rather the easy utterance of mindS well stored with facts. The naturalness of the ef- forts and the absence of all attempts at Sophomoric eloquence were quite noteworthy. As further illustrations of the kind of subjects investigated by un- dergraduate students at the Johns Hopkins University, who were work- ing in a co-operative way with their instructors, the following select lists may suffice. It should be understood that in each class, namely, in Church History, the Italian Renaissance, the German Reformation, in the History of France and England during the Middle Ages, and in the History of Political Economy, the teacher gave systematic instruc- tion by lectures or otherwise, and that the investigations carried on by students had direct connection with the class-course. The following lists are old, but they will serve to illustrate an idea. CHURCH HISTORY. Influence of Jewish Ceremonial upon the Christian Church ; Influ- ence of Greek Philosophy upon Christian Thought ; Influence of Eo- man Institutions upon the Church ; the Apostolic Fathers ; the Greek Apologists; theLatin Apologists; Saint Ambrose; Ohrysostom ; Saint Jerome and the Vulgate; Saint Augustine and the City of God ; Nes- torianism ; the Clergy and the Laity ; the Offtce of Patriarch ; Metro- politan Centres of Church Life ; Origin of the Papacy ; Artistic Rep- 202 CIRCULARS OF INFORMATION FOR 188t. resentations of the Growth of the Ecclesiastical Constitution; Leo the Great ; Extension of Church Authority into England ; Conversion of Germany ; Relation of Charles the Great to the Papacy ; Otto the Great ; International Position of the Holy Eoman Empire of the Ger- man Nation; Constitution of the Empire; Territorial Claims of the Empire ; Gregory VII and the Countess Mathilda of Tuscany ; the Normans in Sicily ; Frederick Barbarossa and his Relations with Italy ; Arnold of Brescia ; Points of Conflict between the Empire and Papacy ; Fall of the Hohenstaufen Emperors ; the Great Councils of the Fifteenth Century. THE ITALIAN EENAISSANCE. Greece in the Middle Ages; Revival of Greek Ideas in Italy; Poggio's Study of Roman Antiquities and bis Discovery of Classic Manuscripts ; Dante's De Monarchia ; Petrarch's Relation to the Revival of Learning ; Boccaccio's' Influence upon Literature; Lauren zo Valla and Humanism in Rome; the Platonic Acadamy and Humanism in Florence; the Re- vival of Roman Law ; Mediaeval Universities ; Natural Science in the Middle Ages; Recent Vindications of Lucretia Borgia ; the Political Merits of Caesar Borgia; Modern Views of Machiavelli; Savonarola; Lorenzo di Medici ; Alexander VI ; Julius II ; Leo X ; the Building of St. Peter's. the' GERMAN KEPOBMATION. The German Humanists, Reuchlin and Melanchthon ; Ulrich von Hutten and Franz von Sickingen ; Erasmus and his Praise of Folly; the English Humanists, Grocyn, Linacre, and John Colet; More's Utopia ; English and German Translations of the Bible ; the Ideas of Wyclif and how they came to Boh(toiia ; John Huss ; the Relation of Peasant Revolts to the German Reformation ; Character of Luther as revealed in his Table Talk; Eoman Catholic Estimates of Luther; Character of Charles V ; Character of the German Princes ; Political Elementsin the German Reformation; Protestantism in Italy; Catholic Reformation ; Ignatius Loyola ; the Council of Trent ; the Peace of Augsburg. FRENCH AND ENGLISH HISTORY — MEDIEVAL PERIOD. Cassar's Conquest of Gaul ; Life in Gaul in the Fifth Century ; Mo- nastic Life in Merovingian Gaul; the Northmen; Cnut and Harold Haardrada ; Lanfranc and Anselm; the Bayeux Tapestry ; Domesday; Results of the Crusades ; Origin of Feudalism ; Mediaeval Cathedrals ; Scriptoria and Chronicles ; Conquest of Wales ; thei Coming of the Friars into England ; LawCourts, circa 1200, in England ; the Albi- genses and the Crusade against them ; Military and Religious Orders ; Montfort in Gascony ; London in the Fourteenth .Century ; Robert Bruce ; Life on the Roads in England in the Fourteenth Century; the Popes at Avignon ; Froissart; Wyclif 's Bible; the Pastou Letters; Par- SttJDY OF filSTdEY IN AMEEtCAN COLLEGES. 203 liamencary Antiquities in the Fourteenth and Fifteenth Centuries ; Com- parison of the Characters of Louis XI, Henry VII, and Ferdinand of Aragon ; the States General of 1468 and 1484 ; the Eelations of France and Scotland in the Fifteenth Centurjr. INTERNATIONAL LAW AND POLITICS. Another phase of co-operative student-lectures at the Johns Hopkins University is that represented by an undergraduate class pursuing a systematic course of instruction upon the Historical Development of International Law. The instructor considers such topics as the Inter- tribal and Intermunicipal Eelations of the Orient (Evolution of the Family, Tribe, Village, and City ; Wars, Forays, "Women Capture, Slave Trade, and Commerce) ; the Intermunicipal Life of the Greeks (Federation of Demes and Cities, Hegemony, Insopolity, Municipal Hospitality, Oracles, Games, Festivals, Arbitration, Leagues, Eelations with Persia and Eome) ; Eome, the civitas mundi (imperial tendency of Eoman Institutions, Eoman Law, Jus Gentium, Fetiales, Treaties, Eo- man Municipia, Italian Eepublics) ; International Position of the Medi- SBval Church (Municipal Origin of Church Governmeut, Papal Eome, Church and State, Church Authority, Interdicts, Councils); Origin and Tendencies of Modern International Law (Italian Beginnings, Commer- cial Law of Italian Eepublics, Intermunicipal Eelations, Invasions of Italy, Else of the State System, Venetian Ambassadors, Thirty Years' War, Hugo Grotius, Puffendorf, Vattel, Wheaton, Lieber, Bluntschli), In connection with this historical survey of the growth of internation- ality a series of historical and institutional lectures is usually given by members of the class; and, in connection with the exposition of Bluntschli's code of the Modern International Law of Civilized States, a similar course of student-lectures is sometimes given on Modern In- ternational Politics. The following select titles will indicate the char- acter and scope of the two courses. The subjects vary in different years : I. Historical Cottrse.— Carthaginian Commei'ce; Carthaginian Trea- ties; Grecian Economics; Grecian City Government; the Aristocratic Character of Eoman Institutions; the Eoman Municipal System; In- ternational Influence of Eoman Ethics; International Influence of the Church; International Influence of Chivalry and of the Crusades; Theories of Church and State; Phases of City Government in Florence; the City Government of German Free Cit-ies and the Ehenish League; the Hanseatic League; the Government of the Swiss Cantons; the Federation of Switzerland; the Estates of Holland and their Federal Eelations. II. Political Course. — England in Egypt; the International Asso- ciation for the control of African Trade and the Eiver Congo ; France in the Tonquin; the Openijig of China; Character of Chinese Diplo- macy; the Opening and Eecent Progress of Japan; Eelations between 204 CIRCULARS OF INFORMATION FOE 1887. Germany and the Vatican; Papal Policy in America; Who should con- trol the Panama Canal if tliere were one; International Congresses; the Question of an International Tribunal ; the Diplomacy of the United States versus the Indians; the Eelation of Political Ethics to Interna- tional Law; the Theory of a World State; Freedom of the Sea and of Great Elvers; the American Fisheries; the Monroe Doctrine in its relation to South American Eepublics ; Eeview of the present Interna- tional Eelations of the United States. III. Political Economy, history of political economy. The following subjects were given out by the writer in 1879 to individ- ual members of a class in the History of Political Economy for private study. As far as possible original sources of information, as well as the current literature on these subjects, were examined by the respec- tive appointees. After such examination the subjects were introduced for class consideration in the form of an oral report. The instructor usually questioned the appointee on matters connected with his report and then discussed with the class the most interesting and suggeistive points. A bibliography of the various subjects was prepared by the respective appointees, under supervision of the instructor, who worked with his students in classifying the resources of the various Baltimore libraries with reference to the topics in hand. These bibliographies were printed for class use and served a valuable purpose, although they were far from being complete. Good references were always sought after rather than mere lists of titles. In this connection it may be remarked that one of the best exercises for the student investigator is to prepare as good a bibliography of his subject as the library facilities of his environment can afford. He should examine each book, mono- graph, or magazine article sufficiently to enable him to tell his class- mates what the same represents. The subjects of research are here enumerated wit'h their bibliographies, as originally printed, together with the names of the persons who prepared them. Ko attempt has been made to supplement these lists, which could easily be done by reference to the foot-notes in Dr. Ely's authoritative work on " French and German Socialism," or by reference to the new edition of Poole's index and other bibliographical aids. These lists represent a certain historic phase (1879) of economic work with undergraduates and were prepared in Bal- timore libraries. The letters H and P refer respectively to the Johns Hopkins University and Peabody libraries. Other authorities were found in private collections. The author would not recommend reliance upon these antiquated lists. Each student and each instructor should blaze his own path through his own library collections. These bibliog- raphies are printed merely for illustrative purposes. STUDY OF HISTORY IN AMERICAN COLLEGES. 205 1. The Mercantile System. H. J. Bowdoin. Literature. — Mun, England's treasure hy foreign trade. H. P. Other English Mercantilists: Child. F. Sir W. Temple. H. F. Steuart. H. P. Locke. P. — Boscher, Political Economy. H. Roseher, Gesch. d engl. volkswirthschaffcs-lehre iia 16 u. 17. jahrh. JfiH, Principlesof Polit. Econ. H. McOalloclr, Principles of PoliticalEoonomy. H. P. Blanqui, II, ch. XXVII. H. Diet, de I'Econ. Politique, "Colbert." H. 2. The System of the Physiocrats. A. F. Jamieson. Literature. — Quesnay, Tableau Economique, 1758. Turgot, Reflexions sur la for- mation et la distrib. des richesses, 1766-78. Miralieau, the Elder, L'ami des liommes, 1755-60. Mauvillon, La Monarchie Prussienno. Encyolopidie, 1756-'57. Adam Smith, Wealth of Nations (Roger's edition). H. M. Kaufman, Socialism. Bk. II, oh. II. H. P. Blangid,Yo\.ll. U. Diet, de I'Econ. Pol., " Physiocrats." H. 3. Adam Smith and the fundamental doctrines of English Economy. Stewaet Linthicum. • Literature. — Adam Smith, Wealth of Nations. H. P. Blanqui, Vol. II, p. 106. H. P. /SAaiZjceZZ, System of PoliticalEoonomy. H. T/io»ijpso», Social Scieuce and National Economy. H. McCulloch, Principles of Political Economy. H. P. Le centenaire d'Adam Smith, Journal des Econ., July, 187C, Y. 43. H. Diet, de I'Econ. Pol., "Smith." H. Bagehot, Fortnightly Rev., July, 1876, "Adam Smith." Nasse, Das hundertjahrigejubiliium derSchrift v. Adam Smith iiber den reiohthumder nationen, Preus. Jahrbucher, Oct. 1876. 4. St. Simon and his School. Lee Sale. Literature. — Works of St. Simon, especially, (1) Lo nouveau Christianisme, (2) Cat^chisme des Industriels. H. Lerminier, Lettres Philosophiques VII, Des questions soulev^espar leSaint-Simonisme, Revue des DeuxMoudes, 1832. Eeyiaud, Sooialistes Modernes, i, H., Les Saint-Simoniens, Rev." des Deux Mondes, 1836. Janet, Saint Simon, le fondateur du socialisme, Rev. des Deux Mondes, Apr. 15, 1876. Janet, L'^cole Saint Simonienne, Bazard et Eiifantin, Rev. des Deux Mondes, Oct, 1, 1876. Sillebrand, Die anfiingedes socialismus in Frankreici, 1830-'48, Deutsche Rundschau, Dec. 1878. H. Blanqui, Vol. II, ch. XLIII. H. Huber, Socialismus u. Kommuuismus, Kleine Schrifteuor Bluntschli's Staatsworterbuch. H. North Brit. Rev. 1848, No. 9. Westm. Rev. Apr. 1832. Diet, de I'Econ. Pol. H. 5. Fourier's doctrines and his inflaence upon American Socialism. Jfj. 0. ElCHAEDSON. Literature. — Fourier, CEuvres completes. P. Blanqui, Vol. II, p. 258. H. J. S. Mill, Principles of Political Economy, Vol. I, pp. 274-277. H. M. Kaufman, Social- Asm, pp. 118-128. P. H. J. S. Noyes, History of American Socialisms, P. Parke Godwin, A. popular view of the doctrines of Fourier, "Fourier," Fortnightly Rev. Tol. XII, Essays 1, 2. P. Fourierism, Christian Examiner, Vol. XXXVII, p. 57. P. Hawthorne, The Blithedale Romance. "Fourier," North Amer. Rev., Apr. 1879. Hille- brand, Anfange des Socialismus in Frankreich, 1830-'48. Deutsche Rundschau, Dec, 1878. 6. Communism in the United States. W. E. Stkicklen. Literature. — Nordhoff, Communistic Societies in the U. S. H. Historische bes- chreibung der wahreu inspirationsgemeinsohaft. The Circular (Oneida, 1854-74). The Perfectionist (New Haven, 1834). Hand-book of the Oneida Community (N. Y., 1871). Thomas Brown, An account of the people called "Shakers." Williams, The Harmony Society at Economy, Pa. James, Communism iu America [John A. Porter jfrize Essay— Yaie Law School]. Henry Holt & Co., 1879. H. 206 CIRCULAES OF INFOEMATION FOR 1887. 7. Mediaeval Craft Guilds and Modern Trades Unions. J. H. Lowe. LlTBRATUBE.^CTode, Memorial of the guild of the merchant tailors in the city of London. P. ToaZmim (Smi(A, English Guilds (Early Eugl. Text Soc. No. 40). H. Comie de Paris, Trades Unions in England. Endemann, Die entwickelung der handels-ge- sellschaften. P. Clifford, Agricultural look-out. P. Thornton, On labor, Bk. II, oh. 4, and Bk. Ill, chs. 1-5. P. Hoioell, Conflicts of labor and capital. H. Fortnightly^ Eev., Vol. .VI (N. S.), Old guilds and new friendly societies, by Ludloiv. Quart. Eev. Vol. CXXIII. Trades Unions. Blackwood Mag., Vols. XXXV, XLIII. North Amer. Rev., Vol. CV. Sowell, Contem. Eev., Oct. 1877. Clir. Meyer, Mittelalterliches n. mo- dernes Burgerthum, Preus. Jahrbucher, June, 1877. Clir. Meyer, Zur gesoh. d. deuts- chen arbeiterstandes, Preus. Jahrbucher, Jan. 1879, p. 26. Suber-Liebenau, Das deutsche zunftwesen im mittelalter, Samml. wis. Vortriige, 13 serie, heft. 312. Chr. Meyer, Die anfiinge der deutschen gewerbeverfassung, Preus. Jahrbiicher, July, 1873. Stahl, Dasdeutsche handwerk u. die bedeutuug der arbeiter-association in vergangen- heit und gegenwart. Brentano, Hist, of Guilds. H. Schoenierg, zur wirthsch. bedeu- tung des deutschen zunftweseus. Trades Unions, Jour, des Econ., Oct., 1878. 8. Eobert Owen and English Workiugmen's Associations. K. J. Hammond. LiTERATUKK. — Life of Boherl Owen, Phila., 1866. P. Life of Eohe)-t Owen, by him- self, Loud., 1857. Vol. I. P. A supplementary appendix to Vol. I, Lond., 1858. P. The Pamphleteer, Vol. X. Bobert Owen, Now view of society, Kos. 1, 2. Bobert Owen, Report to commis. of assoo. for relief of manuf. and laboring poor. P. Solyodke, Co- operation in England. P. Encyclop. Britan., " Co-operation." II. 9. Schulze-Delitzch and Workingmen's Associations in Germany for Self-help. C. E. Geammee. Literature. — 11th report of trades union commissioners, pp. 165-178. ByiS. Z). Morier. Co-operative wholesale society report, 1873, pp. 115-117 ; 1872, p. 101. The Co- operator, Nos. 200, 203. Works of Schulze-Delitzcli (F. A. Herbig, Berlin). Laasalle, M. Bastiatu. Schulze-Delitzch. Hughes, Working classes in Europe (Atlas-Essays). H. Journal des Economistes, Vol. I, p. 7. H. Samuelson, The German workingman. H. ScliuUe-Delitsch, Sociale rechte und plliohteu, Sammlung wissenschaftl. Vortrage, Vol. I. P. Meyer's Konversations Lexicon, " Schulze-Delitzch" und " Genossenschaf- ten." H. 10. Lassalle and German Social Democracy. G. P. Gephaet. LiTEKATUKE. — Lassalle's werke. Edinb. Eev., July, 1878. Nineteenth Century, Aug. and Oct. 1878 ; Feb. 1879. Fortnightly Eev., Feb. and March, 1879. North Amer. Eev., April, 1879. Contemporary Eev., May, 1877. Eclectic Mag., Jan. 1879. Kaufman, Socialism. Deutsche Eundschau, Feb. aud March, 1878. Zelt und Streit Pragen, heft 108. Innocem Simplex, Glaube des socialismus. Schuster, Social Demo- kratie. Schaeffle, Socialismus und kapitalismus. Briefe von Ferdinand Lassalle an Carl Rodbertus Jagetzow. " Lassalle," Revue des deux moudes, Deo. 15, 1876. 11. Karl Marx, the Internationalists, and the Commune of Paris. T. A. Bbeey. LiTBRATURB. — K. Marx, Das Kapital ; Kritlk der polit. oekonomie. H. Annual reports of the International, published in London. Boscher, Political Economy — See "Marx." See also Gesch. der national oekonomik. E.E. Fribourg, L'association Internationale des travailleurs. P. Villetard, Histoire de I'iuternatiouale. P. (Trans- lated by S. M. Day. New Haven, 1874) H. Histoire de I'intemationale, par nn Bourgeois R(SpubIlcain. P. Oscar Testut, L'Internatiouale. P. Oscar Teslut, L'lnterna- tionale et lo Jacobipisme, an ban de I'Europe. P, Jaeger, Derjnoderne socialismus u, STUDY OF HISTORY IN AMEEICAN COLLEGES. 207 Karl Marx. H. Jaeger, Geschiohte dor sooialen bewegimg u. des socialiemus in Frankreicb. Woolsey, Political Science, Vol. I, p. 319. H. Revue Contemporaine, Vol. V, 18C6, Une fosme uouvelle du socialisme. P. Journal des Ecouomistea, Apr. 1875, Coupd'ceilhistoricinesurl'Iuternationale. H. Rev. des Deux Mondes, Sept. 1S76, pp. 133-149, Le Socialisme contemporaine en AUemaguo. Fort. Rev. 1870, The interna- tional workingmen'a association. Nortti Amer. Rev., Apr., 1872, International Asso- ciation. Pierotti, D^crets et rapports officials de la commune de Paris. Nation, Aug. 8, 15,22,1878, Socialism in Germany. Rundschau, Mar. 1879, p. 481. 12. .Distinction between Nihilists, Communists, and Socialists. W. J. Thomas., LiTEKATUEE. — Deutsche Rundschau, Aug. 1878, Nihilismus in Russland. Nine- teenth Century, May, 1877, June, 1878, Russian revolutionary literature ; the social ori- gin of Pessimismand Nihilism in Germany. FoiT.nightly Rev., Nov. 1, 1878, Socialism in Germany and the U. S. North British Rev., Vol. II, \>. 406, Socialism. Deutsche Rundschau, Feb. 1878, Deutschland uud "der Socialismus. Rev. des Deux Mondes, 1878-9, (A series of articles on German Socialism by Laveleye). Nuova Antologia, July,. 1878, II Nihilismo. Rev. des Deux Mondes, 1876-77 (series), L'empire des Tsars et les Russes. 13. The Historical School, Socialists of the Chair, and the efforts of German professors to meet the just demands of Socialism. E. Good- man. LiTERATUEB. — Knies, Die politische oekonomie vom standpunkte der geschichtli- chen methode. H. JRoscher, Principles of Political economy. H. Hildebrand, Die na- tional oekonomie der gegenwart und zukuuft. Hermann, Staatsvrirthsohaftliche un- tersuchuugen. Giieist, Das reichsgesetz gegeu die bestrebungender socialdemokratie staatsrechtlich erortert. Soltsendorf, Die Principien der Politik. Worihman, H. v. Treitschke und die Kathedersocialisten. (Reprinted in Jahrbiicher fiir Nat. oek., 16 Jahrgang, 1 Band, 1 Heft.) H. E. de Laveleye, The new tendencies of Political Econ- omy. (In Bauker's Magazine, Feb. 8,1878.) (Sc/taf^e, Die quintesseuz des socialis- mus. Blocic Die quintessenz des Kathedersocialismus, Journal des Economistes, Nov. 1878. Zeit undStreit Fragen, No. 52, £as2)ej/rcs, Der Kathedersocialismus. Bamberger, Die cultnrgeschiohtliche bedeutung des socialisteugesetzes. Schcenberg, Die ziele und bestrebungen der socialdemokratie. 7Fa(/?iCT', Rede iiber die sociale irage. Leslie, The philosophical method of political economy, Hermathena, No. 4, P., and in his essays in Moral and Political Philosophy, H. ; Political Economy and Sociology, Fortnightly Rev. Jan., 1879. P. H. Lngram, Economic science and statistics. Journal of statistical Soc, Dec, 1878. H. P. Bagehot, Fortnightly Rev., Feb., 1876. Lowe, Recent attacks on Political Economy, Nineteenth Century, Nov,, 1878. Held, Sociaiismus, Jahrb. fiir Gesetzgebung, 1 Bd., 1 Heft, 1877. H. 14. Strilies. Jesse Hay. Literature.— FFaZfcer, The -n-ages question. H. Quart. Rev., Vol.CVI, No. 212, and Vol. CXXXII, No. 268. Brit. Qurt. Rev., Vol., LVI, No. 115. North Amer. Rev., Vol. CXVI, No.238; Vol. CV, No. 216, No. 258. Edinb.Rev., Vol. LIX, No. 120; and Vol. LXVn, No. 135. Presbyter. Quart, and Princeton Rev., Oct., 1877. Black. Mag., Vol. LXXIX, No. 483. Western Rev., Vol. XVIII, No. 1 ; Vol. XX, No. 2. Goldwin Smith, Labor war in the U. S. Contem. Rev., Sept., 1877. Fried. Kapp, Der jiingste aufstandderEisenbahnarbeiter in den vereinigten staaten, Preus. Jahrb., Oct., 1877. Bieh. Vaux, Annual Report of tlie Secretary of Internal Affairs of the Com. of Vem\ Industrial Statistics, Part III, Vol. V, 1876-77, "Strikes." 208 CIRCULARS OP INFORMATION FOR 1887. 15. An historical survey of the distinctive doctrines of the leading English Economists since Adam Smith. N. Palmer. LiTEKATTJEB. — McCulloch, The literature of Political Economy. P. Blanqui, Eco- nomie politique. H. Kautz, Die geschiolitlicbe eutwickelung der national-oekonomik undihrer literatur. Jevons, The future of Polit. Econ., Fort. Rev., Nov. 1, 1876. 16. The progress of economic science in the United States. A. G. . Palmer. Literature. — Economic Science in America. North American Rev., 1676. Kaute, Die geschiohtliche entwickelung der national oekonoraik. A similar co-operative course in the History of Political Economy was undertaken and is now conducted by Dr. E. T. Ely, of the Johns Hopkins University. A product of this latter course is a volume on "French and German Socialism in Modern Times" (Harper & Brothers, 1883). The book " is based on lectures delivered in Baltimore before the students of the Johns Hopkins University and in Ithaca before the students of Cornell University." Although strictly Dr. Ely's own work and not the work of his students, the book was written in an atmos- phere of student co-operation and student inquiry in the same field. This work is now advancing along the lines of Christian Socialism and the American Labor Movement.^ Eor the former topic Dr. Ely has obtained fresh materials from Thomas Hughes and other English sources- For the second topic the socialistic and communistic newspapers pub- lished in this country and the labor organizations that exist in all of our large cities^ are fountain-heads of information. On one occasion Dr. Ely took representatives of his class to hear an address given to Baltimore workingmen by Most, the German communist, and was sharply criticised by one of the German papers for so doing. But this is the true way to investigate Communism. Dr. Ely has published a pamphlet in the University studies, Vol. Ill, No. 4, upon some of the more recent phases of American Socialism, based upon a collection of American socialistic tracts, pamphlets, and newspapers which he has been gather- ing for over a year. He is now preparing, with the co-operation of some of his advanced students, a book upon the history of political economy in the United States, another upon the history of American co- operation, and a still larger work upon the history of political economy in general. The second of these works will soon be published as a volume of the university studies. Dr. Albert Shaw, a graduate student, now editor of the Minneapolis Tribune, and author of a remarkable paper on co-operation in Min- neapolis, prepared his monograph on "Icaria," a chapter in the history ' Dr. Ely's work on ' ' The Labor Movement in America," 373 pages octavo, was lately published hy Thomas Y. Crowell & Co., New York. 2 Henry A. James, author of a Yale John A. Porter Prize Essay (1878) on "Com- munism in America" (New York, H. Holt & Co., 1879), gathered material for his work by interviewing the communists iu their city haunts. A similar paper on "American Socialism" was prepared in the same way by Mr. James for the Historical ami Po- litical Science Association of the Johns. Hopkins University.. STUDY OF HISTORY IN AMERICAN COLLEGES. 209 of American communism (published by G. P. Putnam's Sons), not simply by reading Nordhoff's Communistic Societies in America, but by going in person to an Icarian commnnity in Southwestern Jowa, and there in- terviewing Jean Baptiste Gerard, A. A. Marchand, and other old asso- ciates of Gabet. Mr. Shaw spent a week with these men. He read in communistic libraries the original French literature upon the subject of Icaria, rare tracts by Oabet ; there he had access to French newspapers edited by Oabet, and to a set of the Eevue Icarienne, published at Kau- voo, Illinois, that comfortable old Mormon nest into which the Icarians, for a time, settled down in peace and prosperity. lu those simple agrarian communities of our western country Mr. Shaw found some of the now harmless factors of the Paris Commune of 1871, men of the keenest intellect and boldest ambitions, professedly still busy with their schemes and correspondence, but really vegetating upon the broad prairies and going quietly to seed as excellent farmers and good citizens. POLITICAL ECONOMY. In Political Economy jproper, as well as in the History of Political Economy, the same method of original research and student-lectures is pursued with gratifying results. Among the graduate efforts in this department have been lectures on Predecessors of Adam Smith in Eng- land, Adam Smith, the Theory of Population, the Economic Functions of Government, the Physiocrats, Jean Baptiste Say, Bastiat, Political Economy in America previous to Henry C. Carey, the Carey School of Political Economy, American Economics since Henry C. Carey, the National Banking System, the Income Tax, the Financial History of the United States during the Civil War, Effects of the Eeduotion of the Internal Eevenue Taxes upon the Baltimore Consumer, the Finan- cial History of Baltimore, Finances of Kentucky, Finances of Pennsyl- vania. Among undergraduate efforts have been discussions of the Formation and Growth of Capital, Eent, Wages, Interest, Bimetallism and Monometallism, Communistic Experiments in the United States, Independent Treasury, Direct and Indirect Taxation. 757 ED, NO. 2 14 CHAPTER VII. HISTORY m COLLEGES FOR WOMEN. I. Vassae College. President James M, Taylor has furuislied the following statement : "The college was founded in 1861, and was designed, in the founder's words, 'to accomplish for young women what our colleges are accom- plishing for young men.' It aims to give a thorough collegiate educa- tion, and its present equipment enables it to offer that to its students. It has thirteen professorships and a large corps of assistant teachers, extensive cabinets, a finely equipped astronomical observatory, a chemi- cal and physical laboratory with its own endowment, a library of fifteen thousand volumes, which has a permanent fund for its increase, an art gallery, a school of music, and a school of painting. "The chairs of classical languages, and physics and chemistry, are en- dowed, and that of astronomy is in part endowed. Other endowments are for the use of the library, cabinets, and art gallery, for the aid of students, and for repair and maintenance of the foundation. The cur- riculum is, in general scope, like that of our leading colleges. "The college has not yet had a distinct chair of history. History has been taught to the senior class by the president,, and the attempt has been made to atone for the lack of special instruction by particular attention to the subject on the part of our classical teachers and our professor of English. Much more has thus been done than would be suggested by the statement that we have no department of history. I cannot say what methods have been followed by my predecessors." Dr. S. L. Caldwell, the predecessor of President Taylor, conveyed to the writer of this report the following information, dated May 15, 1885: "It has fallen to me in defect of a special teacher to give instruc- tion in history. I send you a conspectus which I have prepared for the help of the students, and which is also used by some candidates for the second degree in a post-graduate course. This indicates the ground covered, of course not with any great thoroughness. My purpose has been to furnish the senior class with an outline or sketch to be filled in by subsequent reading, endeavoring to initiate them into the 210 STUDY OP HISTORY IN AMERICAN COLLEGES. 211 proper methods of studying history. The conspectus indicates the sources which they may use, having first grasped the general course, which endeavors to trace the continuity of mediaeval and modern his- tory, finding its sources in the Eoinan Imperial Period. Of course they can go further back if they choose, having begun with the Eomau Empire and the Teutonic Invasions, out of which modern Europe and America issue. "As yet, with such inadequate provision for teaching history, nothing has been done in political science except as connected with ethics and political economy. This I consider quite a defect even in a collegiate course for young women, and I hope something may be done to remedy it at some time." The conspectus of a course of reading in history, mediaeval and mod- ern, by President Caldwell, comprises thirteen pages of well-selected authorities, arranged for long or short courses upon such great topics: the Roman Empire; the Rise and Growth of the Christian Church; the Middle Ages; thelfew Nations and Their Invasions; the Rise of Moham- medanism and the Saracen Invasions; the Papacy and Empire; Feudal- ism; Monasticism; England; the Saxon, Danish, and Norman Inva- sions; the Crusades; the Ottoman Power; Italy and the Renaissance; the Papal Schism, General Councils, &c. ; Modern Europe; the Protes- tant Reformation ; the Reformation in England ; England after the Plan- tagenets; the French Revolution ; American History. These topics indicate the range of class instruction under President Caldwell, who wished his students to supplement class- work by private reading. The list of books was made partlj^ with reference to the resources of the Vassar College library and partly with reference to the convenience and varied wants of large classes of students, some of whom were studying for the A. B. degree and some for the degree of A. M. "As to the j)resent status and my own plans," continues President Taylor, " I may add that I propose to make Mediaeval History the subject of study for the senior class ; and it will be a required study this year. I shall use Guizot as my text-book, but shall also lecture indepen- dently, and shall require much collateral reading and much essay work. I should add that I propose having some special worker on American History give a short course of lectures here during this year, dwelling on the turning points of our history. At present we require an ex- amination in United States History of all entering college, and recom- mend familiarity with students' histories of Greece and Rome. "Next year I hope to have the department organized and in charge of a iirofessor. Our requirements for admission in that case will be at once raised, and the prescribed courses of history will be placed in the early part of the course, giving us opportunities for electives in Ameri- can History and English Oonstitational History in the latter part," 212 CIRCULARS OF INFORMATION FOR 1887. The recent appointment of Miss Salmon, fellow in history at Bryn Mawr, 1886-'87, and A. M. of the University of Michigan, 1883, to teach history at Vassar College will doubtless result in the satisfactory re- organization of the entire department. Advance sheets of the catalogue for 1887 announce the following courses in history for 1887-'88: Freshman year, second semester, lectures on the History of Art, one hour weekly (elective) ; sophomore year, first semester, three hours (prescribed); Oriental, Grecian, and Roman History to 476 A. D. ; sophomore year, second semester, four hours (elective), History of the Eastern and Western Empires, Conversion of the North- era Nations, the Holy Eoman Empire, Crusades, Eenaissance, and Eefor- mation ; junior year, first and second semester, three hours (elective), History fromthe Eeformation through the French Eevolution, with a Sur- vey of Contemporary Europe ; senior year, first semester, four hours (elective), English and American Constitutional History ; senior year, second semester, three hours (elective), Political Economy. "The library facilities are fair. The of&cers of the institution have all had much interest in this department. Still such statements are relative, and we have not more than a fair collection of books bearing on history. We have, however, just recovered the use of our library fund, and shall add many other works at once. The library is open to all students, and the shelves are accessible to all. The students use it precisely as if it were their own private library. In our reading-room we have two or three American magazines of history. We have not yet a separate building with the facilities that that will give us." A view of the library interior of Vassar College, where much good work has been and is done in the reading of history, is shown in con- nection with the present chapter. Instruction in the use of the library is given at Yassar. II. WbLLSSLEY COLLEGB.l This popular institution for the higher education of young women was founded by Mr. Henry F. Durant. It was first opened to students in 1875. The college is beautifully situated in the town of Wellesley, in a large park of over 300 acres, upon a commanding site overlooking 1 Interesting facts concerning Wellesley College may bo found in au article upon the subject by Jean Kinoaid, published in Education, January, 1887; also, in an article on Wellesley College, by Dr. Alexander McKenzie, published in The Independent, Oc- tober 8, 1883. The annual calendars of the college describe in a felicitous way the various departments of tbe institution and contain charming illustrations of the col- lege buildings and sceLiio environment. For natural surroundings Wellesley, with its fine views aud beautiful lake (attractive for rowing ancl skating), is worthy of admiration. A good article upon Wellesley College may be fouud in the Boston Ad- vertiser, March 21, 1884. STUDY OP HlSTOfiY IN AMERICAN COLLEGES. 213 Lake Waban. The town is only 15 miles from Boston and upon the main thoroughfare of Massachusetts, the Boston and Albany Eailroad. Apparently retired from the world, it is well connected with all the helpful influences which make for the highest education. Wellesley College combines the best features of centralization and local government in its system of student life. There is one main build- ing, of the Vassar type, " 475 feet long, 150 feet wide at the wings, and five stories high." This central building is not only a dormitory for stu- dents and teachers, but ib also contains a chapel, libraries, lecture- rooms, laboratories, sttidio, offices, and dining-hall "capable of seating three hundred and seventy-five persons." Besides this spacious cen- tral building there are various cottages, where students who prefer a more quiet and domestic order of life can find it. There is a special building for graduates and special students taking advanced electives. Here, also, is greater seclusion than in the central building; here, too, are small dining-rooms for groups of students. The library of Wellesley College is described as " a light, spacious, alcoved room, two stories in height, handsomely finished in black wal- nut, and containing thirty thousand carefully-selected volumes. This collection was begun by the presentation of Mr. Durant's own private library of ten thousand volumes, and has since been increased by valuable gifts from various friends." Chief among the recent benefac- tors of the Wellesley College library is Prof. Eben Norton Horsford, of Cambridge, Mass., who lias established a fund for the supply of books and has made special contributions to the resources of the historical de- partment. Professor Horsford has also generously provided for profes- sorial vacations, to be enjoyed after a given period of service; and he has placed Wellesley in advance of every other college in the country by providing pensions for retired teachers who have served a given number of years. One remarkable and very progressive feature of library administra- tion at Wellesley College is the distribution of a certain class of books in the class-rooms and laboratories for instant reference. This method has been found highly advantageous both at Wellesley and at the Johns Hopkins University. Where the method conflicts with the interests of the general library or other departments duplicate collections should be purchased, presented, or secured by class-philanthropy. An interesting feature of student-organization at Wellesley is a de- bating society conducted after the model of the English House of Com- mons. This experiment was first essayed by undergraduates in the Johns Hopkins University, but, judging from published reports,^ the young women of Wellesley have developed the idea in a highly' dramatic and realistic form. They impersonate well-known characters in English politics, and evidently find as much amusement in i>arliamentary pro- 1 See The Courant, Wellesley, Mass., February Id, 1887, Parliamentary Summary (a la Tbe Times). 214 CIRCULAES OF INFORMATION FOR 1887. ceclare as do Harvard stadents in private theatricals. Aside from tbe charm of novelty and entertainment, this kind of debating society at Wellesley tends to acquaint girls not oidy with parliamentary forms and institutions, but with the actual significance of such great problems as the Irish question. In Baltimore the boys stick to American political questions, but employ the English procedure of the House of Commons because it is convenient for purposes of debate and affords great sport for the opposition as well as for the ministry and party in power. It is, of course easy to ridicule this sort of political play, but it is quite as legitimate as moot-courts; it is an object-lesson in politics, almost as instructive and entertaining as a night-scene in Congress or in the House of Commons. ' The following account by Mrs. Mary Sheldon Barnes' describes the early development of historical work at Wellesley College : " 3ome history was taught at Wellesley before I went there in 1877; but the department was not organized until the fall of that same year. The only conditions imposed wejre that the study should extend through- out the course^ that the professor or instructor should meet the classes once a week, and that not more than two hours a week of individual work should be required. This gave approximately forty hours of class- room work for each student each year, or one hundred and twenty hours of attention. No part of the course was to be elective. All this wus determined by Mr. Durant. ' ' Very few students entered well read in this subject. It was therefore thought best to give our attention during the first three years to a gen- eral course, devoting the freshman year to Greek, the sophomore to Eoman, the junior to Mediaeval and Modern History. This left the senior year free for special studies, and the special study chosen for the first and only senior class under my care was the development of the British Constitution. '•The classes when large were divided into sections, so that the num- ber of each class or section should not exceed twenty. The excellent library, full sets of illustrative maps, and photographs were freely ac- cessible to the students. "From the beginningno set text-book wasemployed. During the first three years every week a number of pages of material, prepared from original sources, were copied by the electric pen, and a copy was placed in the hands of every student. Accompanying this material a dozen or more problems were set requiring independent and original thought on the part of the individual, and as much additional reading was sug- gested and encouraged as possible, especially from contemporary liter- ature. During these first three years the classroom hour was largely devoted to conversation and discussion. Every student^ was encouraged to express fully and freely the results of her own private work. These were criticised and compared with the results reached by the other ' Author of Sheldon's General History. I. STUDY OF HISTOHY IN AMERICAN COLLEGES. 215 members of the class. Before the topic in hand was left the results were all summarized and placed on the blackboard in tabular form. Each student kept a note-book, into which she entered these tabulated summaries, for the contents of which each student was responsible on examination. During the freshman year these summaries were mostly made for the students ; but as time went on they were required not only to work out their own results, but more and more to generalize and average them. "In the senior year we left this general course and method and entered upon a careful, thorough, and detailed study of the British Con- stitution, using Stubbs as our guide. Every collateral authority within our reach, was read and discussed. The work was done by periods and topics and our results summarized at the close of each part of our study. Our forty hours being necessarily abridged by the interruptions of the senior year, we were far from completing our task. We had, however, accomplished what we had resolved upon, namely, a thorough and scholarly treatment of the subject so far as we pursued it. " Throughout the course the work in history aimed to do two things : First, to give the students information enough to give them a clear in- tellectual appreciation of the general development and characteristics of European history ; second, to train them to think and feel histori- cally, to deal thoughtfully and sympathetically with historic fact. Whether the first aim was accomplished I cannot say ; that the second was abundantly and satisfactorily attained may, perhaps, be believed. I cannot, however, forbear to add that experience has taught me how to fulfil both far more comijletely." The foregoing account by Mrs. Mary Sheldon Barnes is well supple men ted bj' the following report from Miss Coman, who is now in charge of the historical department at Wellesley : " College work in history was begun in the fall of 1876 under the di- rection of Professor Mary D. Sheldon, B. A. (University of Michigan), 1874. At that time the study of history was required throughout the college course under the 'weekly' system — i e., one recitation per week. The courses offered were as follows : Freshman year, History of Greece; sophomore year. History of Eome ; junior year, study of mediaeval in- stitutions ; senior year, development of modern ideas of social and po- litical life. " Miss Sheldon's methods are very well illustrated by her • Studies in General History.' The work was done as far as possible from original materials. " The students were furnished with suggestive outlines of political history and methods of government, with extracts from literature, laws, charters, &c., with illustrations of typical art and architecture. They were taught to observe, to draw conclusions, to recognize the signifi- cance of events. 216 CIRCULARS OF INFORMATION FOR 1887. " Miss Alice E. Freeman, B. A. (University of Michigan), 1876, was called to the chair of history in 1879, and retained that position until the autumn of 1885. Miss Freeman secured a radical change iu the ar- rangement of the required work in history and offered several elective courses. " The required work was as follows : " Freshman year : One recitation per week ; lectures in Grecian and Eoman History. '• Junior year: Two to three recitations per week; lectures and library work in the history of civilization. " The elective work comprised five courses of a semester each, three hours per week. " I. Political History of England. " II. Political History of i;rance. " III. Political History of Modern Europe. " TV. Constitutional History of England. " V. Constitutional History of the United States. " Much attention is still given to original materials, but larger require- ments are made from students io the way of library work. Tabular views still fulfil the oifice of text-books, and a detailed list of references for each topic is placed in the hands of the students. The usual ar- rangement of a tri- weekly course is a lecture and two recitations each week, the young ladies being expected to present iu recitation the re- sults of their study. We secure original and independent work by assigning topics for special investigation to individual students. We secure a solid foundation of facts and a valuable basis for future work by requiring that a concise and systematic record of work be kept in note-book form. " T have been in charge of the department since the fall of 1885. My assistants are Miss M. B. F. Eoberts, B. A., M. A. (Cornell University), 1880 and 1884, and Miss M. A. Knox, of Elmira College. The impor- tant changes made during my administration are as follows : " I. Grecian and Eoman History have been placed among the require- ments for entrance examination and the lectures of the freshman year discontinued. " II. A course in the Principles of Political Economy has been under- taken by the department. "III. The work in Constitutional History has been considerably ad- vanced. " (a) The course in the History of Civilization or some equivalent is a prerequisite. " (6) Students are trained to independent work. Tabular views are furnished the students, but no preliminary lectures are given. " The authorities are Stubbs, Hallam, and May for English, and Ban- croft, Hildreth, Yon Hoist, &c., for United States History. Origina] sources : Select charters, Congressional debates, speeches, «&;c. Sl'UDY 01? IIISfOEY IN AMeKICAN COLLEGES. 2l7 " (c) These are presented, involving detailed investigation and syn- thetic thought. "((?) Illustrations of Methods of Parliamentary Procedure have been arranged with good success. "Last year we debated the home-rule question in Parliamentary form. A hall was fitted up in imitation of the House of Commons ; the speaker and sergeant-at-arms appeared in costume. The three parties, with their leading members, were spiritedly represented. The bill was read, debated, and put to vote. A division was taken on it with a result that would have been gratifying to Mr. Gladstone. The right of nullifi- cation was also debated according to Senatorial procedure. " The number of students at present (1886-'87) in this department : Constitutional History 27 Modern History .- 9 History of Civilization 98 Englisli Political History - S'5 Eesident graduate students 2 Non-resident graduate students 11 " It is proposed to offer the following additional electives for the com- ing year: A study of Ancient Civilization ; European History since 1789 ; Practical Problems in Political Economy. '• The distinctive features of our work at Wellesley are : " I. The substitution of tabular views and library references for text books. " II. The large amount of library work done by students. " The number of historical works in our library is as follows : Vols. History ;.. 2,70U Biography 1,600 Travels 8.50 Sociology 850 Total 6,000 ^^Periodicals. — American Magazine of History ; Papers of American Historical Association ; Johns Hopkins University Studies ; Quarterly Journal of Economics ; beside thirty-six general periodicals and twenty- three daily or weekly papers. " The books and papers are as immediately accessible to the students as they would be in a private library. " III. The amount of individual attention given to students. Our large teaching force enables us to divide our classes into small sections- There are never more than thirty students in a section." III. Smith College. Smith College is an excellent institution foe the higher education of young women. It was founded in Northampton, Mass., in the year 1875, by the bequest of Miss Sophia Smith, a near kinswoman of the 218 Circulars Di* iNFOfiMATtON FOfi i887; founder of the Smith charities in the same town, which is one of the most remarkable in New England for its institutions of philanthropy, the college stands upon a charming site, the very acropolis of the city, and is one of the best illustrations that the writer has ever seen of the ad- vantages of a municipal environment in the higher education of women. The same contest of town site versus country seclusion, which was suc- cessfully fought out by the Johns Hopkins University in Baltimore, was still earlier settled by the trustees of Smith College in. Northampton, Mass. It was a victory more noteworthy, perhaps, than men thought at the time it was won, for it meant tJie triumph of society over the cloister; it meant the growth of a college for women amid all the advantages of a healthful, well-regulated community, with churches, libraries, book- stores, and all the conveniences and refinements of civilized life. Very significant also of modern educational progress was the substitution of the cottage system^ for thedormitory system, or the home for thecloister. Instead of having one great abbey or convent for guarding the flock. Smith College from the outset distributed its students in cottages and family groups, each in the charge of a cultivated lady, having her own parlors and domestic establishment. The proximity of the college to the home life of Northampton offers further means towards completing the transition from mediaeval to modern, from artificial to natural, modes of student living. The institution now has well-organized departments in the languages, ancient and modern, mathematics and the sciences, history and political science, philosophy, art, music, &c. The first instruction in history was given by a lady teacher. Miss Humphreys, who taught entirely by text-books. From 1878 to 1881, inclusive, history was taught at Smith College by H. B. Adams, of Johns Hopkins University, who spent the spring term of each year lecturing at Northampton. His recollections of that phase of historical work at Smith College are here reprinted from Dr. G. S. Hall's Pedagogical Library, Yol. I, " Methods of Teach- ing and Studying History," pp. 115-122: "The study of history was pursued by four classes in regular grada- tion, somewhat after the college model. The first, corresponding to the 'freshman' class, studied oriental or ante-classic history, embracing the Stone Age, Egypt, Palestine, Phoenicia, the empires of Mesopo- tamia and ancient India. This course was pursued in 1879 by dictations and extempore lectures on the part of the teacher, and by independent reading on the part of the pupils. The first thing done by the teacher in the introduction to the history of any of the above-mentioned coun- tries, was to explain the sources from which the history of that country was derived, and then to characterize briefly the principal literary works relating to it, not omitting historical novels, like Ebers' "Egyp- ' Upon this point aiiO. upon tbe general characteristics of Smith College, see Miss M. A. Jordan's interesting and illustrated article on " Smith College," in the New England Magazine and Bay State Monthly, January, 1887, STUDY OF MISTOHY in AMERICAN COLLEGES. 219 tiaii Princess,' or ' Uarda.' Afterwards the salient features in Egyp- tian history, for example, were presented hy the instructor, under distinct heads, such as geography, religion, art, literature, and chro- nology. Map-drawing by and before the class was insisted upon ; and, in connection with the foregoing subjects, books or portions of books were recommended for private reading. For instance, on the 'Geog. raphy of Egypt,' fifty pages of Herodotus were assigned in Eawlinson's translation. This and other reading was done in the so-called 'Eef- erence Library,' which was provided with all the books that wei-e recom- mended. An oral account of such reading was sooner or later demanded from each pupil by the instructor, and fresh points of information were thus continually brought out. The amount of positive fact acquired by , a class of seventy-five bright young women bringing together into one focus so many individual rays of knowledge, collected from the best authorities, is likely to burn to ashes the dry bones of any text-book and to keep the instructor at a white heat. "As an illustration of the amount of reading done in one term of ten weeks by this class of beginners in history, the following fair specimen of the lists handed in at the end of the academic year of 1879 is ap- pended. The reading was, of course, by topics: EGYPT. " Unity of History (Freeman). Geography (Herodotus). Gods of Egypt (J. Freeman Clarke). Manners and Customs (Wilkinson). Upper Egypt (Klunzinger). Art of Egypt (Liibke). Hypatia (Kiugsley). Egyptian Princess (Ebers). PALESTINE. " Sinai and Palestine, 40 pages (Stanley). History of tlie Jews (extracts from Joaephus). Tlie Beginnings of Christianity, chap. VII (Fisher). Religion of the Hebrews (J. Freeman Clarke). PHCENICIA, ASSYRIA, ETC. ■'Phoenicia, 50 pages (Kenrick). Assyrian Discoveries (George Smith). Chaldean Account of Genesis (George Smith). Assyrian Architecture (Fergusson). Art of Central Asia (Liibke). " In the second, or ' sophomore' class, classic history was pursued by means of the History Primers of Greece and Eome, supplemented by lectures and dictations, as the time would allow. The junior class studied: mediaeval history in much the same way, by text- books (the Epoch Series) and by lectures. Both classes did excellent work of jts kind, but it was not the best kindj for little or no stimulus was given 220 OIECULARS OP INFORMATION fOK 1887. to original research. And yet, perhaps, to an outsider, fond of old- fashioned methods of recitation, these classes would have appeared better than the first class. They did harder work, but it was less spontaneous and less scientific. The fault was a fault of method. " With the senior class the topical method was tried with marked suc- cess. With text-books on modern history as a guide for the whole class, the plan was followed out of assigning to individuals subjects with ref- erences for private reading and for an oral reportof about fifteen minutes' length. The class took notes on these reports or informal student-lect- ures as faithfully as on the extended remarks and more formal lectures of the instructor. This system of making a class lecture to itself is, of course, very unequal in its immediate results, and sometimes unsatis- factory; but, as a system of individual training for advanced pupils, it is valuable as a means both of culture and of discipline. Contrast the good to the individual student of any amount of mere text-book memo- rizing or idle note-taking with the positive culture and wide acquaintance with books, derived in ten weehs from such a range of reading as is indi- cated in the following honafide report by one member of the senior class (1879), who afterwards was a special student of history for two years in the "Annex" at Harvard College, and who in 1881 returned to Smith College for her degree of Ph. D. First are given" the subjects assigned to this young woman for study, and the reading done by her in prepa- ' ration for report to the class ; and then is given the list of her general reading in connection with theclass-work of tlie term. Other members of the class had other subjects and similar reports: I. — SUBJECTS FOk RESEARCH. " 1. Anselm and Eoseellinus. Milman's Latin Cliristianity, Vol. IV, pp. 190-225. TJeberweg's History of Philosophy, Vol. I, pp. 271-385. "2. Platonic Academy at Florence. Eoscoe's Life of Lorenzo di Medici, Vol. I, p. 30 et seq. Burckhardt's Renaissance, Vol. I. Villari's Machiavelli, Vol. i, p. 205 et seq. "3. Colet. Seebohfti's Oxford Reformers. "4. Calvin. Fisher's History of the Reformation (Calvin). Spalding's History of the Reformation (Calvin). D'Aubign(5'8 History of the Reformation, Vol. I, book 2, chap. 7. " 5. FredericTc the Great. Macaulay's Essay on Frederick the Great. Lowell's Essay on Frederick the Great. Enoy. Brit. Article on Frederick the Great. Menzel's History of Germany (Frederick the Great). Carlylo's Frederick the Great (parts of Vols. I, II, III). "6. Eesults of the French Eevolution. French Revolution (Epoch Series). STUDY OF HISTOKY IN AMERICAN COLLEGES. 221 II.— GENERAL BEADING. " Roscoe's Life of Leo X (one-half of Vol. I). Mrs. Oliphant's Makers of Florence (on catlieclral builders, Savonarola, a Private Citizen, Michel Angelo). Symonds' Renaissance (Savonarola). Walter Pater's Renaissance (Leonardo da Vinci). Hallam'3 Middle Ages (on Italian Republics). Benvenuto Cellini's Autobiography (about one-half). Burcthardt's Renaissance (nearly all). Vasari's Lives of the Painters (da Vinci, Alberti). Lowell's Essay on Dante. Carlyle's Essay on Dante. Trench's Mcdifeval Church History (Great Councils of the West, Hues and Bohe- mia, Eve of the Reformation). Fisher's History of the Reformation (Luther). White's Eighteen Christian Centuries (16th). Macaulay's Essay on Rauke's History of the Popes. Lecky's European Morals (last chapter). Seebohm's Era of the Protestant Revolution. Fronde's Short Studies on Great Subjects (studies on the times of Erasmus and Luther, the Dissolution of the Monasteries). Spalding's History of the Reformation (chapter on Luther). Carlyle's Essay on Luther and Knox. Hosmer's German Literature (chapters on Luther, Thirty Years' War, Minne- singers and Mastersingers). Gardiner's Thirty Years' War. Morris's Age of Anne. George Eliot's Romola.(about one-half). Hawthorne's Marble Faun (parts). " It is but fair to say in reference to this vast amount of reading that it represents the chief work done by the above-mentioned young lady during the summer term, for her class exercises were mainly lectures requiring little outside study. The list will serve not merely as an illustration of senior work in history at Smith College, but also as an excellent guide for a course of private reading on the Eenaissance and Eeformation. No more interesting or profitable course can bo followed than a study of the Beginnings of Modern History. With Symonds' works on the Eenaissance in Italy, Burckhardt's Civilization of the Period of the Eenaissance (English translation), and Seebohm's Era of the Protestant Eevolution (Epoch series) for guide-books, a college instructor can indicate to his pupils lines of special investigation more grateful than text-book 'cramming,' more inspiring than lectutes or dictations. The latter, though good to a certain extent, become dead- ening to a class when its members are no longer stimulated to original research, but sink back in passive reliance upon the authority of the lecturer. That method of teaching history which converts bright young pupils into note-taking machines is a bad method. It is the construc- tion of a poor text-book at the expense of much valuable time and. youthful energy. Goethe satirized this, the fault of German academic instruction, in Mephistopheles' counsel to the st'-ident, who is advised 222 CIECULAES OP INFORMATION FOR 1887. to study well his notes, in order to see that the professor says nothing which he has not said already : " Damit ihr nachher besser seLt, Dass er nichts sagt, als Tvas im Buche steht; Dooli eucli des Schrfsibeus ja befleisst, Als dictirt' euoli der Heilig' Geist ! "The simijle- minded student assents to this counsel, and says it is a great comfort to have everything in black and white, so that he can carry it all home. But no scrap-book of facts can give wisdom, any more than a tank of water can form a running spring. It is, perhaps, of as much consequence to teach a young person how to study history as to teach him history itself. "The above notes were written in the summer of 1879, and were pub. lished in October of that year, after the author's return to Baltimore. Subsequent experience at Smith College, in the spring terms of 1880 and 1881, when the lecturer's four years' partial connection with Smith College terminated, showed the necessity of a reference library for each class, the resources of the main collection in the reading-room having proved inadequate to the growing historical needs of the college. In- stead of buying text-books, the members of each class, with the money which textbooks would have cost, formed a library fund, from which a book committee purchased such standard works (often with duplicate copies) as the lecturer recommended. The class libraries were kept in places generally accessible; for example, in the front halls of the "cot- tage" dormitories. Each class had its own system of rules for library administration. Books that were in greatest demand could be kept out only one or two days. The amount of reading by special topics accomplished in this way in a single term was really most remarkable. Kote-books with abstracts of daily work were kept, and finally handed in as a part of the term's examination. Oral examinations upon read- ing, pursued in connection with the lectures, were maintained through- out the term, and, at the close, a written examination upon the lectures and other required topics, together with a certain range of optional subjects, fairly tested the results of this voluntary method of historical study. The amount of knowledge acquired in this way would as much surpass the substance of any system of lectures or any mere text-book acquisitions as a class library of standard historians surpasses an in- dividual teacher or any historical manual. This method of study is practicable in any high-school class of moderate size. If classes are generous, they will leave their libraries to successors, who can thus build up a collection for historical reference within the school itself, which will thus become a seminary of living science." The present character of historical instruction at Smith College is thus described by Professor John B. Clark, who now represents a vvell developed department of historical and political science : " The course of instruction in history offered at Smith College extends through eight terms, requiring, during each term, about two hours a STUDY OF HISTORY IN AMERICAN COLLEGES. 223 week of work in tlie class-room, which implies about six hours per week of actual study. Of these subcourses three are now devoted to ancient history, one to mediiBval, and four to modern. They are coasecutiyely arranged, the freshmen beginning with Grecian History, and the seniors ending with the Kecent History of Europe and the Political History of the United States. " The method pursued in volves the use of some text-books and of xoany books of reference ; it depends, however, chiefly upon lectures, which extend throughout the course. Of the subcourses the first three are required of all students in the classical department, and the remainder are elective. Somewhat more of historical study is required of students pursuing the Literary course, and somewhat less of those pursuing the Scientific. "In addition to the instruction given in the historical department itself, there are provided courses of lectures in the History of Art and of Literature, most of which are open to all the students. Lectures are also given, in the French language, on the Early History of Frauce. By relying in part on the assistance thus afforded by supplementary courses, the instructor in General Hislory is enabled to use the time allotted to him mainly for the study of the political development of ancient and modern states. The chief aim is to enable the student to view intelligently the political events now taking place. To this end the time and labor devoted to specific periods increases as the end of the course is approached. Modern History is studied more minutely than Mediaeval, and Eecent History more minutely than the Early Modern., The culmination of the course, in so far as European History is concerned, consists in the study of tbe develoi)ment of popular gov- ernment in France, and of national unity in Germany and Italy. "Although the most that can be done within the limits of a college course is to make a selection from the mass of materials embraced in general history, it is the aim of the instructor to incite the students to pursue courses of reading which, as carried out, to some extent before graduation, but more afterwards, may give a somewhat adequate knowl- edge of the events of the past and the tendencies of the present. " The materials for historical work, though fairly adequate for what is attempted, are less ample than it is expected that they will be in the near future. An endowment, now amounting to $367,000, given to the • city of Northampton by the late Judge Charles E. Forbes, will, in a short time, be available for the establishment of a public library, in ad- dition to the one which the city now possesses. The library facilities upon which, in the meanwhile, the students depend consist of a refer- ence library of somewhat over 5,000 volumes, belonging to the college, and a circulating library of about 21,000 volumes, belonging to the city. The books in these collections have been carefully selected, and are well adapted to the student's nee4s, They a,T^ constantly used, and have 224 CIRCULARS OF INFORMATION FOR 1887. afiforded, if not facilities for original research, at least the means for at- taining that insight into modern political events which it is the aim of the course to secure." IV. BeYN MAWR OOLLEGE.l . Bryti Mawr College, for women, was founded and richly endowed by a member of the Society of Friends, Dr. Joseph W. Taylor, of Burling- ton, New Jersey, who died in 1880. During the latter part of his life j)lans for the college were thoroughly discussed. He visited in person Smith, Vassar, and Wellesley, and endeavored to combine the best features of all three. The site of the proposed college was chosen at Bryn Mawr, a Welsh name meaning high land. It is a beautiful sub- urban region near Philadelphia, with which it is closely connected by the Pennsylvania Eailroad. The place is in the world and yet not of it — an ideal position for all scholarship. Eural, yet metropolitan, Bryn Mawr is one of the happiest combinations. With the health and charm of country life it has the conveniences of a great town — libraries, museums, art, and social connections. It has a background of wealth and family clientage in Philadelphia, where the Society of Friends has always been influential. Bryn Mawr, which was opened to students in 1885, adopted the " cot- tage-system "' of Smith college, with all that could be learned from the jnore centralized life and administration of other institutions. It has. borrowed its most striking academic features from the Johns Hopkins University, notably the " group system " of combining undergraduate studies. This system, to which Bryn Mawr first gave a felicitous name, promises to reconcile the new idea of electives with the old idea of a re- quired course by opening up a variety of curricula, any one of which insures a liberal education and leads to the A. B. degree, while afford- ing the candidate special training in a group of at least two congenial subjects, for example the two classics, history and political science, physics, and chemistry, mathematics and one of the classics. What- ever curriculum the candidate elects, he is bound to have two years of English studies, a knowledge of the modern languages, and a fair ac- quaintance with natural science, history, and philosophy, in addition to two years' special training in two major courses, which constitute the so-called " group." In this novel system there are required studies, in connection with an elected group, and a certain number of free electives. The whole system is one of remarkable elasticity, symmetry, and power. 1 Information on Bryn Mawr College may bo found in tbo Proceedings of Conferences on Education in the Society of Friends, iu 1880 ; in the addresses at the inauguration of Bryn Mawr College, 1885 (James Russell Lowell and President D. C. Oilman were among the speakers) ; in programmes of Bryn Mawr College ; and Bryn Mawr College for "Woman, an article by Miss Kitty M. Gage, A. M., published in Education, SepteiU: ber, 1886. mmti STUDY OF HISTORY IN AMERICAN COLLEGES. 235 It prevents one-sided siiecialization, which may result from courses ab- solutely elective; and, on the other hand, it prevents cast-iron results, which sometimes come from forcing students into the same educational mold — the old-fashioned required course. Before Bryn Mawr was organized there was the most careful inquirjr on the t)art of its friends and trustees as to the best methods of proced- ure. Visits were made again and again to the most suggestive centers of educational experiment. The advice' of college presidents was ob- tained and printed, notably that of President L. Clark Seelye, of Smith College, Northampton, and President D. C. Gilman, of Baltimore. Most interesting and profitable discussions of the Bryn Mawr prob- lem were held at an educational conference in the Society of Friends. The appointment of Dr. James E. Ehodes as president of the college and of Miss M. Carey Thomas, Ph. D., as deau of the faculty and pro- fessor of English, in 1884, brought all this inquiry to a focus. The best experience of the Old World and of the New was combined by Miss Thomas, who had studied at Cornell and Johns Hopkins Universities, at Leipsic, Zurich, and Paris. She took the doctor's degree in the Uni- versity of Zurich with the highest honors. Perhaps the most significant and promising feature of Bryn Mawr College is the high character of its faculty. Every member has been chosen because he or she was thoroughly fitted for the place. This recognition of the fact that specialization is needed in the. education and choice of teachers for young women as well as young men is a most hopeful sign. Already Bryn Mawr is in position to develop graduate courses of instruction and to promote the university idea, or the very highest education of young women in America. The attitude of Bryn Mawr towards the study of history and political science is indicated by the following extract from the address of Presi- dent Ehodes at the inauguration of the college in 1885: "Perhaps no change in modern collegiate instruction has been more amply justi- fied than the greater importance given to history and to political and social science. From the beginning of the organization of Bryn Mawr it has been a matter of solicitude that history should be so taught here as to bring into prominence the great laws which underlie historic movements and events, and to display the moral lessons they afford. History gratifies and develops a literary taste, and concerns itself with that subject of paramount interest, human life." The early appointment of Woodrow Wilson, fellow in history at the Johns Hopkins University, to represent history and political science at Bryn Mawrwas a recognition of special attainments already marked, although at the time of his election Mr. Wilson's doctor's thesis on "Con- gressional Government" had not yet been published. This remarkable ' The suggestions of Presidents Gilman and Seelye are printed in tbe Proceedings of a Conference in tbe Society of Friends, held at Haverford College, Pennsylvania, July 6-7, 1880, pp. 74-90. 757 P,D, NO. 2 15 226 CIRCULARS OF INFORMATION FOR 1887. volume has already passed through several editions and has been pronounced the ablest contribution to American jjolitical science since the Federalist. Eeaders of the book -will be convinced that Bryn Mawr has a promising department of historical and political science. The following account of its preliminary organization and first year's work is by Dr. Wilson himself: "The requirements for entrance are, the outlines of the histories of England and the United States, or the outlines of the histories, of Greece and Eome. Students who expect to enter the classical courses are ad- vised to offer Greek and Eoman history ; all others are advised to offer English and American history. "The major course in history runs through two years, five hours a week. One year is devoted to ancient history, the other to mediaeval and modern. Either year may be taken as a minor course. " No attempt is made to cover the field of general history. The his- tories of Greece and Eome are taken as representative of ancient his- .tory, those of France and England as representative of mediaeval and modern history, and it is the object of the instruction to make the stu- dents quite familiar with the development of these representative states. Constant text-book drill is combined with frequent lectures; and it is the aim of the lectures to open out the horizon necessary for a real un- derstanding of the special tracts of history which are being traversed, by recounting the most important contemporary events in the histories of other countries, and by pointing out the chief and most memorable characteristics of the periods studied, as well as the philosophical con- nection of leading facts and tendencies. Lectures are also made use of to group and explain facts separated in the narrative of the text-book, and, in doing so, to keep the student mindful of the broad views of his- tory to which the events in the lives of individual nations stand related. Eecitations and lectures are supplemented by reports from members of the class on topics assigned (with bibliographical references) by the in- structor. "The work in Greek and Eoman history is so conducted that the two histories are carried forward simultaneously, alternating with each other week by week, in order that the histories of the two countries may run parallel up to the point where Greek history is merged in Eoman by conquest, with a view to enable the student when reading or when hearing lectures to perceiv e for herself contrasts or likenesses. It is intended to follow a similar plan with French and English history hereafter. " In the course on Greek history lectures are given on such topics as the CO nstitutional reforms of Solon and Clisthenes, the causes of the Persian invasion, the character and influence of the Confederacy of Delos, etc. As the history of the popular states of Greece turns largely upon the individual characters and influence of leading men, class reports concern principally the antecedents, lives, and work of the chief statesmen, dramatists, and orators. STUDY OF HISTORY IN AMERICAK COLLEGES. 227 " The lectures ou Eomaa history develop such topics as the sources of Eoman history, the causes, meaus, ends, and effects of Eoman con- quest, Eoman provincial administration, agrarian troubles and reforms, etc. Text-book drill is made more prominent in this course than in that on Greek history, because, the internal history of Eome hinging so largely, down to the time of the empire, on class struggles and conse- quent legal and constitutional reforms, it is thought that an adequate knowledge of the development of the state can be gotten in no other way, "The courses in ancient history are concluded and rounded out by lectures covering the period from the fall of the Western Empire to the establishment of the Empire of Charles the Great. "In the second year three hours a week are given to English and French history throughout both semesters ; two hours a week are de- voted to lectures on American history during the first semester ; and the same amount of time to lectures on the Italian Eenaissance and the German Eeformation during the second semester. "In the course on English history text-book work is subordinate. The lecturers aim for the most part to throw light on the leading ques- tions in the England of to-day. They treat, therefore, of the history of Ireland before and since the union with England and of the circum- stances attending the consummation of that union ; the history-of the House of Lords, and of the Peerage ; the history of the English Church; the history of representation in Parliament ; the tariff; colonial govern- ment ; the union with Scotland ; the land laws and their effects on Eng- land and on Ireland, and other like topics ; and text-book work is di- rected in these lines. "The history of the United States is also discussed in topical lectures. Amongst the topics chosen are these: English colonial policy; con- trasts in colonial life, manners, and institutions ; the foundation of the colonies; England vs. France and Spain in America; the Eevolution and its causes ; the Constitution ; history of political parties ; theMon roe doctrine; President Jackson ; the national bank ; the Mexican war; the westward migration ; the causes of the civil war ; the results of the civil war. " Each year's work is prefaced by a few lectures on the philosophy of history and the objects and methods of historical study. " The textbooks used are Spaith's History of Greece, Leighton's His- tory of Eome, Green's Short History of the English People, and the ' Student's ' History of France. "Once a week a meeting of the class is held, at which the instructor comments upon current events, i. e., upon the important news of the week. Attendance at this meeting is entirely voluntary. "Advanced lecture courses have not as yet been organized ; but ad- vanced work of a very thorough sort has been done by the two fellows in history,- so far appointed, and by one other graduate student. The 228 CIRCULARS OP INrOEMATlOl^ POR 1887. instructor guides this work and exercises a constant critical oversight of it. The topics taken up so far have been : The growth of Federal prerogative traceable in the decisions of the Supreme Court; the past and present colonial policy of Great Britain (studied from the contem- poraneous sources of each period) ; Eoman influences traceable in the institutions and laws of modern Europe ; race elements of the modern European nations. " The library facilities here are limited, so far as the college's own library is concerned, because that library is now only a year and a half from its first purchase of books ; but the libraries of Philadelphia, which are easily available, are very full of excellent materials on most topics in English and American history, and very free use has been iiiade of them for advanced work." CHAPTER VIII. AMERICAN HISTORY IN SCHOOLS, COLLEGES, AND UNl- VERSITIES.i By Francis Newton Thoepb, Ph. D., Fellow of the University of Pennsylvanic,. When the people of the United States realized that they were a na- tion, they began to study their own history. Lincoln, speaking to a gen- eration in arms for this nationality, said, " We are making history very fast." Before the war, our history was little studied in the West ; in the East and the South attention was chiefly given to colonial and local history. But during the national and international changes incident to the events of 1865, our history assumed a character of its own ; and the study of it was begun in a few higher institutions of learning. The nation had begun a new era, production was stimulated, interstate com- merce was fostered, immigration was encouraged, States were founded, hostile institutions were swept away, inventions in the arts, in the sci- ences, in the means of enjoying life were perfected. The whole country became intensely active in the promotion of every interest", and mate- rial progress was phenomenal. The effect continues to this day ; it is seen on every hand — in the life at the university, in the noisy life of the street. Our national life and our individual lives, show, both practi- cally and sentimentally, the effects of that mighty convulsion in the state which, a quarter of a century ago, ended the old era and ushered in the new. The Nation is a moral person ; its history is that of organic develop- ment. We are not first nor last; we come in the moral order of the world. There is, in the process of history, " an organic unity of the Di- vine idea ; and it holds a purpose in and through, and uniting the ages. * * * Thus it has been said, ' The history of the world cannot be understood apart from the government of the world.' " Bancroft and Hildredth are our historians, but our history is yet to be written. The revival of historical studies in our generation is a step toward that consummation — the production of a complete history of ' An article on " Instruction in American History," by Professor William F. Allen, of the University of Wisconsin, is to he found in the Wisconsin Journal of Education, vol. 4, No. 10 (October 10, 1874). Dr. Albert Bushnell Hart's paper on "Methods of Teaching American History " also deserves attention. It is published in Vol. I of the Pedagogical Library, edited by G. Stanley Hall, and published by D. C. Heath, Bos- ton, 1885.— H.B. A. 230 CIRCULAES OP INFORMATION FOR 1887. America. Docamentary history is tedious ; statistics are not men in action ; the record of the pulse is not the pulse. Politics, as commonly understood, forms only a part of our interests; we have neglected the study of our institutions. With what delight the history of the people of the United States by John McMaster has been read by his country- men, yet its original material was long neglected by historians. The study of American economics has changed our historical perspective, and material once considered useless has risen to great historical value. Our varied American life demands not merely some new thing, but things ; like Bacon, we seek for "fruit." Economics is a general expres- sion, in the vocabulary of affairs, for the causes of the wealth of nations. As a science it treats of man as a political being, and considers him in his relations to men and to things ; our economic history, commonly called " industrial," is as old as our political or our financial history, but it is not so well understood. REVIVAL OF HISTORICAL AND POLITICAL STUDIES. Perhaps the best lindication of the revival of economical and histor- ical studies from the dead past of speculation and rumor is the found- ing, recently, of the American Economic Association, and the revival of the American Historical Association ; the one, an association of the younger and many of the older, economists of the country, purposing to base doctrine upon facts, and facts upon scientific investigation of eco- nomic elements ; the other, similarly composed of men, young and old, whose object in association is "the promotion of historical studies," with a spirit active, creative, and national. Economics and history are two friends who arm in arm walk in the same path, the highway of the nation. It may be said that these two studies, history and economics, are important ones in the education of every American youth ; wlien they teach the whole truth they mirror the life of the nation. As the nation ages, its opinions concerning itself change. It desires to view itself from every point; it seeks to know its daily life, its institutions, their nature and their origin. To history and economics must be added biology as the third study of our day, and the methods of investigation in each of these are the same in principle — the study of life in action. k DEFECTS OF HISTORICAL INSTRUCTION IN OUR SCHOOLS. In most public schools, and in more than two hundred and fifty of our colleges, the study of American history is confined- to the study of a text-book. This has gone so far in our public schools that text-books, pushed into the schools by energetic publishers, have maintained their place, though later and better books are now obtainable. An examin- ation of the ordinary book of American history shows that about one- third of the volume is devoted to pictures, about two-thirds of the text to American history before 1789, and the remainder to the history STUDY OF HISTOEY IN AMERICAN COLLEGES. 231 of the United States ; few maps are inserted, and these are too often so inaccurate as to be useless. In this brief treatment of the history of the nation social history is omitted ; the text is the chronology of politics. In the public schools American history is not taught, on the average, above five recitations a week, thirty minutes being the time for a lesson, and the total amount of this study averages not over six months in the school-life of the child. In some town and city schools it is pursued by a few pupils in the high schools for one year, but this is usually in connection with the general history course. There are no special teachers of American institutions in American public schools. In these schools the prevailing method of instruction is as follows : The teacher assigns a fixed number of pages in the text-book to be memorized ; pupils repeat the text in recitation ; they are examined in the text, and the subject is dropped — usually willingly. This method prevails in large cities and in crowded schools, and is the sine qua non of every teacher who is compelled to hear lessons which he does not understand. It does not permit the use of different texts, because the teacher is required to get his pupils past a dreaded examination ; for if a certain minimum is not passed, the school board employs a new teacher to hear lessons. The result is that thousands pass from these schools with a brief mental incumbrance of names, dates, and isolated events. In later life this baggage proves valueless and is cast away, and t^e man knows that the public school did him very little good when it tried to teach him American history. In some public schools no text-book is used ; the teacher talks and pupils take notes. The teacher, not being a special student of history, talks text-book on a small scale. The notes of pupUs are disconnected statements swept together into a " table," which is memorized. The recitation is " the story " after the teacher, with unique variations by the child ; the text- book abridges the larger work, the teacher abbreviates the text-book, and the child abbreviates the teacher. The results are a meager amount of disconnected facts memorized by the pupil for a brief time, and in later life the man is painfully conscious of his ignorance of American history. Few public schools have libraries, and fewer a collection of historical books. Among them there is rarely a single book for reference in American history. Some teachers at times read to their classes selec- tions from standard writers. This is unusual ; time and the course for- bid it. The extract is only the expansion of a single line, and other lines are equally important. In rare instances the teacher, though not specially trained in history, is fond of it, and is then in danger of public criticism for not preferring arithmetic. He gathers a few war histories, biographies, and text-books sent him by careful publishers, and with tliese not ineffective tools he succeeds in teaching a few facts, though the principal one is that the books do not agree. 232 CIRCULAES OP INFORMATION FOE 1887. In some schools — and they are few in number — whose classes have access to libraries, public or private, the teacher prescribes readings from standard authors. Pupils report these orally or by brief quota- tions or digests of authors read. Usually there are not enough copies of the prescribed books in the library for each member of the class. Thus the reading is done by a few who take special interest. Some- times to avoid this the class is divided into committees that work uj) separate subjects and report results to the entire class. At stated times the teacher meets his class, and the results are worked together into a whole. The work is supplemented by the teacher with informal lectures. This is the first step in our preparatory schools toward the historical seminary. Children who are thus taught acquire a few ideas of Amer- ican history which will stand the test of truth and the trial of time. In later life it proves to have been an intelligeot introduction to a knowl- edge of American institutions. These three methods, the text-book, the " story," and the seminary, — represent the methods now in use in our preparatory schools. Inci- dental to them, but found only in the third, are class debates ; reading of historical tales and poems ; making maps in clay relief, or on paper in colors; collecting relics and curiosities ; seeing plays acted ; visiting museums and places of historic interest, and hearing lectures pertaining to the subject. Of the pupils in the public schools 80 per cent, never reach the high school and 95 jier cent, never reach college. Of those who enter college more than 25 per cent, never take a degree, and usually drop out be- fore the junior year. After a somewhat careful examination of the subject the conclusion is forced upon one that in these schools for ele- mentary instruction the study of American history, as at present con- ducted, is, with few exceptions, time wasted, money wasted, energy wasted, history perverted, and intelligent elementary knowledge of the subject prevented. It is merely mechanical, and is such a manufact- uring of opinion out of books that it is productive only of aversion to calm, unprejudiced examination of economic and historical questions daily arising in national life. We are sensitive on the subject of our public schools. They are " the people's university." We boast of them to foreigners and neglect them ourselves. Education is yet an affair of brick and mortar. Teachers and scholars are provided with build- ings, often costly and elegant in design, but usually lacking every kind of apparatus for the prosecution of the work of education. The little teaching of American history in them is too often of a petty political nature, a mere brief of elections, administrations, wars, and victories. But the real life of the people, as it is or has been, is not taught. The children know as little of the development of our institutions when they leave school as do the inhabitants of Lapland. The assertion that man is a political being is a plain statement, to most people, during a Presidential campaign ; but that men are political beings when no eleo- STUDY OF HISTORY IN AMERICAN COLLEGES. 233 tion is at hand meaus nothing to them. When it is known that our school population is 16,243,832, of which only 6,118,331 are in actual daily attendance ; that among 293,294 public teachers not one is for American institutions; that the children of the country remain in school, on an average, not over three years and a half; that only about one-fifth of those in the preparatory schools reach the high schools, only one-sixth the college ; that only one-fourth of this number com- plete a college course; that 60 per cent, of the pupils in our schools are girls ; that boys leave the school before they are eighteen years of age, and seldom attend school afterwards, the question becomes an impor- tant one whether our system of public education does what it ought to teach the children of the nation the history of our institutions to the end that the generation in the schools may become citizens and voters of intelligence. It is said by some that the incidental instruction from newspapers, magazines, books, lectures, sermons, and conversation is enough for training in citizenship. An answer to this is that technical instruction is the only instruction that counts in this world ; general information has little, if any, value compared with it ; everything about something, not something about everything, has been said, with much truth, to bo the desideratum in education. The tendency of the educational work of to-day is toward specialization. This may be our vast error, but it is our vast effort. SUGGESTIONS FOK IMPKOVBMENT. In our public schools American history should not be so taught as to load the memory of children with the barren records of elections, defeats, and martial deeds. Every American who becomes a true citi- zen enters upon responsibilities which he should have the privilege of studying before assuming. This is the just claim for American history as a study in the public school. That study should be at first chiefly geographical and sociological. The child should be able to see from consecutive maps how the nation has grown and has spread its power over this continent; he should be taught the social development of this people ; how they have founded States, built highways, railroads, canals, steamship lines; how our commerce has grown and why it has grown; what we require to support ourselves, and where and how we raise it ; what is the nature of our manufactures, and what the relations between employer and employ^. Above all, the child should be taught the homely facts of history as they are about him. The village is the first subject for study ; then the township, the city, the county, the State, the ligation. It is a just criticism, that in the public schools we learned nothing of this ; we learned nothing of the nature of the ordinary civil offlces. A child of ten years can understand the nature of the duties of auditor, assessor, tax-collector, councilman, mayor, and of other local 234 CIECULAES OF INFORMATION FOE 1887. officers. la every locality he may gather material for local history, and thus form a foundation for the study of the community, the county, and the State. If all who attempt to instruct in American history could understand that our history exists outside of Washington and State capitals, and teach what children most need knowledge of, developing in their minds by natural methods adapted to the child the history of the nation — historical knowledge would be a power of which the child in later_ life would be thankfully conscious. Pupils in history should be taught to make historical maps. A series of these maps, made to show the changes in America at intervals of ten j'ears, from the dis- covery of the continent to the present time, if drawn, or at least colored by the pupil, will impress upon him certain historical lessons that will remain with him. The maps found in the last census of the United States are the best authority easily accessible. Outline physical maps of the country may be drawn by the pupil or obtained from publishers. These outline maps should not show other than physical features, nor necessarily show present State boundaries ; the pupil will arrive at present boundaries as he proceeds in his historical constructions. HISTORICAL EEQUIEEMENTS FOE ENTEANCB TO COLLEGE. The introduction of the study of American history into the public schools resulted in the requirement of some knowledge of it from those coming up to college. The book usually designated by the faculty is one of " essentials," which the boy, by a process of mental cramming peculiar to candidates, carries loosely in his memory till he has un- loaded himself in an entrance examination. If he fails, he is not con- ditioned, because there is no way of removing the condition ; if he l)asses, he Straightway forgets his information, and usually never ^akes American history again, A condition in ancient or in modern Euro- pean history is a reality, and can only be removed by such systematic coaching as will satisfy a learned professor. The boy entering college is not obliged to know the outlines of the history of his own country, but he is obliged to know the outlines of Greek and Roman history. The reasons for examining a boy iu ancient history for admission to college apply equally toAmerican history ; there should be an intelligent study of our own history in our public schools, in our college preparatory schools, and an examination, that is not a fiction, for entrance iuto college. Of the two hundred and sixty-flve colleges and universities in this country the universities of Tale, Cornell, and Pennsylvania have chairs in American history ; the professorships at Cornell and at Yale are en- dowed ; at Harvard are special courses in A merican history, and at Wisconsin a specral instructor in this subject has recently been ap- pointed. Johns Hopkins, Columbia, and Michigan also provide courses in American history for undergraduates and post-graduates. STUDY OF HISTORY IK AMEEICAN COLLEGES. 235 AMEKICAN HISTORY AT YALE. At Tale the yearly courses for undergraduates are opeu to and are taken by both juniors and seniors uniting in the same exercises. The work of the iirst term of the year is in colonial history to 1765, Lodge's Short History being used as the basis for work. The exercises are mixed recitation and lecture ; the rest of the year is given to the next century. No text-book is used, but printed lists of topics for each exercise, with an appended detailed list of authorities to be consulted, aVe distributed. Means are provided for a ready use by all the class of these sources of information in a reserved alcove in the library. The work with grad- uates is not systematized but is individualized, the professor of Ameri- can history meeting with students once or twice a week through the year for discussions and reports on selected themes. He also marks out and supervises courses of reading, and directs students in the in- vestigation of special topics and in the preparation of theses (course given by Professor P. B. Dexter). Lectures on the financial and fhe political history of the United States are open to juniors, seniors, and graduates (by Professor W. G-. Sumner). This course consists in an effort to teach political science and finance historically, using the history of the United States as a text. The members of the class are supposed to be well acquainted with the civil history. They are required to read standard works on the history and to examine some original authori- ties. They also have to write theses, and a number of subjects are pro- posed to them, from amongst which they make selections for special in- vestigation. In the lectures are included, . wfer alia, the industrial history, history of the currency, tariff, banking, public finance, politics, and political economy, i. e., economic opinion. The economic lectures on American history divide it in alternate years between the period from 1789 to 1820, and the period from 1820 to 1880. The law depart- ment provides courses in American constitutional law, historically con- sidered. To the study of the principles of public finance the course at Yale devotes one hour a week through the year; this course treats of the income and expenditures of Government, discussing such leading topics as, the budget, taxation (national and local), public debts and State banks considered as aids to public credit. (Prof. H. W.'Farnam.) The course in railroad administration deals with railroad expendi- tures and receipts, the methods of railroad accounting, railroad rates, discrimination and its effects upon the community, the.various methods of legislative control and their results. One hour a week, for half a year, is given to the study of industrial legislation, the course dealing [inter alia) with specific legislation concerning corporations and other associations, factories, transportation, and public safety and health in their industrial bearings. (Prof. A. T. Hadley.) One hour a week, half a year, is given to the study of local govern- ment in the United States, discussing the legal functions of cities, 236 CIRCULAKS OF INFORMATION FOE 1887. towns, counties, and other municipal corporations and quasi corpora, tions, with an examination of the practical working of their govern- mental machinery. (Mr. H. C. White.) tTNITEKSITY OF WISCONSIN. The University of Wisconsin in 1880 made American history a re- quired study. The whole amount of history, required and elective, for the year occupies six hundred and nine hours, and one hundred and eight hours of this time is given to American history. (Prof. W. P. Allen.) One term and part of another, in all sixty-five hours, are de- voted to the American Constitution. Two half terms of applications of political economy, and a half term of international law are largely given to the teaching of American affairs. American history is princi- pally studied by topics, and large use is made of original authorities, of which the University has the best collection west of the Alleghany Mountains. It is the opinion in Wisconsin that the preparatory schools prepare students as well in American history as in Latin or mathe- matics. There is no regular historical seminary, but special students have from time to time pursued special lines of investigation in the local history of Wisconsin. This year the University has taken a step towards making American history an independent department, by re- quiring it in the Freshman year of the newly established "English" course, and by appointing a special iastructor. The number in the class taking American history has doubled since this change was made. COLUMBIA COLLE&E. At Columbia American history is pursued as an elective by the seniors for four hours a week for six months, and by post-graduates for three hours a week for one year. The work is by means of lectures, the use of texts (von Hoist and Bancroft), original documents, such as legisla- tive records, executive reports, legal reports, both State and national, memoirs, pamphlets, newspapers, and standard authors, all of which aid in semiaary work. "After the causal nexus has been established," says Professor Burgess, " we endeavor to teach students to look for the institutions and ideas which have been developed through the sequence of events in the civilization of an age or people. This I might term the ultimate object of our entire method of historical instruction. With us history is the chief preparation for the study of the legal and politi- cal sciences; through it we seek to find the origin, follow the growth, and learn ihe meaning of our legal, political, and economic principles and institutions." In addition to the courses (given by Prof. J. W. Burgess) at Columbia, above outlined, the seniors of the School of Arts and the first-year men of the School of Political Science have four hours a week in lect- ures in American ecoaomic history and allied subjects. Included in this course (by Professor Smith) are, a history of tariffs in the United STUDY OF HISTORY m AMERlCA>f COLLEGES. 237 States; a history of American banking, taxation, money, pnBIic in- debtedness, and public credit. There is also a course, two hours a week through the year, on the history of political economy, in which especial attention is given to the financial doctrines of the Eevolution ; the work of Franklin, Hamilton, Gallatin ; to the economic doctrines from 1776 to the present time as expounded in Congress ; to the writ- ings of Cooper, Eaguet, Carey, and his school ; to the controversies on the national bank; and the discussion of the war finances, and to the financial history of the last ten years, and the work of the modern school. In treating of theoretic discussions the opportunity is taken to illustrate freely by contemporaneous events, and thus these lectures treat of the historic development of the land qnestion, of the currency, of the labor question, the tariff, &c., in their various stages. For three hours a week, half a year, continues A course on railroad problems, dealing chiefly with American affairs. This course treats of the development of roads and water-ways ; of canals and navigable streams, from the Eevolution onward; the genesis of the railway system, and its growth from 1830 to 1850; the formation of trunk-lines ; the granger move- ment; the growth of "pools "and trafftc associations to theijresent; freights and fares and railroad legislation ; State commissioners and their work, and State and Congressional investigations and their re- sults. The instruction in all the courses is by lectures. Students are referred to the original authorities, all of which are kept in the college library, or which are purchased as soon as demanded. Opportunities are afforded for special research in a room reserved for political science, and a complete presentation of current publications is at hand. In the seminary of political science attention is paid to American economic history ; a prize of $150 is awarded to the best original thesis in eco- nomics, and American topics are often chosen. Another prize is offered in American history and the subject (this year) is in American economic history. Four annual fellowships (soon to be increased to eight), of the value of $250 each, are a^ivarded to students in the school of political science, and the theses of the students have in most cases been in some subject of American constitutional or economic history. (Dr. E. E. A. Seligman.) In the Columbia College Law School are given courses devoted to the exposition of the Constitution of the United States, historically and legally considered. CORNELL TJNITERSITT. At Cornell American history is elective as a five-hour-per-week study during the junior and senior years. Besides the use of such texts as Von Hoist, lectures are given and original documents are con- sulted. The topics to which particular attention is paid are: The Mound-builders and the North American Indians ; the Alleged Pre- Columbian Discoveries; the Origin and Enforcement of England's 238 CIRCtTLAES OF INFORMATION FOR 1887. Claim to Horth America as against Competing lif'ations ; tlie Motives and Methods of Englisli Colony-planting in ' America in the Seven- teenth and Eighteenth Centuries; the Development of Ideas and In- stitutions in American Colonies, with particular reference to Eeligion, Education, Industry, and Civil Freedom; the Grounds of Intercolo- nial Isolation and of Intercolonial Fellowship ; the Causes and Prog- ress of the Movement for Colonial Independence ; the History of the Formation of the National Constitution ; the History of Slavery as a Factor in American Politics, culminating in the Civil War of 18Gl-'66. "In the presentation of these topics the student is constantly directed to the original sources of information concerning them and to the true methods of historical inquiry." At Cornell special attention is given to American literature as an element in American history. Students have access to original sources of all kinds ; and, as at Columbia and Johns Hopkins, the number who elect this subject is increasing year by year. The Goldwin Smith fellowship, in history and political science, affords opportunity for special work. A subject receiving careful and elaborate attention at Cornell is our civil service, with the efforts that have been made to improve it. Among the courses in political economy is one giving careful study to unsettled problems in that science, including not only a history of the tariff but also of the different financial methods adopted by Hamilton, Gallatin, Chase, and others. This course involves an examination of the original documents in which the policies of these statesmen were outlined. A course in systematic politics gives an analysis of the characteristics of our Government as indicated in the Constitution, in • the discussions of the constitutional convention of 1787, and in the Federalist. It is of interest to know that the library of Cornell has made a unique and valuable collection illustrative of the history of anti-slavery, having as a nucleus the library gathered together by the late Eev. Samuel J. May, of Syracuse. JOHNS HOPKINS UNIVERSITY.' At Johns Hopkins courses in American history are offered as prepar- atory to the legal, editorial, or academic professions, or for the public service and the duties of citizenship. There is an undergraduate course, three hours weekly, during the second half of the third year. The con- stitutional history of the colonial and Eevolutionary periods, together with the formation and adoption of the present Constitution, is first studied ; then a brief series of lectures is devoted to the interpretation of the Constitution; the constitutional, and to some extent, the political history of the period, from that time until the close of the period of re- construction, is then taken up ; the course concludes with a series of lectures descriptive of the actual present form of the Government of the United States, the government of the States, and of municipal and lo- cal institutions. In the graduate course is the work of the seminary in STUDY OF HISTORY IN AMERICAN COLLEGES. 239 American history aud ecouomics. Only graduate) students connected with the University are received as members of the seminary. The work of this CO operative organization of teachers and instructors in the de- partment of history and jtolitical science is chiefly devoted to original research in the fields of American institutions and American econom- ics. The exercises of the seminary, which occupy two hours each week, consist of oral and written reports of progress, discussions of these, and historical reviews. The work of this seminary, which was a new departure in the educational history of American institutions of learn- ing, finds its way into magazines and constitutes the five volumes of Studies in Historical and Political Science, published by the University. These are now widely and favorably known, and have exercised a great influence in the revival of historical studies in this country. Of the twenty fellowships founded at Johns Hopkins two are usually in his- tory, and several of the fellows have worked almost exclusively in American history and have published monographs of singular value. Each course in political economy at Johns Hopkins may be regarded as a course of instruction in the economic institutions and economic his- tory of the United States. This instruction extends through four years. The first year is undergraduate work five hours a week. The aim of this course is to familiarize the students with the elements of economics and finance, and the social, financial, and industrial history of the United States is used freely for purposes of illustration. Each student is also required to prepare two papers from twenty to forty-five minutes in length, and very often on American topics. Among those assigned this year are tariff legislation in the United States ; internal revenue system of the United States; the income tax; paper money; commu- nistic experiments in the United States ; the clearing house ; independ- ent treasury system ; building associations in Baltimore ; corporations. Original work is not expected from undergraduates. The graduate courses cover three years, and are altogether equivalent to eight hours- a week throughout one year; with the undergraduate course included, they are equivalent to thirteen hours a week throughout one year. One course, called "Advanced Political Economy," proceeds from a discussion of fundamental principles of economics, practical American problems, like railways, tariffs, co-operation, partnerships, corporations, immigration, strikes, &c. These are considered historically as well as critically. This extends through one year, three hours a week. A similar course is called "Finance and Taxation," and takes up money, banking, and taxation, with special reference to taxation in the States and cities of the American Union. It concludes with a sketch of the financial history of the United States. The third course, once a week for a year, is in the " History of Political Economy," American political economy included. The fourth graduate course, once a week for a year, is on commerce in modern times, and includes an historical sketch of American commerce. It is the intention that the graduate courses shall 240 CIRCULARS OF INFORMATION foS 188?. lead to original investigation by those who pursue them. The "Semi- nary," which is devoted to economics as well as to politics and history, is two hours a week for the year. Adding weekly lectures in adminis- tration and statistics, the total amount of time devoted to economics is equivalent to sixteen hours a week for one year. . The Johns Hopkins University may claim the historic honor of de- veloping the seminary method along lines of original research in Amer- ican history. That is now the method in each of the leading universi- ties in the country. It is essentially the methods of biology applied to history. Prom this it has followed that history, as a university study, has had in our day its renaissance in this country UNIVERSITY OF MICHIGAN. At the University of Michigan the course in American History is as follows : First semester — Constitutional history of the United States, two hours a week ; American constitutional law, one hour a week ; tax- ation (Economic History), two hours a week. Se cond semester — Histor- ical seminary, two hours a week; constitutional history and constitu- tional law of the United States, two hours a week. Total for the year, four and one-half hours a week through the year. There are no fellow- ships in history, nor special scholarships for students in history. "The greater part of our historical work," says Professor Hudson, "is done by lectures. In some lecture courses a short time is taken up each hour in questioning students upon the preceding lecture ; in others, an hour a week is devoted to questioning students on the lectures of the week, or upon lectures and text-books." Critical use is made of original doc- uments, which are freely accessible to historical students. It was at Michigan that the historical seminary was first practically introduced in this country by Professor C. K. Adams, now President of Cornell University. The principal text-book at Michigan is Von Hoist, and in this place it is proper to mention that Von Hoist dedicates his great work to Judge Cooley, until 1887 professor of history at Michigan. It is the opinion at Michigan that the teaching of American History in preparatory schools is no doubt inferior to the instruction in Latin and mathematics ; but the prospect of improvement in this preparatory work is encouraging. The courses in American history in many American colleges are only a continuation of the methods of the public schools with the Constitu- tion of the United States as a text. It will be found that American His- tory for one term of fourteen weeks one hour a week is the usual course in the colleges. The president of the college not infrequently gives a short course of lectures on the Constitution of the United States in con- nection with instruction in civil government. A manual of the Consti- tution furnishes the text and a few historical notes. In these same colleges are courses in general history, or at least one course in history. STUDY OP HISTORY IN AMEBICAN COLLEGES. 241 that of Greece or Kome, which engage the student for one term. At the great universities and better coUoges only is there anything ap- proaching a course in American History and Economics. The poorer colleges are providing little more than the city high schools in American History, and almost nothing in political economy. ETJTGEES COLLEGE. Prof. Austin Scott, at Eutgers College, provides in the junior year a course in American history three hours a week on the American Con- stitution. In the senior year political economy, with special reference to American questions, is taken five hours a week for one term. At the same time constitutional law is given two hours a week. The method employed is that of the Historical Seminary. An entrance examination in American History is required. Eutgers has one of the very best ©ol- lege courses in history that this country affords.' SYRACUSE UNITERSITY. At Syracuse University the sophomores are required to take Ameri- can History two hours a week for one term ; the seniors have American constitutional law three hours a week for one term, and in addition are given a course of twelve lectures on the American Eevolution. There is also a special post-graduate course in Amei'ican History, which re- quires two years, and which is partially outlined in a printed circular. UNITERSITT OP PENNSYLVANIA. At the University of Pennsylvania the sophomore class devotes two hours a week for one year to Pennsylvania history; colonial and State, political and economic. Intercolonial aiiairs are investigated. The Wharton School of Finance and Economy provides special courses iu American history and economics. The course in American History, in this college of the University, covers two years, and is in charge of the historian, John Bach McMaster. The Wharton School aims to give a thorough general and i^rofessional training to young men who intend to engage in business, or upon whom will devolve the management of property, or to persons who are preparing for the legal profession, for journalism, for an academic career, or for the public service. The course in American History in this school covers two years, the junior and the senior — three hours each week for the former and four each week for the latter during the entire academic year. In the junior year the first few weeks are spent in a cursory review of colonial history (Schouler's His- ' Many superior colleges and institutions, not mentioned by Doctor Thorpe, or de- scribed in this report, have excellent courses in American history ; for example, Prince- ton, Amherst, Brown University, the University of Rochester, and some of the State universities and better colleges of the West and South. The statistical tables at the end of this report show clearly the standing of History in all the institutions of col- legiate grade whose returns were received by the Bureau of Education.— H. B. A, 757 ED, NO. 2 16 242 CIRCULARS OF INFORMATION FOE 1887. tory), in the study of colonial charters, and such documents as Coxe, or Franklin's plan of union, the stamp act, declaration of rights, non-im- portation agreement, &c. Three historical maps are required, viz, maps in color, showing the changes in colonial boundaries in 1700, 1750, and 1763. Essays are read by the students on such subjects as the French settlement in America, the discovery and exploration of the Missis- sippi, the French and Indian war, the navigation act, &c. About the first of December the class is divided into a number of committees, cor- responding to the division into committees in Congress — such as For- eign Affairs, Indian Affairs, Commerce and Trade, Finance, Territories, Interstate Commerce, Army and Navy, Banks and Banking, &c., and each member of the class is put on several committees. This done, Johnston's American Politics is made the text-book, and the work of lecturing begins. On certain days, in lieu of a lecture, the committees are called upon to present reports on' the subjects already discussed. If the matter of " assumption " were the subject of the lecture, the Finance Committee would be called on to read a detailed report, which is discussed and cyclostyled, after which a copy is given to each member of the class. If the ordinance of 1787, or the land ces- sions were to be discussed, the Committee on Territories would report. These reports become matter of recitation. On the morning after each lecture the students hand in a synopsis of it, and once a week their note-books for examination. Ten maps, one for each census year, are required. These are water-color maps made by the students, and they show changes in population, disputed boundaries, acquired territories, immigrant routes and settlements, early railways, canals, and public highways, &c. They are his torical maps of an economic character. With the seniors the course opens with a review of all State constitu- tions from 1776 to 1787, Eecitations are held inBancroft's History of the Constitution. Bach member of the class makes a digest of the report of the constitutional convention of 1787 and of the Federalist. There are two lectures and two recitations a week. Digests are also required of the following : Letters of Paciflcus, Letters of B.elvidius, Jay's Treaty, the Defence of Camillus, the House Debate on Jay's Treaty, Blount's Im- peachment, Nullification, 1798-'99, 1832, the Hartford Convention, the Constitutionality of National Banks, of Internal Improvement, of Pro- tective Tariffs, of the Missouri Com promise, &c. (Course given by Pro- fessor J. B, McMaster). The chief work of this class is the preparation of papers from time to time from original authorities on the leading questions that have come before the American people. The post-graduate courses cover two years, with no limit of hours, in American History, and, in 1885, the Uni- versity founded six fellowships, known as the Wharton fellowships, in American History and Economics, As at Harvard, Yale, and Columbia, courses of lectures in American constitutional law are open in the law department to special aj;id graduate students in American History. The STUDY Oil' HISTORY IlSf AMERICAN COLLEGES. 243 feature of tbe work at Pennsylvania is the high place given to the study of original authorities over formal histories; these latter are considered at their true value, but students are required to consult original papers when possible rather than these histories. By original documents are meant the annals, debates, records, journals, reports, and publications of Congress; judicial reports, both.State and Federal; pamphlets, news- papers, executive documents, and texts of treaties. More time is given to the study of American History and Economics at Pennsylvania than at any other university in this country. Besides the work above indicated there are courses in American In- stitutional History, in American Financial History, and in American Economics through the year. The various courses illustrative of Ameri- can affairs are arranged so as to supplement each the other without duplication of work. All the work in. American History and Economics, exclusive of the post-graduate courses and the lectures in American constitutional law in the law department, covers twenty-one hours per week for one year. At Pennsylvania American History and Economics are required stud- ies, but the results both at Harvard and at Pennsylvania show that the courses in the two universities proceed according to principles common to both. The methods of procedure and the canons of historial criticism and interpretation are the same. In the Wharton School is a course given by Professor Eobert Ellis Thompson in economic science, equal to a course of three hours a week for one year, but distributed over two years. Lectures and the text- book method are combined. The topics considered are, inter alia, the theory of the state, socialism, communism, charity, considered specially in their economic aspect and as touching upon American affairs. The work of the second year is confined to the senior class in the Wharton School, and is a combination of lectures, discussions, and original investigations under the direction of the professor. It is especially occupied with American topics, such as the industrial history of the country from its first settlement, its laud system and its administration of the pub- lic domain, the influence of economic causes in producing the War of Independence, the fiscal and financial policy that grew out of that war, and the change of policy in the subsequent century. Each of our great industries is taken separately and traced historically and statistically, not less the agricultural than the commercial and manufacturing. The problems of economic policy presented by our Treasury, money, and banking systems, by the creation of an artisan class since the war of 1813, by the growth oi; a public debt, by the relation of local govern- ment to general government, by immigration and the growth of cities, and by the formation of great routes of transportation, are treated. Three essays a week are required from the class on topics assigned, and discussion follows the reading of the essay. When the subjects are as- signed the essayists are referred to the best bools^ in the valuable libra- 244 CIRCULARS OP INFORMATION POR 1887. ries of economic literature givea the university by Stephen (Oolwell and by Henry 0. Carey, and to more recent collections in the Wharton School library. Also, they are referred, if this be possible, to some local rep- resentative of the industry or interest treated in the essay, or are re- quired to i)ut themselves in communication by letter with such as are at a distance. Tlie purpose is to train men who shall be "in touch" with the actual life of the industrial community in which we live, and who shall know their own country in its past and present with as much thoroughness as the limitation of a college course permits. The in- struction given by other professors in the Wharton School in special courses enables the students to enter upon the courses in economic science with adequate preliminary knowledgpi for the understanding and appreciation of the course. The course by Professor E. J. James on civil government in the United States given at the University of Pennsylvania runs through two years, and is the equivalent of four exercises per week for one year. It is divided into two parts, the first treating of the organs and the second of the functions of government. In the first part is given a somewhat detailed description of the organs (1) of the Federal Govern- ment; (2) of the State governments; (3) of the county, town, and other forms of local government. It treats of the President, Senate, House, judiciary, departments, bureaus, commissions which constitute the central government ; of the governor, assembly, courts, commissions, sheriffs, councils, boards of directors, &c., which make up the State, county, town, and city governments. The second part begins with a classification of the functions of government in general, and then dis- cusses the distribution of these functions among the different branches of our form of government. The relation of the Government (a) to the personal relations of the people, such as marriage, migration, citizen- ship, poor laws, &c. ; (b) to the intellectual and moral relations, such as education in all its branches, elementary, secondary, higher,- profes- sional, technical ; (e) to the economic relations, such as transportation, exchange, agriculture, mining, manufacturing, &c., is treated as fully as time and opportunity will permit. The method is comparative, his- torical, critical. The actual form of the government is first described, then its origin and development are traced. Our present systems are compared with previous systems in our own and in other countries. The whole is concluded with some attempt to estimate the comparative excellence of our system, pointing out its obvious advantages and its defects, with suggestions as to how the former may be increased and the latter remedied. The lecture system is combined with text-book and recitation system, supplemented by the application of the seminary method in the case of the older and more advanced students. The ob- ject is to become fully acquainted with our American system of gov- ernment in its actual workings, to learn the facts connected with its origin and development, and to grasp the spirit and genius of our insti- V. 2 > x! •pi o o o STUDY OP HISTOKY IN AMEEICAN COLLEGES. 245 tutions. As many of the subjects connected with this course are also treated in other courses in the University, care is taken to devote chief attention to those topics which are not otherwise discussed, so that there shall be no actual duplication of work. To the seniors is given a course, three hours a week for one year, on public finance, a large portion of which, say one-third, is devoted to the financial history of the United States, beginning with the financial policy of the Revolution and closing with the financial operations of late years. This course involves the discussion of the tariff, internal revenue, direct taxes, public lands, post- oflQce, Mint, &c., so far as they have proved elements in the public reve- nue system of the country. It includes, also, a history of American theories on taxation and other sources of public income. Care is here taken to avoid duplication of instruction in the various courses. The work in the political science seminary is almost exclusively in connec- tion with American subjects, as the following topics assigned during the year 1885-'86 for special study and investigation will show : System of convict labor in the United States ; anti-rent riots in New York ; taxation in Pennsylvania, in Massachusetts, in South Carolina; munici- pal finance in the United States; local government in the United States ; city government of Philadelphia. In order to offer to the students of the Wharton School the means of acquiring a more complete knowledge of American economics, courses covering four hours a week are also given through the year, in which systematic instruction is given by lectures, texts, essays, investigations, and discussions. The topics presented are, inter alia, the extent, nature, and ownership of the soil; mines, fisheries, transformation and transpor- tation of products, and modes of exchange; banking, functions of middle- men, stocks, railroads, and railroad legislation; public grants by cities and towns ; tariffs, pooling arrangements, and mercantile law and prac- tice in the United States. (Prof. A. S. Bolles.) Special courses of lectures are also given by graduates of the Uni- versity, fellows of the University, and men in public life on subjects taken entirely from American History and Economics, such as Compara- tive State Constitutional Law (Dr. F. IS". Thorpe), Taxation (J. C. Jones, esq.), and Methods of State Legislation. (Hon. Eobert Adams, jr.) HAEVAEB XJNIVEESITY. The work in American history at Harvard, under Dr. Albert Bush- uell Hart and Dr. Edward Channing, and at Pennsylvania, under the direction of the historian, John Bach McMaster, proceeds, to use the language of Von Eanke, "to tell just ho,w things came about." His- tory is the development of the life of the nation. It does not begin, as taught there, by assuming to know just how things came about; his- tory is not forced into an empiricism ; its own mirror it holds up to the organic life of the nation, and the historian and the student of history must tell of that life as he sees it, and not merely as be desires to see 246 CIKCULAES OF INFOKMATION FOE 1887. it. The people is greater than the camp, and the mind of the people than the mind of its legislators. At Harvard and at Pennsylvania the student, as he pursues his course in American history, has put into his hands a set of outlines for his guidance; those by Dr. Hart are pub- lished ; those by Professor McMaster are in manuscript. As an index to the work attempted in these two universities, we give a brief por- tion of the Harvard plan. It may be said to represent the best at- tempts now making in our schools in the study of American institu- tions, and is substantially an outline of the courses and the work at Columbia, Cornell, and Johns Hopkins. At Harvard University history is taught by seven men, two of whom devote their strength to the teaching of American history ; courses in American economics are also given by two other men. The courses in American history may be briefly described as follows : (1) A course in English and American political institutions, designed as an introduction to later courses and devoted chiefly to American his- tory. (Three hours a week for one-half year. Professor Macvane.) (2) A course in American histoty to 1783, dealing especially with the institutional development of the colonies. (Three hours a week for the year. Dr. E. Channing.) (3) A course devoted to the history of the United States from 1783 to 1861. (Three hours a week for the year, Dr. A. B. Hart.) (4) A course devoted to the history of the United States from 1783 to 1861. (Three hours a week for the last half of the year. Dr. Hart.) (5) A course designed for advanced students who are investigating the period from 186L to the present time. (Three hours a week through the year, Dr. Hart.) (6) A course in special research for advanced students, the subjects selected bearing on our territorial growth and our institutional history. (Three hours a week for the whole year, Dr. Channing.) (7) The history of the tariff and financial legislation of the United States, two half courses counting as one full course. (Three hours a week through the year. Professor Dunbar; Assistant Professor Taus- sig.) Each instructor conducts his own class as he deems best, and his stu- dents investigate such topics as seem desirable. In the colonial course there are three lectures a week throughout the year. In these lectures it is intended to treat in considerable detail the more important topics, leaving the student to fill in the gaps. To enable him to do this, as well as to avoid a waste of time in copying in the class-room, a set of " Topics and references in American colonial history" is ])rovided by the 'instructor and printed at the expense of the instructor and students. This is not designed to take the place of "]S"otes," nor is it an outline of the lectures or of the course. The ob- ject is merely to furnish the students with a brief bibliography of the more important books bearing on the subject of their year's work. It STUDY OF HISTORY IN AMERICAN COLLEGES. 247 is printed in sheets and distributed from time to time. It is not de- signed to be permanent, nor to be used from year to year, the in- structor believing that it is better for the teacher to make his preparation fresh each year. It is not copyrighted and is not on sale. Its general scope is indicated by the following extract : AMEEICAN COLONIAL HISTORY.' SETTLEMENT OF VIRGINIA. General references : Lodge, English Colonies, 1-8 ; Doyle, I, 144-209 ; " Bryant/' I, 167-307; Cooke, Virginia, 13-112; G- Bancroft, U. S., I, 85-110; Hildreth, U. S. I, 99-117,; Higginson, Larger History, 137 ; Eggleston in Century, XXV, 61 ; and Mar- shall, Colonial History, 29-63. 1606. London and Plymouth Companies and their charter. Charters, 1888; Preston, Documents, 1. ^ 1607, Jamestown settled. Smith's True RelatioQ, 1-31. 1609. Second charter of Virginia. Preston, Documents, 14. 1611-'12. Third charter of Virginia. Preston, 22. ' 1607-18. Further history of the colony. Other references : Nar. and Crit. Hist., III. 127-141 ; Smith, General Historie ; Wing- field's discourse in Archseologia Americana, IV^ 67-143; C. Campbell's Virginia, 35-131. The students are expected to be familiar with two or three of the " general references," with all of the special references, and the " other references," while not required, will be useful to students who wish to at- tain distinction in the course or to stand for " honors." The lectures are devoted more especially to the elucidation of the important consti- tutional points as they arise^ The origin and growth of the institutions of local government in the several . colonies receive much attention, while the economic and social history of the colonies is examined in detail. The lectures are illustrated by maps drawn for the occasion by the instructor, the large outline maps published by Heath being used as a basis. The students are advised to copy the more important feat- ures so represented on smaller outline maps. In this way the good men get together a useful historical atlas. The examinations take up all points touched on in the lectures and in " topics and references." A question in geography involving the use of the small outline map is also asked at each examination. In addition each student is required to study during the year four problems and to report at length. These ' Harvard University makes the following requirements for admission : Either (1) history of Greece and Rome, or (2) history of the United States and of England. For American history the following works serve to indicate the amount of knowledge demanded : Higginson's Young Folks' History of the United States (to the end of chapter XXI), and Johnston's History of the United States for Schools (beginning at section 269). The following selections are recommended for additional reading and will be made the basis of optional questions in the examination: For American history, Lodge's English Colonies, chapters II and XXII ; Morse's John Quinoy Adams, chapters II and III ; Josiah Quincy's Figures of the Past, (From catalogue for 1887.) 248 CIECULAKS OF INFORMATION FOE 1887. reports, if up to the standard, are read ia the class. The four problems are selected as follows : (I) a topic dealing with the exploration or set- tlement of the student's own town or State ; (2) a topic drawn from the early history or government of New England, including, of course, the local government; (3) a question relating to the causes of the Eevolu- tion ; and (4) a problem in the historical geography of the colonies. The leading original sources are put into the hands of the student, and he is required to base his report upon them. The instructor is in the library at a designated hour every day to give any proper assistance. In the research course each student has assigned to him a definite topic suffi- ciently broad to occupy one-fourth of his time for one academic year. As a rule, these topics are connected with the instructor's own work of research for the year. Each student meets the instructor once a week for consultation, and there is also each week a formal meeting of the whole course, at which students report progress. These meetings are strictly private, and are designed to encourage a critical spirit among the stu- dents. Towards the close of the academic year the reports presented by the students during the year are revised and combined in the shape of a thesis, -which is rewritten until the instructor is satisfied with the form and language. The research course is open to graduates and un- dergraduates who have passed with distinction in one or both of the more general courses in American history. (The above work is directed by Dr. Ghanning.) Dr. Hart's outline of the courses in Constitutional and Political His- tory of the United States is prepared for the use of students in Harvard College and in the Society for the Collegiate Instruction of Women. The outline is an analysis of the subject, and indicates precisely the necessary reading for undergraduate or for advanced work. The books cited are reserved in an alcove of the reading-room of the colfege library. The outline, covering the period from 1783 to 1829, makes a pamphlet of one hundred and twenty-eight pages. The first four pages explain the methods of the courses. Under the heading " special reports" the author says : "About one- fifth to one-fourth of the work of the courses will consist of ' special reports.' To each student, from time to time, will be assigned a, very limited special topic, on which he is expected to make a condensed report, based upon original authorities. He is not required to use any but books to be found on the reserved shelves at the time the report is to be drawn up. The purpose of the system is to introduce students to a number of books, to accustom them to find out facts for themselves, to make them familiar with the sources of information on American history, to develop their i>owers of analysis, and to interest them in the unsettled questions of our history. Each report will require from four to six hours' time, and, in the course of the year, every student will have, besides others, one geographical or sta- tistical question, and one question in biblio^raph^y." STUDY OF HISTORY IN AMERICAN COLLEGES. 249 The list of books desirable to own for the study of the history of the United States from 1783 to 1829 is given as follows : American Statesmen Series: Lives of Hamilton, Jefferson, Madison, John Adams, Gal- latin, Monroe, Randolph, Marshall. 1775-1829. Bancroft's History of the Constitution, 2 vols. ; also a student's edition of the same, 1781-1789. Curtis' History of the Constitution of the United States, 2 vols. 1774-1789. Higginson's larger History of the United States, 1 vol. Hildreth's History of the United States, 2d series, 3 vols. 1789-1821. McMaster's History of the People of the United States, Vols. I-XI. 1775-1832. Sohoulor's History of the United States, 3 vols. 1775-1831. Snow's Guide to the Study of the History of the United States. 1775-1850. Von Hoist's Constitutional History of the United States, 5 vols. 1775-1856. American Commonwealth Series: California, Oregon, Kansas, Kentucky, Michigan. 17t5-1836. American Statesmen series : Lives of Webster, Clay, Jackson, John Quiucy Adams. 1829-1861. Greeley's American Conflict, Vol. I. 1776-1862. Johnston's Half Century of American History. 1840-1886. Dr. Hart has given us a digest of accessible authorities in the domain of American history. These authorities may be summed as follows: Personal reminiscences, such as letters, the works of statesmen, me- moirs, and autobiographies. Unconscious authorities, such as travels, general literature, magazines, newspapers, and the publications of soci- eties. Constitutional treatises, such as commentaries on the Constitution and criticisms by Americans and by foreigners ; local histories, special histories, such as financial, military, political, literary, and economic histories; compilations, such as manuals and text- books; geographies, the census reports, and formal treatises of a sociological nature; ofilcial records of government, journals of legislative bodies, annals, debates, and records of Congress; public documents, Congressional reports, American state papers, Department publications ; legal reports of de- cisions handed down both in the State and in the Federal courts ; laws of the States and of the United States. The Harvard course discusses the sources of American history ; the preliminary conceptions of history ; the basis of the United States ; the lands, with maps; the people, with diagrams of changes in popula- tion; the political basis — the English constitution ; the English control of the colonies; the English commercial system ; local government with reference to Channing's Town and County Government (in Johns Hop- kins University studies, II, No. 10). H. B. Adams' Germanic origin of JTew England towns (in Johns Hopkins University studies, I, ISTo. 2). Frothingham's Kise of the Eepublic, 13-28. The outliae of Financial and Commercial Eeorganization (1815-1824) is as follows : (1815-1817.) Financial and commercial reorganization; Elements; Lalor's Cyclopaadia, I, 772-774 ; Von Hoist, I, 382-381 ; Benton's Thirty Years' View, I, 1-8 ; Hildreth's United States, VI, 581-583 ; Sumner's Jackson, 40-42 ; Bolles' Financial History of the United States, II, 284-293 • Sqow's Guide, 67 ; Bibl, Dunbar's Topics in Polit- ical fjoonomy^, IV, p. 14. 250 CIRCULARS OF INFORMATION FOR 1887. 1812-1815. The national finances. Cost of the war. Increase in public debt — diagram. Foraign commerce. Domestic trade. American manufactures. 1815-1829. Internal improvements made by the States. Attitude of parties and public men. 1815-1817. The West as a factor in legislation. C1815-1822.) Financial Organization ; The Bank; Sumner's American Currency, 68-79; Von Hoist, I, 384-388 ; BoUes' Financial History, II, 278-282, 317-329 ; Schouler's United States, II, 446-452, III, 37-39, 109-121, 245-247; Hildreth, VI, 589-682; Lalor's Cyclopaedia, 11,208-209; Sumner's Jackson, 230-233; Snow's Guide, 124- 125; Lodge's Webster, 61-67 ; Von Hoist's Calhoun, 31-33. 1811. Expiration of the old Bank. 1813. (1) Charter bill voted down. Hildreth, VI, 463. 1814. (2) Calhoun's BUI ; Benton's abridgment, V, 171. Campbell's finance. Commercial crises. 1815. Jan. (3) Dallas's bill vetoed ; Statesmen's Manual, I, 323. Dec. (4) Dallas' new project ; Niles' Register, IX, 261-366. 1816. Apr. 10. Bank act. 1817. Feb. 20. Resolution on paper money. 1815-1819. Improvement in the national finances. 1819-1821. Commercial crises. 1819. Feb.l. Scire facias resolution ; Hildreth, VI, 650-654. 1821-1822. Recovery of the bank. After the same manner are outlined the policy of revenue tariffs, of the first protective tariff, of constitutional questions as to Internal im- provements, vetoes of internal improvement bills, &c. These outlines are protected by copyright, and their usefulness will insure them wide adoption in this country. They are so comprehensive in their analysis of every period of our national history and present the bibliography of American history so conveniently that they cannot well be omitted from the library of every serious student of American affairs. In addition to the special work in American History^ at Harvard are several courses in economics in which the instruction is very largely in ' The revised course in American History at Harvard for 1887-'88 is as follows : 1. Introductory course in American and English Institutions, three hours per week for one-half year ; chiefly freshmen and sophomores. 2. General course in the Elements of American History, three hours per week for half year ; chiefly freshmen and sophomores. 3. American Colonial History to 1781, three hours per week for the year ; chiefly juniors and seniors. 4. History of the United States, 1781-1861, three hours per week for the year, all classes ; chiefly juniors and seniors. 5. American Financial History, two hours per week for half year ; chiefly juniors and seniors. 6. History of Tariff Legislation, two hours per week for half year; chiefly juniors and seniors. 7. Seminar in selected topics in American and Modern European History, one hom^s personal attention to each student per week, STUDY OF HISTORY IN AMERICAN COLLEGES. 251 American economics. There are also special courses in American con- stitutional studies, both in the college and in the law school. The course that treats of American topics covers two hours a week for one j'ear, being, first, a course in the history of tariff legislation in the United States, and second, a course in the history of financial legislation in the United States ; other courses in economics that are largely of American interest provide at least six hours per week, in addition to the above, for the year. The subjects considered in these courses are so many that onlv a few of them can be referred to here. The topics of peculiar inter- est to students of American affairs are, inter alia, Shipping Legislation, Coinage, Treaties with Canada, Commerce, the California Gold Excite- ment, the Economic Effects of the Civil War. The method of instruction is partly by the preparation of written reports, partly by oral discus- sion, and partly by lecture. The courses in economics are so closely allied to the courses ia American history, yet independent of them, that any adequate statement of them would exceed the limits of this paper. The " Topics and Eeferences in Political Economy " at Harvard are after the same plan as Dr. Hart's " Outlines " and equally comprehensive, as Topic LXXV, in Course IV, page 40, shows: LXXV. — SPECIE PAYMENTS AND THE KEVIVAL OF INDUSTKY. Professor Dunbar. Resumption of specie payments by the United States apparently hopeless from 1868 to 1873. Debate in Congress and passage of the compromise act of 1874. (Statutes at Large, XVIII, 123.) Resumption act of 1875 passed as a party measure. Provisions of the act. (Statutes at Large, XVIII, 296. ) Its weak points. Refusal to explain the purpose of the act as to reissue of redeemed notes. (See Con- gressional Record for debate in Senate, December 22, 1874 ; or Sherman's speeches, 471. ) The act supposed to require supplementary legislation. (Finance Reports, 1875, XX; 1876, XIV; 1877, XIII.) Its success secured by — (1) Stagnation of business and fall of prices. (2) Diminished imports and cheap gold. (3) Increased demand for food. Accumulation of gold by the Treasury. (Finance Reports, 1878, VIII; 1879, IX.) Congress loses courage and stops the withdrawal of legal-tender notes. (U. S. Stat- utes at Large, XX, 87.) Specie payments saved after resumption by continuance of European demand. (United States Statistical Abstract for 1883, 34-82.) 8. Seminar in the History of the United States since 1861, two hours per weeli and one-half hour's personal attention to each student each week. In all the above courses, except the first, written reports of investigation are re- quired at stated intervals. A student who takes all the courses offered in American History at Harvard will spend upon them one and a half years of his academic tijne' 252 CIRCULARS OF INFORMATION FOR 1887. The topic numbered XVIII, in Course YIII, is "Constituiionality of the Legal-Tender Issues," and the references : Bolles, III, chapter I. Knox, United States Notes, chapter XI. Bancroft, A Plea for the Constitution. For the decisions of the court, and dissenting opinions : Hepburn v. Grisworld, 8 Wallace, 603 ; Banker's Magazine, March, 1870 ; Knox v- Lee, 12 Wallace, 457 ; Banker's Magazine, April, 1872 ; JuiUard v. Greenman, 110 United States, 421 ; Knox, 193. Madison's Notes, Elliot's Debates, V, 435. Webster's Opinion, Works, IV, 270. Gallatin's Opinion, Works, III, 235. Secretary Chase's Letters, in Spaulding's Legal-Tender Paper, 27, 46, 59, &c. The object of the financial courses is to give training in the use of de- bates, reports, and especially statutes — indeed, to train the student to the use of authorities rather than to the reading of a text-book. The old- fashioned text-book methods have disappeared from the great univer- sities, and are only found in those college courses that are strictly ele- mentary. The opportunities for graduate work iii American history and economics at Harvard are numerous, rich, and attractive. The university, by the foundation of fellowships and scholarships, offers to its own graduates, and to those of other colleges, ample opportunities for the " attainment of a higher, broader, and more thorough scholar- ship in sound literature and learning." The system of electives at the university operates to the highest advantage of those who are pursuing such a specialty as American history, or who are pursuing it as a part of a general course. The class of students who from a large number select this subject will, cceteris paribus, bring to the study of it minds eager to know and spirits willing to be directed by eminent men. The elective system tends to the survival of the fittest. OBNEEAL STATUS OF AMERICAN HISTORY. Cambridge, Philadelphia, Kew York, and Baltimore, afford peculiar facilities for the study of American history. In the various libraries in these cities may be found the greater part of the authorities here out- lined. It cannot be said that at the present time any one of the uni- versities in the country offers exclusive privileges in American history, because not one of them is fully equipped in that department. Such an equipment would place in the library of the university all the au- thorities needed in the prosecution of the work. Those authorities would fully set forth the life of the nation politically and economically. Our history is uot in Congress alone; that is, indeed, a very small part of it. Our discoveries, our inventions, our agrarian interests, our set- tlements westward, our educational affairs, the work of the church, the' organization of charities, the growth of corporations, the conflict of STUDY OF HISTORY IN AMfiEICAN COLLEGES. 253 races and for races, at times in our history, are all sources for research ; but in addition to an exhaustive library is needed the man who can and will use it ; he may be teacher or the taught ; if the teacher, then one who by long training has prepared himself for the task ; if the taught, then he who is inspired with the love of country, of American insti- tutions, and, above all, of truth, however it may change accepted no- tions. An adequate foundation for the prosecution of studies in Ameri- an institutions can be made only at the university. It is not called for in schools below that rank. History has become a technical study, and it must be pursued as such. The course in our higher institutions must accommodate two classes of students, those who intend to make a special study of history and those who pursue it as a portion of a lib- eral course of training for good citi zenship. The universities must make provision for the training of teachers and for the training of those who are not to become teachers of history. The respective courses for these two classes must differ from each other. In providing a course in American history in the lower schools, chief attention must be given to the study of our economic history. Of the text-books now used in these schools, Johnston's, called the History of the United States, or Scudder's, are by far the best. It is the opinion of the professors of history at Columbia, Cornell, and Pennsylvania that all instruction in American history for those intending to enter college should be omitted in the common schools. The professors at Harvard and at Johns Hopkins favor the retention of the study in these schools for all. It cannot be doubted that careful training in Johnston's Out- lines, or its equivalent, would be a gain for those colleges which have courses in American history ; such training in the prepiaratory school would save at least one year at college and would be a fit introduction to the extended college course. The universities which offer courses in American history differ widely in the amount offered. For instance, Harvard offers historical courses for 1886-'87, amounting to forty-six hours weekly, of which eighteen are in American history ; Pennsylvania offers fourteen hours in Amer- ican history; Yale, three hours; Columbia, five; Wisconsin, three; Cornell, eight; Johns Hopkins, four. This is exclusive of the courses in American economics, which at Yale cover three hours per week; at Columbia, six hours ; at Johns Hopkins, four hours ; at Michigan, four and one-half; at Pennsylvania, twelve; and at Harvard, of the eight- een and one-half hours given in courses in political economy, five hours are in American economics. Both at Harvard and at Pennsylvania opportunity is afforded for special advanced study and research in American economics. These privileges are given also at Yale, Cornell, Columbia, and Johns Hopkins. The prevailing course found in American colleges in American his- .tory and economics is hardly more than two hours a week for one term of three months. 254 CIRCULARS OF INFORMATION FOR 1887. The present status of this study for undergraduates in American schools is not high. The public schools, conducted at great cost, in many sections of the country, do almost nothing in teaching American history. In the colleges this subject is attached somewhat curiously to other studies. Thus we find history and Latin, history and mathemat- ics, history and literature, history and a modern language, history and one of the sciences taught by the same professor. It is evident that the best work in the department of history is to be expected only when that department is under the direction of a trained mind. It must have a recognized place among the departments. So long as history has not attained this place in oiir educational institutions, it is prema- ture to ask that history itself should be subdivided into its own de- partments. For the present, and perhaps for many years to come, it is only the larger and richer universities that will endow chairs of Amer- ican history. The other colleges will doubtless unite history and polit- ical science into one department. But as the country increases in wealth the friends of university education will found chairs of Amer- ican history. In that direction lies the future of our educational courses to this extent, that all the training for citizenship that can be obtained at college must be found in this department. This is its just claim for introduction as a college course, that it trains for intelligent citizen- ship. Fot that we do not have more or less of such citizenship now; but of our ten millions of voters, how small the number who are qualified to fill the offices to which they elect others. That is an 'ideal citizen - zenship which, like the Athenian, can fill any office within its own gift. Now that we are at last a nation we cannot escape the responsibili- ties of nationality. We are a problem unto ourselves. Life is no longer a colonial existence. Our national difficulties resemble those of other nations. We have land and labor questions to solve and that quickly. We have questions of race and of race privilege of great mag- nitude. Shall the nation educate the nation's own ? Shall the nation put the great corporations under Federal control ? Does the right to regulate interstate commerce reach interstate railroads ? We, a nation, inherit both good and evil; and if we let the evil prevail, then " after us the deluge." For the technical training in history there are needed in our universi- ties both scholarships and fellowships, the income of which will permit men of special aptitude to pursue advanced studies. Technical work in American institutions must proceed like technical work in law or in medicine. There are at present about fifty fellowships at American universities. In the effort to introduce a reform in the study of Ameri- can institutions, the work must begin in the higher schools and work down into the lower. All reforms have proceeded in that way. When the universities can off'er advanced courses in such subjects as Ameri- can history and economics, then the undergraduate courses will be of" relative value and extent. STUDY OF HISTORY IN AMERICAN COLLEGES. 255 AMERICAN HISTORY NOT A SUFPICIENT BASIS. In the training for teaching history we cannot base our work upon American institutions as our leading study. American history is only the part of a whole. It cannot be made to take the place of the historj- of Europe. As a subject for philosophical investigation, American his- tory cannot yet compare with that of Greece or Rome. It is from those nations that have run a course, that have completed a system, that we must obtain our philosophy of history; and our own history can be made only to supplement the teachings of that philosophy. Therefore, the technical student of history must study the world as the nation of nations, and view citizenship from the vantage ground of the universal citizen. He must rise to that moral elevation which enables him to see 'man as brother of man, and his interests, not as those of the American nor of the Eoman, but as of man himself. The history of American insti- tutions has its beginnings far up towards the sources of the stream of time. The end of historical investigation that purposes to give the power to direct others to understand their institutions from a national point of view, is to see man in his ultimate interests as man, and yet to view him as an individual and simple factor in the moral force of the world. Thus the study of history at the university requires for the best results such an equipment of the historical department as not one of our universities can afford at present. But we are moving towards this consummation ; and in the universities whose courses we have at- tempted to outline, so far as they are in American institutions, will cer- tainly be found, in time, ample provision for the orosecution of history as a science. CONCLUSIONS. From this brief review of the status of the study of American his- tory in our schools, we conclude : I. The course of study in the public schools should afford and require the study of American institutions for at least one-fourth of the time the child is in school. Economic, social, and industrial history should be taught as well as political history. The aim of the instruction should be to acquaint the child with accurate knowledge of the nature of American citizenship and of the duties he must assume as a part of the State. The instruction should develop in the child's mind the historic growth of the nation. II. In the public schools there should be special teachers of American History and Economics. The colleges and the normal schools should train such teachers. III. The text-books in the public schools should treat chiefly of the history of the United States so far as they treat of American history. Tlie nation should he the great theme. There should be accessible in these schools a selection of historical and economic materials — docu- ments, treatises, reports, reviews, maps, newspapers, books of travel — for the iise of teachers and students. 266 CIECIJLARS of INPOteMAflON FOE IBS'? IV. Every college should offer an undergraduate course in American History and Economics of at least two years, three hours a week. The great universities of the country should afford opportunities for the technical study of American history. They should offer a limited number of scholarships and fellowships for the benefit of men who are qualified and desire to make a technical study of our own institutions, and who otherwise are unable to pursue such investigations. It is to the great universities that we look for complete courses and adequate instruction in American history as well as in European history, general and special. In justice to thenation the youth of our land should become familiar with the story of popular government in this western world. From a careful study of our own institutions we may understand the nature of our national life, may learn the sacrifice by which it has been preserved, may learn with what watchful care it can be sustained, and, above all, learn, as a people, to avoid the commission of those errors which of old have proven the rocks upon which nations are wrecked. The study of American History and Economics will not of itself prove the panacea for theillsincidentto nationality. The great Eepublic needs and will ever need men, " right minded men ; men who their duty know, and knowing, will obey." The presentation of these facts in this paper is our plea for the elevation of the study of our country into that place in the Higher Education to which by intrinsic merits it has right. Other studies have an equal place; it is only just that American History and' American Economics occupy their share of the time in the limited col- lege and university courses. So long as man is by nature a political being he must by nature have political training; the technical study of American History and Economics is an essential part of that training. TABULAE VIEW OP HOXJES. The following table is an estimate of the work now doing in American history and economics in the institutions named in this paper. The statement of hours is based upon letters from the professors named and the catalogue of the institution. The economics for which time is stated is for American economics only. Institution. Professor. Course. Hours per ■week. Tears. Post-grad- uate work. Public schools. Xale 2 2 .1 X 1 , 3 I 4 2 Special. Special. Prof.AUen History and economics Special. Seminary. Prof, Dwigbt Prof. Smitli., Special. Special STUDY OF HISTORY IN AMERICAN COLLEGES. Tabular view of AoMrs— ContiBued. 257 Institation. Professor, Course. Hoars per week. Tears. Post-grad- uate work. Cornell President Adams and others. Prof. Tyler and others 2 3 Seminary. Sfiminary. 8 2 3 2 1 1 4i 5 5 7 1 5 4 1 2 2 li ■a 6 1 3 3 3 1 3 (0) 1 Special. Johns Hopkins. Seminary, history and politics. Fellows. Dr. "Woodrow Wilson Politics Statistics Michigan Syracuse Entgera Pennsylvania . . Prof. Cooley and others ■Prn-P T.itflfi History and economics History Seminary. 2 years. Prof Scott History and economics History Special. Seminary. Political science Finance Prnf Knllflft History Harvard History Dr Hart History Seminary. Seminary. Prof Tauasiff a One term of 3 months. Explanation — At Harvard, Pennsylvania, Cornell, Columbia, Michigan, Wisconsin, all the coarfles referred to in this paper are given in one year, i.e., a student might take them all (barring conflicting hours) in any one year, as they are offered each year. Each of the institutions above named offers courses for post-graduates, lea-ding to various degrees. AtHarvard, Columbia, Pennsylvania, Tale, -Johns Hopkins, Cornell, Michigan, Syracuse, the course may include studies and investigations in American history and economics. 757 ED. HO. 2 17 CHAPTER IX. HISTOEY AND POLITICAL SCIENCE IN THE WASHINGTON HIGH SCHOOL. By E. E. L. Gould, Ph. T>., Sometime FeUow in Sistory at the Johns SopMns Vhiversity, now of the Burewu, of Ijobor.' The Washington High School is organized somewhat differently from many other institutions of similar grade. The college plan of depart- mental courses, with a limited range of options in the last two years, is followed with minor variations. Instead, too, of a teacher taking one class and instructing it in many subjects, he is charged with the pres- entation of his own specialty to a number of classes. There are there- fore progressive English studies, mathematics, physical science, history and political science, &c., and each group is presided over by a special- ist, who is assisted by teachers also more or less specially qualified. The work iu history extends throughout the three years, and in po- litical economy one year, the last, of the high-school course. History is compulsory in the first year only ; after that it is classed either as an alternate or optional study. Notwithstanding this fact, the record of the past academic year shows that 78 per cent, of the whole number of students was enrolled in this department, and that 42 per cent, of those to whom the right of option belonged chose to pursue these courses. The teaching force comprises an instructor, iu change, an assistant, and sub-assistant, who devote their entire attention to this department, and also another assistant whose time is partially occupied. Instruc- tion in history occupies three hours per week during the first year ; four hours per week for one-half of the second year, and four hours per week throughout the third year. Political science has four hours weekly in the third year. 1 The recent appointment of Dr. Gould to a position in tlie Bureau of Labor and as lecturer in the Johns Hopkins University, has left m well-developed department of history and political science in the hands of former associates, who will undoubtedly perpetuate the best of his methods and maintain the honorable distinction already gained in these branches at the Washington High School. The development of special departments of instruction in American high schools is a foregone conclusion, although the proper adjustment of the relations between the special and the general in education remains a difiicult matter in our public-school systems, as well as iu cor colleges and universities. — H. B. A. 258 STUDY OF HISTORY IN AMERICAN COLLEGES. 25» OOUESE OP STUDY IN HISTORY AND ECONOMICS. The course of study may be outlined as follows : First year: (1) General historical exercises. (2) Historical biography. (3) History of Greece. (4) History of Eome. Second year: (1) History of England. Third year: (1) General European history. (2) Elements of political economy. (3) Social and economic problems. It is expedient as soon as practicable to extend the high-school work by adding another year, thus raising the institution almost to the plane of our American colleges. The three general departments of study at present existing, viz, academic, scientific, and business, would proba- bly be remodelled, and a fourth, an English-historical, especially de- signed to prepare students for the professions of law and journalism, instituted. The work in history and political science would then be as below indicated : Tear. Academic. Scientific. E n glish-histor ical . Business. First .. 1. General historical exercises. 2. Historical biogra- 3. Greek history. 4. Koman history. English history. 1. General historical exercises. 2. Historical biogra- phy. 3. Greek history. 4. Roman history. English history. Second. *Eng;li3h history (one- half year). English history. 1. Civil government {one-half year). 2. General European history (one- half year). Third.. Political economy, elements {one -half year). 1. Political economy, elements (one- half year), 2. Current economic and social ques- tions (one -half year). 1. Political economy, elements (one- half year). 2, Current economic and social ques- tions (one- half year). 1. Political economy, elements (one- half year). 2. Finance and ad- ministration, lectures (one- half year. Tonrth. *Gen6ral Enropean history (one -half year). A-dministration and civil government (one-half year). General European history (ono-half year). Administration an d civil government (one half year). * Elective. The only historical subject taught in the public schools of Washing- ton is the History of the United States. Students entering the High School know as a rule little or nothing of general history. Hence the courses of study are laid out to suit their requirements. United States history being omitted. Scarcely any enter under fifteen years of age ; the average age is about eighteen ; so that what practically amounts to collegiate instruction is rendered feasible. METHODS OP TEACHING. In the foregoing tabular sketches no reference was made to the man ner in which each course is presented. This will appear in a few words upon the methods of teaching adopted. During the opening hour of 260 CIRCULARS OP INFORMATION FOR 1887. school on Monday mornings the entire first-year class is assembled in the large exhibition hall for what may be called a general exercise. These sessions are lacking in uniformity, but have a constant purpose, viz : To awaken interest, arouse enthusiasm, and stimulate habits of personal reading and discussion. First of all the student has explained to him simply and clearly what history is, what it means, what its special uses are. More especially he is told how and why it should be studied. He learns that the old-fashioned process of absorption from the text- book alone is faulty, not to say uninteresting and painful. He is told that text-books furnish for the most part only raw materials, and that he should aim to make his mind a laboratory of analyses as well as a storehouse of facts. He is informed that this so-called laboratory work will be mostly done for him in the beginning, but that his responsibility will advance with experience, until eventually he will be called upon to present special topics in their full import to his classmates. A few exercises having been taken up in this manner, the class next passes on to the consideration of questions of immediate or recent po- litical prominence. For instance, last year the annexation of Burmah, the Servo-Bulgarian difficulty, Irish home rule, and the Hoar Presiden- tial succession bill were amongst the themes discussed. Students are invited to read what they can find in newspapers and magazines, are questioned in class, and, after the contemporary facts have been elicited, the instructor proceeds to explain the questions in their purely histor- ical phases. The object here is twofold : First, to get pupils to read for their own information; and, secondly, to show them that history does not belong entirely to the past, but that it has also anoflce in the pres- ent which he who would make of himself a good citizen or successful public man cannot afford to neglect. The last six of these Monday morning sessions are devotetl to lectures ou the relation of physical geography to history. COURSE IN HISTORICAL BIOGRAPHY. The suggestions given in these general exercises for the proper methods of studying history would probably be of little use unless some opportunity were immediately offered to fortify precept by practice. The course in historical biography is designed to be the initiatory step, and is conducted in the following manner : Thirty-six prominent char- acters are selected, beginning with Pericles and Alexander the Great and ending with Bismarck and Gladstone, and each studentis required to write an essay, not exceeding eight pages of foolscap paper, upon some one personage. The whole first-year class is divided into sections of from thirty to thirty-six, each section as a usual tiling reciting in- dependently. The requisite number of cards is prepared, upon which are written the names of the characters and an appropriate selection of references. The cards being distributed by lot in each section, the sub- jects are given out impartially and in such a manner that no two in a section write on the same character. Six weeksis the limit allowed for STUDY OF HISTOEY IN AMERICAN COLLEGES. 261 preparing the essays, and during this time the sub-assistant, whose special duty is to direct the reference reading of the first-year class, gives them all legitimate help. On the appointed day the essays 'are handed in, after which they are examined and marked by the teachers and returned to their owners. The recitations in Greek history, which have been occupying two hours weekly all this time, are temporarily suspended while the essays are read. They are called up in proper chron- ological order, and while the reading is going on the remaining mem- bers of the class listen. After each essay is presented the teacher who is conducting the exercise comments on it, with a view of pointing out especially the significance of the great events with which the sub- ject of the sketch was identified and the relation of these events to others, where any exists. It is an object to make the exercises as full of pleasure as possible, and, therefore, instead of having the whole class take notes at the time, each student is required to write an abstract of his own essay, and thus, after it has been supervised and found satis- factory, is placed on file in the room wherein the section sits, ready for consultation at any ijroper time. This course answers several purposes. The student now, for the first time attempts something like independent work. Perplexed with what seems to him a vast amount of material recommended for consultation, and knowing th^t he cannot read it all, he seeks and obtains directions for reading to the greatest advantage. With his attention divided among so many events, in every one of which the hero of his sketch has been concerned, he learns to discriminate between important and unimportant facts. Then, again, his individual effort has made him thoroughly familiar with one particular field, and in listening to the results of others he gets an initial, though superficial, view of general history, which usually creates a desire for more comprehensive and de- tailed information. The interest attaching to a personal figure as the center of a cluster of events, the restriction of individual work to a lim- ited compass and, above all, the rivalry in class to have the best essay, combine to make the results obtained by a study of historical biography in this manner eminently satisfactory. GREEK AND ROMAN HISTORY. The work in Greek and Eoman history is carried on with the aid of a text-book, lectures, and topical studies. Considerable stress is laid upon map-drawing, and fifteen minutes at the beginning of each exer- cise are devoted to this, until the students can draw from memory a fair map of Greece and Rome, showing places of historical importance. Oc- casional formal lectures are given on such subjects as art, philosophy, religion, and literature in Greece; and domestic life, politics, and admin- istration in Rome; but the most usual methods of supplementing the text-books are informal talks by the teachers and topical discussions by students. Note-books must be kept, and frequent written recitations are held, of which usually no previous notice is given. 262 CIECULARS OF INFORMATION FOE 1887. A CLASS LIBRARY. A feature in connection with historical studies the first year is a kind of circulating library which is adapted to the needs of the class. It contains a few works of standard historical fiction, as for example those of Ebers and Eydberg, and descriptive writings like those of Mahaffy, Becker, Church, and others. The monitors of the sections act as librarians, and all books are returned and redrawn at stated periods. Works like these, conveying as they do a vivid picture of Greek and Eoman life and society, have a wonderfully stimulating effect, when read contemporaneously with the more serious study of the history of these nations. The teacher has no extra labor, and the onlj' cost to the student is the occupation of a few hours which would doubtless other- wise be spent in less useful story-reading. I have not found it sufllcient to recommend the reading of such works, and leave the responsibility with the class. Pew individuals will follow up the advice. But estab- lish a library of this sort and you will soon hear an interchange of opinions on ancient habits, customs, and institutions, and see satisfac- tory symptoms of an enhanced interest in the details of history. A perplexing difSculty which confronts every teacher of historical subjects who has to deal with a large number of students is the apathy of a portion of his class. They have an idea, too often encouraged by so-called practical parents, that this branch of knowledge can be ac- quired by merely reading at any time. Hence they feel like worrying through their history, since they must take it. Everything, therefore, however small, which makes duty a pleasure to some and induces at- tention or enthusiasm in others, is a great point gained. Historical studies will never receive their due proportion of attention from high- school students until methods of presentation claim more conspicuous consideration from teachers. EN&LISH HISTORY. In the second year, English history is studied for half the year, and, in the third, general European history throughout the full academic ses- sion. Neither of these courses is compulsory, the first being alterna- tive and the latter optional. Thompson's England' is assigned as a text- book for the one, but its use does not extend beyond that of a convenient repository of facts. On all important subjects selections from Green, Stubbs, Freeman, Hallam, and others are indicated for special reading. As the time is rather limited, this is, in fact, a topical course. Events of lesser importance are neglected altogether, but the more striking facts are made the themes of class essays and discussions by the most efficient students, and of frequent lectures by the instructor. The work concludes with a comparison of the English and American executive and legislative branches of government in theory and practice. ' Gardiner's England is better. STUDY OF HISTORY IN AMERICAN COLLEGES. 263 TOPICAL STUDY. The third-year course is entirely topical. It includes a consideration of the great epoch-making events of European history, beginning with the birth of Christianity. The work is conducted on the co-operative plan, every member of the class assisting the instructor with well prepared lectures on particular themes. A partial list of the subjects treated in- cludes the following : the Lights of Paganism ; Heresies in the Early Church; the Conversion of the Celts; the English; the Slavs; the Northmen ; Mahomet and the Saracens ; Pope Gregory VII ; the Crusades; the Eepublics of Venice and Florence; the Rise of Switzer- land; the Peasant Wars; the Hanseatic League; the Eevival of Learning; the Eeformation ; the Thirty Years' War; the Kevolt of the Netherlands; the Huguenots; the Seven Tears' War; the Else of English Power in India; the French Eevolution. It is sought, as far as possible, to go over the ground, first, by questioning the class out of Freeman's General Sketch or Fisher's Outlines, so that, when a student comes to lecture, the main facts of the subject he discusses are already familiar. These lectures are an excellent means of training and, com- ing as a kind of review, they serve to impress indelibly events upon the memory, and to give a great deal of information that could not other- wise be well presented. At the end of the year the essays of chief merit are selected and bound together in a volume to be kept as a souvenir of the class. The pupils usually try to do their best, and some of their efforts during the present year would have done credit to advanced col- lege students. The instructor, of course, gives them a great deal of help, and takes some of the more difficult and controversal themes himself. The course ends with a special course of lectures by the teacher upon the history of the nineteenth century. In both the second and third years note- books are required, and written or oral recitations are frequently used as a means of drill. POLITICAL ECONOMY. This is hardly the place to say much about the work in political econ- omy. Only a word or two will be offered. There is not here as wide a scope for variation of method as in historical teaching. In the third year. Walker's elements, supplemented largely by the opinions of other writers, form the staple of instruction. After the text-book is finished, current, social, and economic problems receive attention. The prepara- tion, under the supervision of the instructor of statistical diagrams, illustrating the effects of financial legislation upon the currency and revenue, is made a part of the class work. The reading table contains The Nation, the Political Science Quar- terly, the Quarterly Journal of Economics, the Citizen, the Baltimore Civil Service Eeformer, the Economic Tracts, Work and Wages, sev- eral labor journals, and texts of the leading economic bills before Con- gress. One hour a week during the last half year is devoted to short 264 CIRCULARS OF INFORMATION FOR 1887. reports given by the students in rotation upon these journals, each pupil taking but one article at a time and preparing an abstract of his report for filing away. By this means familiarity with contemporary economic and political thought is secured. FACILITIES FOE HISTORICAL STUDY IN WASHINGTON. A sketch of this kind would hardly be complete without some refer- ence to particular facilities for study. Of these the one most utilized is the High School library, which contains about 500 volumes de- voted to history and political science. Although this is the most con- venient, it is by no means the only source of information. The Con- gressional library and the libraries of the diflerent. Departments are easy of access to most of the students, and furnish practically every- thing that could be desired in the way of reading facilities. AN HISTORICAL ENVIRONMENT IN SCHOOL. A special room has just been set apart in the High School for the use of this department. This room is accessible only to students of the second and third years, and is equipped with maps, charts, diagrams, and statistical illustrations, chiefly the work of students, portraits of illustrious specialists in history and economics, a library of reference books, public documents, and scrap-books of newspaper clippings upon subjects of contemporary interest. A place of this sort, well stocked with the implements of study and illustration, and devoted solely to the use of the more advanced students of the department, exercises a bene- ficial influence and attraction. In corroboration of this statement it is only necessary to add the testimony of the "record book," which shows that there were three hundred and one books and magazines taken out from December 1 to March 10 amongst seventy-five third-year students. ThQ results achieved thus far have been very satisfsiCtory. The ex- . aminations have almost uniformly shown a high standard of attainment, while the interest and attention manifested in the various exercises are a source of great encouragement. The methods of instruction seem to develop independent, self-reliant, and progressive students. The library facilities are ample and furnish a valuable accessory to training; and, lastly, the environment is fortunate. WASHINGTON THE CENTRE OP POLITICAL EDUCATION. There seems to be an indefinable something in the surroundings of Washington, the political capital of the nation, favorable to the work of this department, because calculated to give zest to the prosecution of those studies which make the citizen and train the statesman. Let us hope that this immaterial essence ma.y one day crystallize into a Government institution, a Civil Academy, whose object shall be the training of American youth for positions of administrative trust and re- sponsibility. CHAPTER X. CAREOLL D. WEIGHT OiJT POLITICAL EDUCATION. The evolution of the idea of a Civil Academy in the city of Washing- ton, proposed by the writer of this report in his monograph on William and Mary College (Circular of Information, Bureau of Education, No. 1, 1887), will probably begin in connection with Government bureaus, where the need of well-trained specialists is alreadyfelt. These bureaus will become seminaries or practical training schools in political science. The statistical bureau of Prussia took the lead in the institution of a so-called statistical seminary for university graduates in Berlin, and appearances indicate that the United States Bureau of Labor Statistics will take a similar lead in this country. At a joint meeting of the American Historical and Economic Associations, at Harvard University, May 24, 1887, the Hon. Carroll D. Wright, Commissioner of the United States Bureau of Labor, in a remarkable paper on "The Study of Sta- tisi"ics in American Colleges," took this advanced ground, from which can be seen with equal clearness the duty of our great universities and the duty of the General Government towards the long-neglected cause of political education — the practical lesson of all history and of all statistics, which is history in the purest mathematical form. Colonel Wright said, with profound conviction and deep significance: " I would say to the colleges of America that the institutions which soonest grasp the progressive educational work of the day will be the most successful competitors in the race. That college which comprehends that it is essential to fit men for the best administrative duties, not only in gov- ernment but in the great business enterprises which demand leaders of as high quality as those essential for a chief magistrate, will receive the patronage, the commendation, and the gratitude of the public. The men who are the best trained, who have learned the practical work of special sciences, are the ones that are guiding the people, and so the colleges and universities which grasp these things by the teaching of statistical science along with all the other great features of social science, including the branches which bring knowledge nearest to the community itself, are the colleges which will secure success, and not only success in a pecuniary point of view, but success in that grander field of the best-work for the race. I urge, therefore, that our American colleges follow the example of European institutions. 1 would urge upon the Government of the United States, and upon the government of the 265 266 CIRCULARS OF INFORMATION FOR 1887. States, the necessity of providing by law for the admission of students that have taken scientific courses in statistics as honorary attaches of or clerics to lye employed in the practical work of statistical offices. This is easily done without expenditure by the Government, but with the very best economic results. "We take a census ia the United States every ten years, but as a rule the men that are brought into thfe work know nothing of statistics. They should be trained in the very elementary work of the census tak- ing and of statistical science. How much more economical for the Gov- ernment to keep its experienced statisticians busily employed in the interim of census taking, even if they do no more than study forms, methods, and analyses connected with the presentation of the facts of the preceding census. Money would be saved, results would be more thoroughly appreciated, and problems would be solved. " Our State and Federal Governments should be vitally interested in the elevation of statistical work to scientific proportions, for the neces- sary outcome of the application of civil-service principles to the con- duct of all governmental affairs lies in this, that as the affairs of the people become more and more the subjects of legislative regulation or control, the necessity for the most accurate information relating to such affairs and for the scientific use of such information increases. "The extension of civil-service principles must become greater and greater, and the varied demands which will be created by their growth logically become more exacting, so that the possibilities within the application of such principles are therefore not ideal but practical in their nature. And these potentialities in the near future will enhance the value of the services of trained statisticians. "The consular and diplomatic service, as well as other fields of Gov- ernment administration, come under this same necessity. The utiliza- tion of the consular service for original investigations creates in itself a wide-reaching statistical force, and one which should be competent to exercise its statistical functions with all the accuracy that belongs to science. So government should supplement college training with prac- tical administrative instruction acquired through positive service in its own Departments. " This appeal that statistical science be taught in our colleges comes to this Association more forcibly than to any other. The beginning which has been made in this direction in this country is honorable in- deed. Shall it be supplemented in the great universities and leading colleges of America 1 Do not think for a moment that if the teaching of statistical science be incorporated in our college courses the country will be flooded with a body of statisticians. There is enough work for every man who understands statistical science. He need not be em- ployed by Government. The most brilliant achievements of the Euro- pean statisticians have been secured in a private or semi-ofQcial way. The demand will equal the supply, and the denrand of the public for STUDY OF HISTORY IN AMERICAN COLLEGES. 267 statistical knowledge grows more and more positive, and the supply should equal the demand. "General Walker in a letter in 1874 said: 'The country is hungry for information ; everything of a statistical character, or even of a sta- tistical appearance, is taken up with an eagerness that is almost pathetic; the community have not yet learned to be half skeptical and critical enough in respect to such statements.' He can add, Statistics are now taken up with an eagerness that is serious. "'Know thyself applies to nations as well as to men; and that nation which neglects to study its own conditions, or fears to study its own conditions in the most searching and critical manner, must fall into retrogression. If there is an evil, let the statistician search it out ; by searching it out and carefully analyzing statistics, he may be able to solve the problem. If there is a condition that is wrong, let the statistician bring his figures to bear upon it, only be sure that the statistician employed cares more for the truth than he does for sustain- ing any preconceived idea of what the solution should be. A statisti- cian should not be an advocate, for he cannot work scientifically if he is working to an end. He must be ready to accept the results of his study, whether they suit his doctrine or not. The colleges in this con- nection have an important duty to perform, for they can aid in ridding the public of the statistical mechanic, the man who builds tables to order to prove a desired result. These men have lowered the standard of statistical science by the empirical use of its forces. "The statistician writes history. He writes it in the most concrete form in which history can be written, for he shows on tablets all that makes up the commonwealth; the population with its varied composition; the manifold activities which move it to advancement; the industries, the wealth, the means for learning and culture, the evils that exist, the prosperity that attends, and all the vast proportions of the comely structure we call State. Statistical science does not use the perishable methods which convey to posterity as much of the vanity of the people as of the reality which makes the commonwealth of to-day, but tlie picture is set in cold, enduring, Arabic characters, which will survive through the centuries, unchanged and unchangeable by time, by accident, or by decay. It uses symbols which have unlocked to us the growth of the periods which make up our past — they are the fitting and never chang- ing symbols by which to tell the story of our present state, that when the age we live in becomes the past of successive generations of men, the story and the picture shall be found to exist in all the just propor- tions in which it was set, with no glowing sentences to charm the actual and install in its place the ideal; with no fading colors to deceive and lead to imaginative reproduction, but symbols set in dies as unvarying and as truthful in the future as in the past. The statistician chooses a quiet and may be an unlovely setting, but he knows it will endure through all time." 268 CIRCULARS OF INFORMATION FOI^ 1887. Statistical table showing the principal facts relating to "Same of the InBtitation. Location. Entrance reqnirements. I St. Ignatius College TJniversity of Colorado . "Weeleyan University... San Francisco, Cal. Boulder, Colo.l Middletown, Conn. Several. 4 Kome and Greece. mtnois College Jacksonville, 111 University of Illinois . Indiana UniverBity . Wabash College Franklin College Hanover College Union Christian College . St. Melnrad's College Amity College . Norwegian Lutheran College ... Kansas State University Eerea College . Centre College Central University . St Charles College.. Straight University . Harvard University . Adrian College . Hope College . Urbana, lU . Bloomington, Ind. . . Crawfordsville, Ind . Franklin, Ind Hanover, Ind . Merom, Ind St. Meinrad, Ind. College Springs, Iowa. Decorah, Iowa... Lawrence, Kans . Berea, Ky Danville, Ky Hichmond, Ky Grand Coteau, La. New Orleans. La. . Cambridge, Mass . Adrian, Mich Home and Greece. X I X I I Ist course ; 2d and Sdcourses. Borne and Greece. Biblical. United States and civil Government. Holland, Mich . E.&Gk. R.&Gk. 4 3 4 4 I 3 or 4 3or4 3or4 3-5 2 3 or more. 20 X No sys- tem. STUDY OF HISTORY IN AMERICAN COLLEGES. 269 the study of history in American univei^aities and colleges. Kelati ve prominence of history. Historical subjects pre- ferred by students. Time. a o M-42 "What other historical authorities used be- sides text- books ? United States histoty. 43 Terms. 12 6 .... 7 3 5 Kank. 5 14 2 History popular. History one of least im- portant. Per cent. 20 20 8 15 16 10 Hours. 47 1 25 I 25 [ 22 ! 31 I 3 | .. Science 1st; history and political science 2'd. Bank, 12 1 Bank. 4 1 1 L. History most prominent. 112 2 .-History has one-half the time. American and English of the eighteenth century. 1. Aryan civilization. 2. English and American Government, and litera- ture. 3. Polilioal devel- opment of the United States. Greece in fifth century ; Borne under Augustus ; Modem history; Cru- sades and Arabic move- ments. History of the United States. ^ England, France, Germany, United States. Egypt, Persia, Italy, Eng- land, early discoveries of America ; Revolution and Rebellion. Greece, Mediaeval, modern Prance, ana America. Such as include accounts of revolutions. Modern history, especially England and America. Greece, Rome, Elizabethan period. Napoleon, Nether- lands, Germany, Thirty Years' War. Modern history after Ref- ormation. 120 3^ 12-18 10-15 Tfae leading and standard historical works. Ordinary works of refer- ence. Congressional reports, speeches and pamph- lets. Rawlineon, R. Smith, Grote, Curtius, Momm- sen, Charicles, Gallus, Gibbon, New Testa- ment, Hume, Maoau- lay, &c. All standard authorities. G u i z 1 ' s Civilization, Balme's European Civ- ilization, LingardjFyfie, Stubbs, Von Hoist, Hallam, Gardiner, Free- man, Dicey's Law of the Constitution. Bancroft, Shea, Rollin, Canter, Wiedraann, Dollinger, Hergerother Hefele. Ridpath's United States, Taylor & Webb's Gen- eral History. All authorities that time will admit of. Any standard authors, poems or fiction, illus- trative of different pe- riods. None. "All that the resources of a great library can offer," All best authorities. 270 CIECULAES OP INFORMATION FOR 1887. Statiatical table showing thet principal facts relating to the Name of the institation. Location. Entrance requirements. ■a i OS O (O I Carleton College HarperviUe College TJniveraity of Mississippi "Washington University . . . Stewartsville College Canisius College Madison University Ohio Starte University "Wittenberg College Heidelberg College Pacific University , Yillanova College Brown University College of Charleston , Bloomington College , Central Tennessee College University of Virginia. . . . University ofWisconsin. . Eipon College Napa College Columbia College , University of Michigan . . . "Weilesley College Smith College Trinity College Northfield, Minn . HarperviUe, Miss. Oxford, Miss . - St. Lonis, Mo. Stewartsville, Mo . Buffalo, N.Y Hamilton, N. T Columbus, Ohio.., Springfield, Ohio . . Tiffin, Ohio Forest Grove, Oreg . Delaware Co., !Pa . , Providence, R. I . , Charleston, S.C. Bloomington, Tenn, . Nashville, Tenn Univ. of Virginia, Va Madison, Wis Eipon, "Wis. Napa. Cal New York City. Ann Arbor, Mich . "Wellesley, Mass... Northampton, Mass . Hartford, Conn. R.&Gk. Mo. En, Gk. R.&Gk. ^ i None. None. lass, course. None. History of Jews. Greece and Kome. 4 or 5 1 6 3 or more. 2 3 or more. 5 No sys- tem. 4 3 a 2 3 4, 5,or 6 2 3 3 5 2 3 or more. 1 3 4 3 1 3 8 3 3 or more. 1 3 or more. 6 3 or more. 3 or more. STUDY OF HISTORY IN AMERICAN COLLEGES. of history in American univeraities and colleges — Continued. 271 Kelative pTomiBence of history, Historical subjects pre- ferred by students. Time. 1 i 1 8 5 150 5 4 180 2J 90 5 6 10 2 .... 2 5 15 5 ISO 9-15 2 64 4 2 6 .... 8-10 3 120 3 50 2-3 6 .... 6-7 3 120 9 5 180 3-5 !?- 80 5 10 5 195 5 3 39 3 6 214 6 2 4 3 .... H 2 .... 4 2-3 86 2-3 TVhat other historical authorities used be- sides text-books ? Hours. 190 194 287 .. Modern history; Eeforma- tion, English and French ; Revolution United States. rirst year, per cent. 4X I 18 I...-I 23 I 18 |....|. Afterwards 25 per cent. Terms. 5 12 4 11 France ; England siuce 1689 ; Constitutional His- tory United States and England ; comparative study of European and American systems. United States Constitutional and Political History of United States ; Eecent History of Europe, 1815-1881. America, England, French Kevolution, Crusades. Ancient and English 10 Kank. 1 Ancient Greece ; Repub- lican "Rome ; Mediaeval Italy ; Modern France. American, English; Kenais- sance ; Middle Ages. Modern History from Eliza- beth on. United States emancipation. English and last century United States history. History of Greece and Kome and Kise of Freedom. Ancient history English and American History ofCivilization; Con- stitutional History. Kevolutionary and Post- Kevolutionary European History ; Political His- tory of the United States. United States. Revolution and Civil War. Monteith's Historical Geography and the reg- ular historica] aathori- tiee. Eidpath's, Josephus, Rol- lin. Gibbon, Guizot, Green, Motley, Preacott, &.c. All I can get access to. BlasB,Rawlinson,Ejiight, Hallam, Green, Ander- son, Carlyle, &c. Such cyclopsBdias, &c., as are within reach. None. Labberton's Historical Atlas; Ploetz Outlines; Wiilard's Synopsis of History ; Stubbs' Select Charters. None. Original sources. Green, Stubbs, Hallam, May, Guizot, Kitchen, Thiers, Blanc, Bancroft, Hildreth, Yon Hoist, &o. Mommsen, Merivale, Gib- bon, Grote,Curtius, Fel- ton, Symonds, Fisher, Motley, Carlyle, Miil- ler, &c. Standard authorities. 272 CIECULAES OF INFORMATION FOR 1887. Statistical table showing the principal facts relating to the study Name of tlie inatltutlon. o ' S n) ^ ° 5 * ca « e8 i-9 ■«1 §5 q A It .4 St. Ignatias College. University of Colorado — "Wesleyan University Tea... No. Both are used. . Illinois College . No. University of Illinois. Indiana University... Tea. No.. ■Wabash College . Pranklin College Hanover College Union Christian College... St. Meinrad's College Amity College , No.. Tes. Tes. Both. Norwegian Lutheran Col- lege. / Kansas State University. . . BereaCoUege Both, Yes. Centre College Central University .. St Charles College... Straight University . Harvard University . Some- times. No.... No.... Both. Adrian College . No.... Both. Barely. Some- times. Yes... Briefly. No.... No.... Some- timeu. Some- times. Seldom Not us- ually'. Yes... No... Tes... Yes... Rarely. Geographical maps ; Yes . historical charts; object lessons. Yes. Yes. Yes. In half the ex- ercises. No Charts ; wall maps ; Universal Atlas; Encyclopaedia; Gazetteer. "Wall charts Yes., I have a "Labora- tory," in which class read and write under my direction. We are going to publish a political bistory of the United States. Manual, with col- lateral reading. Yes Some- times. Some- times. In lower grades. No Chart outline and blackboard drill. Seldom . Largely. Seldom . Yes. Examinations, ex- planations, and narrations. Topical wort pre- sented orally by . students. Topical recitations and frequent re- views of impor- tant points. No.... Yea I Yes... Yes... Seldom Yes.. Some- times. Very lit- tle. Yes ; two- thirds. ^ of time. Discussion of special topics. Map-drawing Brief stodies on as- signed topics ; wri- ting of theses ; col- lateral reading. Preparations of the- ses read before classes. STUDY OF HISTORY IN AMEEICAN COLLEGES. of history in American universities and colleges — Continued. 273 If 1 n il II s 6 & II OS t, s.a II O g 11 1 si 1 la £ <1 . 1 Cm O 1 V m ID 09 1 P,T3 ^ 9 III (Be-. >>% IS- We use historica charta. Tea Tea Tea Tea Tea Tea Yes Tea Tea Once a month. The pro- fessor. Tea Tea T^s Tea Tea Not much Tea Tea Tea Tea In higher class. Tes Tea Tea Tea Some- timea. Tes Tea Occasion- ally. Botll.... Oral.... Written. Written. Written and oral. Oral.... Both coura^e- ment of- fered. Not at Tes Tea .... Tes Tes No Tour per annum. Soph. 4, jun. & sen. 6, per year. Freq'nt- One each term. Pupil selects from a Ions list. Teacher selects half. Teacher. Teacher all. Yes. Yea. Students should learn rather than be taught. To a certain ex- tent text-books, exam inations, and chaits. Lectures in detail and memorizing of text-books. No. No. Both..-. Tes Tea Tea Once a term. Occaaion- ally. Monthly Teacher. Little. Yes Teacher. No Questions in class. Have adopted topical recita- tion. Yes what. Tea Tea Tea No Tea Tea No Yes Tes Tea Oral gen- erally. Tes Teachers Tes Tea No Once or twice a month. Rarely. . times. A little - Som e- times. Tes Written. Written. Profes- sor. A little. Tea times. Tea No No gen- eral coarse. Special atten- tion. Tes Tea Oral.... No Very little. Occa- aion- ally. Tea In cer- tain couraea. Tea By stu- dent from a list chosen by instruc- tor. Teacher Hearing of recita- tions from a book by fixed lessons. "I use all meth- ods." Tea Written. 3 to 6 times a year. No 757 ED, NO 2 18 274 CIRCULAES OF INFORMATION FOR 1887. Statistical taile showing the principal facts relating to the study IN'ame of the institution. Cm n 11 on Is a thorough reading of one authojity preferred or the comparison of a vai iety of authors ? li 11 •a a. 3 i-^ s * 1|i «= g 5 Is r Hope College No... Seldom Tes... Some- times. Some- times. Often . Some- times. Some- times. Tes... Some- times. Tes... Tes... Tes... Tes... Not much Seldom.. Tes ... No..., Briefly Some- times. Some- times. Some- times. Often Tes .. Tes... Often . No.... Tes... Tes... Carleton College X Individual investi- gation. Harpprvillo College No.... • X Fre- quently. Partly-. Some- times. Tes Debates by the class . Photogi-apbic slides for lantern. Washington University Stewartsville College Some- times. X Yea... X X nds X X X X X Tes 25 per cent of courses. One course. Tes; daily. Some- times. No.... Topical study, with reports. Sometimes give sub- jects lor investi- gation. Wittenberg College Heidelberg College No.... No.... No.... X X X It depf Debates by pupil ; abstracts, e'asays, general discus- sions. Villanova College Brown Uuiversity Tes... Tes... Not gener- ally. Tes... No.... Tes... Tes... Earely.. Tes Use a printed sylla- bus. Tes... Tea... Tes... Some- times. Some- times. But litUe. Very gene- rally. College of Charleston Bloomington College Tes Central Teuneasee College. University of Virginia Yes... But lit- tle. Tea: chief thing. Tes Tes No.... Historical instruc- tion. • Arraiging special topics for pre])ara- tion ; translating and commenting on original docu- ments. Object lessons University of Wisconsin . . . Eipon College As far a.s pos- sible. STUDY OF HISTORY IN AMERICAN COLLEGES. of Tiiatory in American universities and colleges — Continued. 275 9 =2 a 1 §1 u OS 0) Is O U ^ o p^ CO o > IS. A o A II la ID (0 a ■9ar ii •c o 15* 3 1 it ■Sal II II ^ M HI .2-3 <1 £ o w o o Tes; Tes; very Some- times. Tes Once a month. Teacher. No. very much. largely. Not Only in higher much. grades. Tes Tps; very Tes ; in semi- Both.... Tes No largely. nary. Tes Tes; Tea Oral.... Tes Teacher Careful prepara- tion of note- chiefly. books ; t e c h - nical examina- tion of advanced students. A little . Emphat- Tea; No Slightly. ically. Some- rizing, and the what. directly oppo- site method of A little . To some extent. Tes Written. Tes Teacher. no memorizing. 278 CIECULAES OF INPORMlTION FOE 1887. Statistical table showing the principal facts relating to the study Name of the institntion. St. Ignatius College . University of Colorado Wesleyan University . . Illinois College University of Illinois. Indiana University. Wabash College . I'ranklin College . Hanover College. Union Christian College. St. Meinrad College. Amity College Norwegian Lntheran Col- lege. .2 S-fi u =.9 n No. No. No. No. No. No., No. No. gfe ^-5 No. No., No.. Yes. No., No. No. No. ■as rli Yes. No. ISo. One in univer- sity. No.. No.. N^mes of text-books used. 1. Elementary United States 2. &ilman's Bible History , 3. Brannan'sEccIeaiastical History. 4. Howard's History United States. 5. Gazeau's Ancient History 6. Middle Ages 7. Modern History Swinton'a Outline' (public school) . . Hallam, Green's England Taylor's Modern Europe Ploetz' Epitome American History (Lodge's) Federalist, two papers Green's bhort English. History Thalheimer's Ancient History or Kawlinson, Harper's Students' Series in Mediseval and Modern. Young's Two Centuries of Mod- em History. Guizob's History of Civilization . .. Creasy's English Constitution Andrews' United States Constitu- tion. Green's English People Harper's France Johnston's American Politics Guizot's History of Civilization.. - Woolsey's International Law Johnston's United States Gilman, Scudder and Kidpath's United States History. Smith, Felton, and Thalheimer's Greek History. Leighton, Fennell, Thalheimer's Koman History. Classical Dictionaries Scudder's and Johnston's United States History. Nordhoff's Politics for Young Americans. Green's Short History England Ploetz' Epitome Bryce's Holy Boman Empire Still6'3 MedisBval History Guizot's Civilization ' Greek and Boman History Bowen Thalheimer Green Elliott Collier, &c Thalheimer's Ancient History Barnes' United States History Barnes' English History Hassard's United States Universal History, Gazeau .,.. Ecclesiastical History, Alzog., Barnes' United States Anderson's General , Bamard*8 United States History, (other books being in Norwegian) . STUDY OP HISTORY IN AMERICAN COLLEGES. of history in American universities and colleges — Cbntinued. 279 Only for the youDg studeuts. Not at all. . Only for s iL k e of skeleton. Slightly ... No No. No. Very little. No No No Very much. Some CO Eetained Depends upon how used. Tea. For ref- erence. Tes Tes. A.s a man- ual. Tes. Tes. Tes. Tes- Tes. •ss Three . No. Tes. No. No. Tes. No. Have a 1- coves. A small one. A few . - - No I.SS 1,000; a fair library. Very rich historical library. Several; 100. Easv. Easy., Easy. . . Easy... Very easy. Easy.... Easy... S o m e- what restricted -a o Some bcoks are for refer- ence only, Circulat- ing. Circulat- ing. For refer- ence ex- cept b y special permis- sion. Circulat- ing. Circulat- ing. Circulat- ing. Circulat- ing. Circulat- ing. Circulat- Circulat- ing. Both. -'w V By one. No. No... No.. No.. No... No. No. No... No... E5 The his- torical society does. No., Tea. No. Tes. Within easy reach. In theo- logical depart- ment. No.. No.. •^ a li .la Tes. No. No. No. No. Tes. Tea. Tes. No. 280 CiRCtJLAbS 6F tNf OilMAtlOJt f OK 1881 Statistical table showing the principal facts relating to the study Kame of the iiistitution. Kansas State University. Berea College. Centre College. Central tTniversity . St. Charles College . . Straight tTniveisity - Harvard University . Adrian College Hope College . Carleton College . Harperville CoUege . 0'3 (- No. No., No. No. No. No. No. ^13 Ifo., "No. STo. Have a very fine collec- tion. No No. No. s « 5 « ;«a Tea- Tes-. No. No. No. No- Names of text-books used. T^eeman's General Sketch Koman History Greek History -. Roman Life and Greek Life GuizoL'a History Civiliziation English History (Green) Lodge's American Colonies Bolle's Financial History United States Federalist , Andrews' Manual United States Gonstitntion. Americal Politics French Kevolntion Higginson's United States - Barnes' United States Swinton's Outlines Shaw's History English Literature Harper's United States Anderson's English Thalheimer's General Bidpath 's United States Smith's Greece Liddell's Home Sime's Germany Green's Short Histo^-y of England . . Barnes' United States Sheldon's Historical Studies Creightou's Home B;ble History Kearney's United States Scndder's United States Fredei's Ancient and Modem Miss Busch Berard's United States, Anderson's General History Green's Shorter Course English History. Smith's Bible History Barnes* United States Swinton's Outlines Green's Short History of the Eng- lish People. Guizot's Lectures on Historical Civilization. Barnes' United States' Goodrich's England Smith's Greek and Boman Anderson's Ancient and Modern .. Guizot's Civilization, Historical Lectures. Scudder's United States Batiies' Ancient Myer's Mediasval and Modern English History Epochs of History, three volumes.. Political History of United States. - United States History General History Monteith's Comparative Geogra- phy- Holmes' United States History Carlton's Elements General History , a 09 bo V a 7 6-7 6-7 ^ttfDt OF HIStOEY IN AMEEICAN COLLEGES. of hiatori) in Amerioan universities and colleges — Continued. 281 1 i5 s5 "So 1 S i>2 p. * as ■ss-a •3| 11 II e.-9 03 ll o II 1 = 1.3 s h O s '1 n if £-Efl ■CP.5 M *3 O t.at Si's If Sa c s .2*-. .= S = £" 3 W H A a fl <1 Very little. - Yes Tea About 2,500. Eaay Circulat- ing. Yes... Always . . . Tes. ITo Tea No Sometimes Sh^ll in future / No Tea No Circulat- No.... No 1. No. ing. Tea Yea No No.... No No. But little.. Tor less Yes Easy advanced students. ■No Tee Very few . Eaay.... No.... ■with care. ing. NotataU.. Betain e d aa helps or guides. Tes 1,000 vol. umea. Eaay..-. Circulat- ing. Tea... Tes Tes. No Tea T«a 3,000 Easy Circulat No.... No Tes. ing. No Tea No 2,000 Eaay..-. Circulat- No.... No No. ing. Not at all.. Tea Not per- manent. A good propor- tion f 0,500 vol- umea. Eaay. . . . Circulat- ing. No.... Tes Tea. Partly Tea No 18 or 20 Easy.... Circulat- No.... different ing. anthora. 282 CIRCULARS OF INFORMATION FOR 1887, Statistical table shoiving the principal facts relating to the study Kame of the institution. University of Mississippi. Washington University . . Stewartsville College . Canisius College Madison University . . Ohio State University . Wittenberg College , Heidelberg College .. Pacific University. Villanova College . . Brown University . College of Charleston. Bloomington College . Central Tennessee College . University of Virginia University of Wisconsin.. Bipon College !Napa College.. lis n No. Som e- times. No. No. No. Tea. Claase s not as snch. Tes. Tea. Not as classes. No Tea. No. No., eg >, « o No.. Yea. No., No., No. No., -a a No.. Yes. No. Yea. No.. Yes. Names of text-books used. Yes Yes Yes No Yea Yes No No No Yes No Yea No No Yea Freeman's General Sketch. Andrews' Manual United States Constitution. Stndeut's Hume Student's France Bryce's Holy Koman Empire Freeman's General Sketch Barnes' United States History Wilson's Outlines No text-books used , Hallam's Middle A ges Lodge's Modern Europe Miiller's Political History of Recent Times. Johnston's United States Swinton's Outlin es Ridpath's United States Berard's History of Eugland Wilson's Outlines - Scudder's United States , Thalheimer's Ancient, Mediaeval, and Modern. Guizot's Civilization Peter Parley's History Bai'nes, Anderson, and Higginson . Thalheimer's General Guizot Historia Ecclesiastica Noqter's Ancient Fredet's Ancient and Modern Burke's Lingard Quackenbos' United States Smith and Liddell Freeman's Outlines Macaulay, Grot-e, Mommsen, &c. . . Bidpath's United States Thalheimer's- Ancient, Mediseval, and Modern. Bidpath's United States, Ander- son's General, Smith's Greece, Merivale'a Kome, Gibbon's Abridged, Taylor's Modern History. Freeman's Genei-al Sketch, Ander- son's Med. and Mod., Anderson's English, Green's History En- glish People, Still6's Studies of Mediaeval History. Barnes' United States, Leighton's Home, Smith's Greece, Barnes' Ancient. History. Lord's Modern Europe, Guizot's History of Civilization. (a) 10-20 10 15 5-15 8-10 4-5 7 4 8 6 2-4 25-40 a No special number of pbjes assigned. STUDY OP HISTORY IN AMERICAN COLLEGES. 283 of history in American universities and colleges — Continued. H l-s Is i IB % •a g £■■« II li li 1^ Is o > in qga III i n P II Do public libraries give spe- cial aid or privilege to your department ! Do your classes meet in a librarj' or withiu easj^ 1 each of historical works ? Are bistorical works kept in class-room ,for immediate use! Not at all.. No A« a skel- eton. Tfcs Tes Tes For ele- mentary work. Tes Tes Tes Tes Tes No No Tes Yes A large number. 1,000 c.... 25 Not very easy. Easy.... Circulat- ing. Circulat- ing. No.-.. Tes... No... No.... No.... No.... Tes .. No.... No.... No Near one.. No No Tes No No No Sometimes Tes. No Often Yes Eeference. Circulat- ing. Circulat- ing. Circulat- ing. No JNO. No Not now . . Tes No No 4,000 500 or 600. Consider, able. Easy Easy Tes. Not at all.. No No. No Partly No No 3,000 Easy.... Easy Easy Easy... Easy Eestrict^ ed. Easy Easy.... Eestrict- od. Easy.... Circulat- ing. Circulat- ing. Circulat- ing. Circulat- ing. Circulat- ing. Circulat- ing. Circulat- ing. Chiefly refer'ce. Circulat- ing. No Tes Tes No Tes Partly..-. Tes Tes Tea No Tes A noble and well- stocked library. Tes... No.... No Near one.. Near one.. Tes. Partly No No No No To a cer- tain ex- tent. No No Smallnum- ber. 50 Very little. No No.... No.... No.... Tes No Extensive. Many thousand. 500 Some No No No No.... Tes No No Yes- about Some. 10 per cent. 284 CIRCULARS OP INFORMATION FOR 1887. Statistical table shoruing the principal facts relating to the study Name of the institution. 1: , ■as !•- 1- S ca 1| 11 •3.2 u Names of toxt-books used. '0 a CD s o ■ 6 •A Tes No Yes Yes No Yes No Freemat's Series ; Germany, Fi-auce, England, Miiller's History of Eeoent Times, Lodge's Modem Europe, Green's Sliort History of Englisli People. Guizot's History of Oivilization . . . Thalheimer: Greciao, Eoroan, Churcb, Beginnings of Middle Ages. Eliot's History of United States, Freeman's General Sketch, Gui- zot's Histoiy of Civilization, Gui- zot's Representative Govern- ment, Seebobm's Era of Prot- estant ■Rfivolntion, Creighton's Age of Elizabeth. 12-15 20 12 7 12-20 University of Michigan . . - "Wellesley CoUe^'e No Yob No Yea Yes Tes STUDY OF HISTORY IN AMERICAN COLLEGES. 285 of histori/ in American universities and colleges — Continued. Do you favor the raemoriz- 1 u o t-'in SI 11 o O s > ^5 o t* .2 u o i O ll II 1^ It •si-a ^ 3 sag p as ■§4 "1 ■S.a If S2 111 Tea i for lower grades. Only the substance. No Very little. Only prin- .0 i p a 1 events and dates. Tes Tes Only Gal- zot's. Tes Tes; if properly used. Tes Tes Tes No 15,000 Extensive. 4,500 2,000 . Easy — Both Tes... Tea Only sem- inary. No No Tes Easy — Both Both Tes... Tes... Tes No 286 CIRCULARS OP INFORMATION FOR 1887. Statistical table showing the principal faota relating to the etudy Kame of the institation. St. Ignatins College TTniveraity of Colorado . . . "Wesleyan University . Illinois College . TTniversity of niinois.. Indiana University . TVabash College . Franklin College Hanover College Union Christian College . . . St. Meinrad College Amity College Norwegian Lntheran Col- lege. Kansas State University . . Berea College. 13 g fl-S o a So* Yes. Tes. Tes. Centre College Central University . . St. Charles College. .. Straight University . Physical geogra- phy. Physioal geogra- phy. Tes Some . Yes. In prepar- atory class. Yes Yes. Yes. Yes- Yes. Yes. Yes. Yes , But little 5a CO O Yes. Yea. Yes. Tes., Tes. Tea. Tea. Yes. Yes. Tea. Yea. Tea. Yes. Yes. Yea. Tea. Yes. No... Some ... Not much Yes. Tes. Yes. Yes Bnt lit- tle. No. Some- what. S ome- what. A little. Yes Some- times. Largely. Seldom . To what extent is art applied to illaatrate history? Illnatrated charta are much used. No. No. No. No.... Yes... Some . No. No Seldom Little.. Rarely. No No. Not at all. tS — So m e- what. Tes. Some now prepar- ing engravings, &c., for lantei-n slides. Not at all A good art gallery is open to stu- dents. Use photographs in teaching Eng- lish History. ^ None Not at all., No. Very little "Walls are crowded with photo- g raphe, maps, charts, engrav- ings, &c. Very little . No Not at all. Not at all.. Slightly Yes. Tes Tes. Not much Some . . . Not much Some- what. But little. But little. Not very Yes STUDY OF HISTORY IN AMERICAN COLLEGES, of "history in American universities and colleges — Continued. 287 What books are most helpful in this way? II « e3 f* ■< • 1 li ■2 3 tg a II ° S ^ ill m cS .2>. ii ® s o « Mythology In the classical course. Some- what. Yes... Litera- ture is. Yes . . - Yes-- Yes-.- Yes.-. Especially with language and philosophy. Political s c i- ence. Political sci- ence. Language, phi- losophy, polit- ical science. Political sci- ence and phi- losophy. Political sci- ence, lan- guage, and philosophy. Language and political 8 c i - ence. Political sci- ence. Political sci- ence. Political sci- ence. 0) Females in general history. (') No To litera- ture and political economy. No No No S c 1 1 * 8 , Bui war's, Tennyson's, Chau- cer's, Shakespeare's, Cooper's, Irving' s, Hawthorne' 8, Judd's, "Whittier's, Long- fellow's, Holland's, Tourgee's Scott's, Bulwer's, Kingsley's, Ebers', Hall's, Shakespeare's, Schiller's. No General history. No Average equal; male high- er. No (0 (1) (!) 6 mal es Fmemorize better; males the more in- terested. literature and art in history ; men politics. Yes . . . Tor all.... Yes English and Amer- ican his- tory. Yes .. Litera- ture some- what; art not at all. No-... Yes... (1) No To classi- cal and Bci'tifio dpts. Female av- erage is better. Kingsley'a Hypatia, Westward Ho! Scott's novels, two or three of Bulwer's, Macaulay's poems, Lowell's and Whit- tier's poems. Scott's poems and bal- lads ; Longfellow's and Whittier's. Political 8 i - ence. Political s c i - ence. Almost equal. No No . . .. financial and political his- tory. Litera- ture U. Political sci- ence. Lanjruajjes and philosophy. Langnafje Scott's novels; Irving's No.-.. Yes No Female . . . Males in math- ematics ; fe- males in lan- guage. 288 CIECULAES OP INFORMATION FOR 1887. Statistical table showing the principal facta relating to the ^ame of the institntion. .2 M fl g «-3. .aE" a? <3,0 To what extent is art applied to iUastrate history ? Is ° 3 Harvard University . Adrian College . ITo; which is a mat- ter of re- gret. Tes Tes. Tes. Tes. ITo. Some- what. Some- what. Hope College Carlet-on College . No-. Tes. Tes. Tea., No.. Tes- No. No. Little done in this dii'ection. None systemati- cally. Not mnch None, except illas- trations toand in hooks. Tes. Tes. Tes. Harperville College. Tes. Tea. University of Mississippi. . Washington University Stewartaville College Tea- Tes. Tes. Tea- Tea. Some ... Not vet- Little. Some- what. No. ... No- To no extent - No.. Not at all - No. No ' To a great extent Part of time. Canisins College Madison University ... Ohio State University - Wittenberg College Heidelberg College Tea Tes All too lit- tle. Tes Tes. Tes. Tes- Tes- Tes.. Not yet. No. Eegnl stnd yea. ar Pacific University. One of theeyes of his- tory ; yes. Tes Tes. No. No. Villanova College.. Brown University . College of Charleston . Eloomington College. . Conside able. Tes Tes. Tes. Central Tennessee College. University of Virginia Tes; 60 hours in prepar. story de- partment. Yea Tes. No. No., No. Yes. Yes.. Yes. Yes, No- To no extent . Very . No.... To DO extent . Not 3'et Not at all. Some . Yes But little No... We have synchro- nized charts and maps of ancient and modern coantiies. To a great extent * I make constant use of illustra- tions." Students may at- tend lectures in art department ; some lectures on architeotare. Greatly Yes ; very Yes. Very . Yes... Yes... STUDY OF HISTORY IN AMEEICAN COLLEGES. 289 ofhistofy in American universiiies and colleges Continued. "What books are most helpfal in this way 1 £«■- 1 S~l''3 -S© 2 t? '2 o a •♦1 O ^ "^ ^ 00 == 9 '< &g.a S-2 1,. "2a •="'3 -2 l« o o s n Charles Kingeley's ; Eber's Egyptian novels, Scott's, &c. Scott's novels Scott's novels: Romola, Hypatia, Old. Town Folks, Bay Path, St. George, and St. Mi- chael. Walter Scott's. Any standard author that had relation to period we were studying. Shakes peare, Scott, Longfellow, Hugo. Poems, Scott's novels, Gr. Eliot's Eomola, Ebers' novels, Ee- lix Dalius's, Ohas. Keade's Cloister and Hearth, Schil- ler's Plays. &c. Tennyson's Dream of Eair "Women. Shakespeare, Scott, Kingsley. Dis- tinctly. Tes..\ Xes. Litera- ture is. Yes., Tes... No... Yes. Yes. Yes. Yes. Yes... Yes. Yes. Yes. Yea.. Yes. Depends upon education of individual student. PoUtical sci- ence. Language Political sci- ence. Political sci- ence, 1 a n - guage, phl- 1 o s o p h y , ec[ually. Political sci- ence, 1 a n - guage, phi- losophy, Political sci- ence. Language Literature Language PoliticaF s c i • ence. Language, phi- losophy, po- litical sci- ence, equally. Political s c i - ence. Philosophy Political 8 c i - Language. Political sci- ence. Political s c i - ence. Political s c i - ence. 757 ED^ l!fo, 2,,.^X9 Yes. No. No. To politi- cal sci- eoce. No , No Boys grasp Erinciples etter, Male... Male . - . No. No. Yes Yes. No., Yes. No.. No differ- ence. Neither. .. Young wo men. Eemales .. No. No. No. No differ- ence. No differ- ence. Boys bet- ter and poorer. No. No. Part of general course. No. Yes. No.. Females .. Only in art dep'traent. Female . . . No. Yes. Females in his- tory and liter- ature ; males in mathemat- ics and clas- sics. Females creative. Girls do better in remember- ing facts, and express ideas better. Males in math- ematics and natural sci- ence. Females in top- ical method. 290 CIECULAES OF INFORMATION FOE 1887. Statistical table showing the principal facts relating to the study ^ame of the institntion. gl 111 l! .S g 1 1§ 1" h5 To what extent is art applied to iUustrate history! —I o ll tn University of Wisconsin . . Yes Yea Yea Yes Yes Incident- ally of course. Yes Historical geography. Yes Yes Yes Yes Tes Yea Yea Y«« Yes No No Tes i by teachers. No Yes No No No Very lit- tle. Yes ; by teachers. No No No No Teachers ao o o m- panyatudentsto art galleries, &c. Not systematically. Yes Yea Many pictures and Adams' history charts. A litUe Yea Very ... Tes No But lit- tle. University of Michigan A little Not at all Not at all STUDY OF HISTORY IN AMERICAN COLLEGES. 291 of history in American universities and colleges — Continued. What hooks are most helpful in thia way 1 £2 1 h ii r 91 t. is ■5.1 s >> 33 ■SS5 .g".l !=i l^ £5g. lit Whicb sex sbo-ws the greater aptitude tor history ? la Bulwer, Kingsley, Hugo, Shakespeare, Scott. Tea... Hist, elect. Political 8oi. ence. Political sci- ence. Political sci- ence. Pliiloaophy,lan- guage, politi- cal science. Language Political sci- ence. Needs the con- cnrrenoe of all. No Not dis- tinctively. Yes No No Yes Yes Equally... Eemale . . . Male Yes... Yea... So re- garded but not so used. No . No Yes No No No No better text- book work. No '... No Girls re- peat his- tory like "Pretty poll." (?) 292 CIKCULAES OF INFORMATION FOR 1887. Statistical table showing the principal facts relating to the study of Xame of the iiistitntion. iSS s ^ © fe 2 o o o fsi (S 09 ^ «'"« ? £ « St. Ignatius College — University of Colorado . (?) (?) "Wesleyan University - Illinois College University of Illinois . . Indiana University, Wabasli College Franklin College , Hanover College Union Christian College . Females e x - eel in mem- orizing and reciting. TSo St. Meinrad College . Amity College Norwegian Lutheran College - Kansas State University Berea College.. Centre College- Central University . . St. Charles College . . Straight University . Harvard University . Adrian College Hope College Carleton College. Harperville College University of Mississippi . "Washington University . . , None . Toung men excel. In philosophy of history- boys excel. (?) In all depart- menta except the mathemat- ical. Languages ; arts ; philosophy ; lit- erature; politics. Literature Languages and political science. (?) (?) In political, philo- sophical, literary and linguistic studies. Literature ; polit- ical science. Literary studies . Political science and literature. Literature and languages. In any hut mathe- matics or sci- ence. Literature ; lan- guages. In all but scieo- tific and mathe- matical studies. Males superior Literature, lan- guages, &c. 2yearsinAmer ica, 4 in Ger- many. 3 years in pri- vate atnd\', 1 year in Ger- man univer- sity. Only general preparation. Women pre- fer litera- ture. Ci) Ko. 'So.. No special . 2 years. 3 years . S years . Usual collegiate preparation. 3 years' No special pro- fessor of history. Private reading and experi- ence in all grades of schools. 20 months Women care least for mathemat- ics. General read- ing of a life- time in sev- eral lan- guages. STltBY 01* SISfORTf nH AMERICAN COLLEGES. 293 lUstory in American universities and colleges — Continued. Numher years of experi- ence in teaching. II b£d §1 il •I| ^5 t4 ID o o 1 How is the historical knowledge of your students tested ? Eyoral questions as well as written examination- By frequent written examinations. By questions, reports, and written ex- aminations. Long written examinations. Questions, class discussion, and writ- ten examinations. Eecitations, essays, oral reports, class discussions; don't care for written examinations. Recitations and written examinations. Questions in class. Free narration 8; written examination. ■Written examinations. 2 years 5 hours in pri- vate, 6 liours in college. $1, 800 29 years 10 hours w'kly 1,800 2,000 1,050 and assistant. 305 houra year- ly- 7 years All day 4J years 900 ( 5 years (3year8 3 years 1 hour 1 hour 3houT8 to other atuditi8. 5hour8 toother studies. i,66o 800 10 hours "Written and oral examinations. By free narration and answers to ques- tions. By free narration, questions, and writ- ten examinations. Free narrations, answers to questions, and written examinations. 550 hours 2,000 20 hours . 1,500 tions. Frequent questions; monthly written examination. Free narration ; monthly written exam inations. "Written examinations twice a year. 200 hours 1,000 term ; questions in class. Tyears 369 hours 75 hours 1,500 400 (a) 2,350 20 months 8J hours ten examinations. Direct answers to questions. 16 years 15 hours 540 hours &c. By free narration, questions, and class discussion. a No salary as professor of history 294 CIECULAES OF INPOEMATION FOE 1887. Statistical taJ>le showing ihe principal facta relating io the study of Kame of the Institntion. U c3 a -a OD.S "i a o>£.S ■« fe 2 o ptH P ■lis |5 Cm ;4 Stewartsville College. Canisius College Madison TJniversity . . . Ohio State tTniversity . Wittenberg College . Heidelberg College - . Pacific University. . . Villanova College . Brown University . College of Charleston. Bloomington College . Central Tennessee College- University of Virginia University of "Wisconsin. Eipon College Kapa College... Columbia College University of Michigan , "Wellesley College Smith College . Trinity College '. K^ot noticea- bly. In literature., Very little Males can reason better. None "what- ever. Boys have better judg- ment. (?) Literature ; lan- guages. Literary ; philoso- phy ; political subjects. Literature ; lan- guages ; arts- Literature ; phllos- ophjj political studies. In all other studies Girls not orig- inal. Toung men excel. Political science; literature; lan- guage. Literature; mathe- matics. Literature ; 1 a n - guage; art. Political and legal science. Political science and literature. Political science; then philosophy, literature, lan- guage. Political science ; literature. 5 hours a day . 4 years 15 years gener- al, 4 years special. None required ; much desired. Ordinary uni- versity course. 2 years . CoUefiiate course and 2^ years in Ger- inan univer- sity. STUDY OF HISTORY IN AMEEICAN COLLEGES. 295 history in American universities and colleges — Continued. i 1 |i Il 1 1 ■§ eS