I 118 1183 opy 1 TWENTIETH CENTURY TEXT-BOOKS THE TEACHING OF MEDIEVAL HISTORY WITH SELECTED REFERENCES DESIGNED TO ACCOMPANY A HISTORY OF THE MIDDLE AGES BY DANA CARLETON MUNRO NEW YORK D. APPLETON AND COAIPANY 1903 TWENTIETH CENTURY TEXT-BOOKS THE TEACHING OF MEDIEVAL HISTORY WITH SELECTED REFERENCES DESIGNED TO ACCOMPANY A HISTORY OF THE MIDDLE AGES BY DANA CARLETON MUNRO NEW YORK D. APPLETON AND COMPANY 1903 g3 THE LIBRARY OF CONGRESS, Two Copies Received MAR 20 1903 CoH/iignt iintty CLASS '^ XXc. No. o" »r 1-^ ") 2) COPY B. Copyright, 19U3 By D. APPLETON AND COMPANY CONTENTS CHAPTER PAGE List of twenty-five books 1 Introduction to manual 5 I. — Introduction 8 II. — The empire of Charles the Great . . . .12 III.— The Church 15 IV. — The invasions 17 V. — Feudalism 19 VI. — The German kingdom (to 1122) 21 VII. — The kingdom of Prance (to 1108) . . . .23 VIII.— England (to 1135) 24 IX.— The Moslem world (750-1095) 26 X. — The Byzantine empire 27 XI.— The Crusades 29 XII. — The monastic orders 31 XIII. — Life of the nobles (twelfth and thirteenth cen- turies) 33 XIV. — Life of the people ^(twelfth and thirteenth cen- turies) 34 XV. — Schools and universities 36 XVI. — The Church in the twelfth and thirteenth cen- turies 37 XVII. — Germany and Italy 39 XVIII.— France (1108-1314) 41 XIX.— England (1135-1337) .42 XX. — The other European nations 43 iii TEACHING MEDIEVAL HISTORY A LIST OF TWENTY-FIVE BOOKS SUITABLE FOR A SCHOOL LIBEAEY These are cited frequently in Munro's History of the Middle Ages and in this Manual. Adams : Civilization during the Middle Ages. New York, Scribner, 1894. $2.50. Of especial value as a philo- sophic and interesting treatment. Cited as Adams. Bryce : Holy Roman Empire. Various editions ; best, New York, Macmillan. 11.00. The best single work on the medieval empire, but generally too difficult for pupils. Cited as Bryce. Cheyney : Industrial and Social History of England. New York, Macmillan, 1901. $1.40. An excellent short treatment. For some subjects the best discus- sion obtainable. Cited as Cheyney. Colby : Selections from the Sources of English History. New York, Longmans, Green & Co., 1899. $1.50. Very useful translations. Cited as Colby. Cunningham: Western Civilization., vol. ii, Cambridge, 1900. $1.25. Extremely interesting and novel ; of great value. Cited as Cunningham. Note. — In the selection of references I have been assisted by Caroline Colvin, Ph. D., of the University of Maine, and James F. Willard, Ph. D., of Northwestern University. I have profited also by critical suggestions from Prof. E. H. Castle, of the Teachers Col- lege, New York. 1 2 TEACHING MEDIEVAL HISTORY CuTTS : Parish Priests arid their People. London, Young, 1898. $3.00. This is an interesting book, throwing light on the actual work of the Church. Cited as Cutts. DuRUY : History of the Middle Ages. New York, Holt, 1891. 11.60. A translation of a French text-book ; formerly very much commended, but now to a great extent superseded by more recent works. Cited as Duruy. Emerton : Introduction to the Study of the Middle Ages. Boston, Ginn, 1888. $1.25. The best text-book for the period between 395 and 800. Cited as Emerton : Introduction. Emerton : Mediceval Europe. Boston, Ginn, 1894. 11.50. This supplies for many events a fuller discussion than that given in the text-book. Cited as Emerton. Fling : European History Studies, vol. ii. Chicago, Ainsworth, 1900. 50 cents. Short selections from the sources, edited for school use. Cited as Fling. Gibbon : Decline and Fall of the Roman Eminre., edited by Bury, 7 vols. 114.00. New York, Macmillan, 1896- 1900. The best edition of this famous work which is still unequaled for the history from the time of the Antonines to the Fall of Constantinople in 1453. Cited as Gibbon. Green : History of the English People, 4 vols. New York, Harper. 110.00. The best and most readable work on the subject. Cited as Green. The Short History, new edition, $1.20, is cheaper and often as service- able. Gregorovius : History of the City of Rome in the Middle Ages. English translations, 8 vols. (7 vols, published, $18.00). New York, Macmillan. The work of a great master and delightfully readable. As will be seen from the references, it deals with a very wide range of subjects. Cited as Gregorovius. A SCHOOL LIBRARY OP TWENTY-FIVE BOOKS 3 Hendekson : History of Germany in the Middle Ages. London, Macmillan, 1894. $2.60. The best history of medieval Germany in English. Cited as Henderson. Henderson : Select Historical Documents. London, Bell, 1893. 11.50. Contains many useful translations. Cited as Henderson : Documents. Johnson : The Normans in Europe. Epochs of History. New York, Scribner. $1.00. Popular and readable. Cited as Johnson. KiTCHiN : History of France., 3 vols. Oxford, Clarendon, 1873. 17.80. The best history of France in English. Vol. i extends to 1453. Cited as Kitchin. Lavisse and Eambaud : Histoire Generate, 12 vols. Paris, Colin, 1893 ff. A full, interesting, and scholarly treatment in French by many specialists. Vols, i-iii cover the period from 395 to 1453; price, unbound, 12 fr. ($2,40) each. Cited as Lavisse and Eambaud. Lodge : Close of the Middle Ages. Periods of European History. New York, Macmillan, 1901. $1.75. The volumes in this series furnish very accurate and schol- arly, although sometimes uninteresting, accounts of the events. Cited as Lodge. MiLMAN : History of Latin Christianity ., 8 vols, London, or Boston, Sheldon. (To be obtained second-hand.) This is still the favorite work with many teachers. Cited as Milman. Montalembert : Monks of the West, 6 vols. New York, Longmans, 1896. $15.00. A learned and sympathetic account of the early monks. It is a fascinating work written in a delightful manner. Cited as Montalem- bert, Oman : Dark Ages. Periods of European History. New York, Macmillan, 1893. $1.75. See Lodge. Cited as Oman. Robinson: An Introduction to the History of Western Europe, Part 1. Boston, Ginn, 1902, $1.00, A very 4 TEACHING MEDIEVAL HISTORY valuable text-book for the whole period. Cited as Rob- inson. Tout : Empire and Papacy. Periods of European His- tory. New York, Macmillan, 1898. $1.75. See Lodge. Cited as Tout. Translations and Reprints from the 'Original Sources of European History^ 6 vols. $9.00. Philadelphia, De- partment of History, University of Pennsylvania, 1894-1899. Contain over two hundred sources for this period, translated and edited for college and school use. The most extensive collection available. The numbers can be purchased singly at from 10 to 25 cents each. Cited as Translations and Pieprints. INTEODUCTION Methods. — For methods of teaching history the follow- ing books are useful : Report of the Committee of Seven (New York, Macmillan, 1899) ; Report of the Commit- tee of Ten (Washington, 1893, and New York, 1894), pp. 162-201 ; H. E. Bourne : Teaching of History and Civics (New York, 1902) ; B. A. Hinsdale : Hoiu to Study and Teach History (New York, D. Appleton & Co., 1893) ; M. S. Barnes : Stiulies in Method (Boston, Ginn & Co.). In addition, Professor McLaughlin, in the manual to ac- company his History of the American Natiori^ has some valuable suggestions. An extensive Biiliography of the Study and Teaching of History is published in Report of the A^nerican Historical Association for 1899. In view of the bibliographies which these books contain, and the discussions which the two reports have provoked, it is not advisable to add general remarks here. A few special suggestions may, however, be in place. Collateral reading. — Every good teacher realizes that the text-book alone is insufficient ; some collateral read- ing is absolutely essential. Other text-books may often be used to advantage. Getchell in Tlie Study of Medice- val History ly the Lilyrary Method (Boston, Ginn, 1897) has furnished a usefvil list of detailed references for many topics. Unfortunately he included, among valu- able works, some books which are not worth reading. In the following pages general references are given for each chapter, and special selections for individual topics. Often subjects that have been omitted in the text-book, 2 . 5 6 TEACHING MEDIEVAL HISTORY from lack of space, are included in the references. Most of the books selected ought to be found in any good library ; a few, which are either rare or expensive, have been mentioned because they are especially valu- able. Such works can usually be obtained by teachers in large cities. Even two or three works in foreign lan- guages have been added for teachers who wish to make a more serious study. All of the books referred to are use- ful, but sometimes less scholarly books have been quoted because of their accessibility. Topics. — Some of the selections are intended merely for reading ; others may be used for topical work. Different passages may be assigned to the pupils and then in the following recitation the separate accounts may be molded into a composite description. It is ad- visable at first to assign some very small, definite subject with definite, short references. Later, more elaborate work may be attempted and topics may also be used for compositions or debates. Teachers may find guidance in the development of topics by studying the outline in Botsford's History of Borne (New York, Macmillan, 1901), pp. 353-358. By skilful use of such topics, interest in the study may be greatly increased. Sources. — The writer is not a believer in the labora- tory method for pupils in schools ; nor does he think that immature minds can construct an historical ac- count by the study of two or three passages from the contemporary authors. With what is frequently called " the source-method " he is not in sympathy. He feels, however, that it is a great mistake not to use in the class-room extracts from the sources. Suitable material may be used freely to vitalize the study, to obtain interest and reality, and to show the scholars the raw material with which the historian works. See the discussion in the Committee of Seven, pp. 101-110, and the Report of the New England History Teachers' Association on the Use INTRODUCTION 7 of Sources (Macmillan, New York, 1902, 60 cents). In the following pages many references are given to the sources.' Pictures. — Pictures are also a valuable adjunct in teaching history. Photographs of medieval buildings and reproductions of medieval illustrations are very im- portant and add to the interest in the work. No " fancy pictures " should ever be used. Moreover, no picture should be used without an explanation. An illustration may often be made the subject of a special talk or as- signed as a topic for a composition. The " Perry Pic- tures " (Maiden, Mass.), those published by the Cosmos Co. (296 Broadway, New York), and other cheap reprints furnish ample material, in addition to the illustrations in the text-book. For larger collections see Essenwein : Bilderatlas, vol. ii (Leipzig, 1883) ; Parmentier : Album Historique, vol. i (Paris, 1896). Many of the pictures in the text-book are drawn from these two books. Dates. — Careful attention should be given to dates. Pupils should be required to learn only a few, and to group events about the chosen dates. They may well be asked to make up comparative tables showing contem- porary events in the different countries. In the text-book dates are given merely as guides to aid in making the story clear. More would have been given but for the fear that conscientious pupils might waste valuable time in learning them. A list of important dates, 395-1300, is given in Munro : Syllahus. Maps. — Geography is recognized to be an essential aid to history, and maps should be carefully studied. It is well to have pupils draw maps, as in this way some classes of facts are impressed upon their memory. Putzger's atlas (Leipzig, Velhagen and Klasing), although in Ger- man, is very useful and costs only about 75 cents. Good outline maps may be obtained from the McKinley Publish- ' See note page 13. 8 TEACHING MEDIEVAL HISTORY ing Co. (Philadelphia), from D. C. Heath & Co. (Boston), or Ginn & Co. (Boston). A most useful map can be made by procuring ordinary blackboard cloth and painting on it with white paint the main physical outlines of Europe or of some country. Then the changing political divisions can be added with chalk for any recitation. The lesson. — It should be remembered that history, if properly taught, furnishes an unequaled discipline in training the judgment. Pure memoriter work is of little, if any, value. " The two great essentials are the assign- ment of a lesson in such a manner that the student will have to thinJc to get his lesson (whether he uses sources or merely text), and the conduct of the recitation in such a fashion that the pupil thinlcs again about the material which he has already tried to think over." CHAPTEE I INTRODUCTION This chapter is intended to call attention to the most important subjects of which it is necessary to have some knowledge before the succeeding chapters can be under- stood. Only the most vital matters are discussed, because it is assumed that the pupils will have studied these sub- jects in the preceding course. It may be made the basis for a brief review of the history which has preceded. The best guides are Emerton and Eobinson ; as noted in the text-book.' The summary in Adams's European History^ pp. 103-104, may be studied to good advantage. If the pupils have had a good course in the history of Europe to 800 a. d. it will probably not be wise to attempt ' In general, references cfiveii in the text-book will not be dupli- cated in the Manual. ' New York, Macmilhui, 1899. A very condensed outline, useful especially for references and topics. INTRODUCTION 9 to assign collateral reading or topics on this introduction. But the following selected works may be cited as valuable for a study of the period before 800 ; and below, a few topics and sources are suggested especially for those who have not had the preceding work. REFERENCES General works covering the whole, or nearly the whole period. Robinson, pp. 1-70. Oman. Gibbon ; especially chaps, i, ii, ix, 1, and part of lii. Hodgkin : Italy and her Invaders ; a colossal work in 8 volumes (Clarendon Press, Oxford, $86.50) : exhaustive, and often of intense interest. Bury : Later Roman Empire (2 vols., New York, Macmillan, $6.00), covering more briefly the same period as Hodgkin (to 800 A. D.), and more scholarly. Sheppard : Fall of Bome,^ is old, but still useful. Kingsley: Roma7i and Teuton (New York, Mac- millan, $1.25), very interesting, but of little scholarly value. Lavisse and Rambaud, vol. i, chaps, i-vi ; the best general guide in French. Works on special subjects or on part of the period. Hodgkin : Dynasty of Theodosius (Oxford, Clarendon, $1.50) ; covering much of the material in the eai'ly volumes of his Italy, and far more useful for pupils. Theodoric the Goth {Heroes'^); Carr : The Church and the Roman Empire {Epochs Ch. History ^) ; Sergeant : Hie Franks (Na- tions*); Bradley: Goths (Nations) ; Freeman: The Franks and the Gauls in Historical Essays, vol. i (New York, Macmillan, $3.00) ; Montalembert. SOURCES Robinson : Readings ^ ; chaps, ii-vi. Tacitus : Germany, in vari- ous forms, cheapest, Translations and Reprints, vol. vi, No. 3, 20 cents. Kingsley : The Hermits (New York, Macmillan, $1.25), contains translations, in part, of lives of early monks. Henderson : Documents, contains Salic Law (in part), and Rule of S. Benedict (in ' New York, Routledge. ^ Heroes of the Notions, published by Putnam, New York, at $1.50. ^ Epochs of Church History, published by Longmans, New York, at 80 cents. * Story of the Nations, published by Putnam, New York, at $1.50. * Readings in European History, to be published by Ginn, Bos- ton, 1903. 10 TEACHING MEDIEVAL HISTORY part). Translations and Re^n-ints, vol. ii, No. 7, Life of St. Colum- ban ; vol. iv, No. 1, Early Christian Persecutions ; vol. iv, No. 2, Canons and Creeds of the First Four Councils (20 cents each). Hodgkiii : Letters of Cassiodorus (London, Frowde, 1886) are of great interest. Bury : Later Empire, Book ii, chap, xi, contains a very interesting contemporary account of the life of the Huns ; see also Hodgkin : Italy, Book ii. chap. ii. The Koran may be found in translations by Sale (London, Warne, cheapest), by Rodwell (London, Quaritch), or by Palmer {Saered Books of the East, Oxford, Claren- don). Excellent selections are given in Lane : Selections from the Koran (London, Trubner), and Lane Poole : Speeches and Table Talk of the Prophet 3Iohammad (London, Maomillan, 1882, |1.00). Puller references to collateral reading and sources for almost all the subjects in the text-book are given in Munro : Syllabus of Medi- eval History, published by the Department of History, University of Pennsylvania (Philadelphia, 60 cents). Topics. — In selecting topics two principles have been followed : first to choose an important snbject ; second, one for which there is sufficient available material. It will be noticed in the following pages that topics and special references are placed together. It has seemed inadvisable to separate them, and preferable to leave the selection of suitable topics to the individual teacher. The number of special references has been limited by the requirement of space. It would have been easy to quadruple them. In some chapters many have been given because of the importance or interest of the sub- jects ; in others, few. Some references are intended wholly for the teacher, and many may prove too advanced for some classes. Causes of the Disintegration of the Roman Empire. Bury: Later Roman Empire, Book i, chap, iii ; Hodgkin : Italy, Book iii, chap, ix ; Gibbon, chap, xxxviii at end ; Merivale : The Romans under the Empire (New York, Longmans or Appletons), chap, xxii ; Sheppard : chap, ii ; Seeley : Roman Imperialism (Boston, Roberts), chap, ii; Adams: pp. 76-88; Hodgkin: Article in Contemporary Review, Jan., 1898. The Early Germans. Tacitus : Germania, chaps, i-xxvii (this and other selections can be found in Translatio7is and Reprints, vol. INTRODUCTION 11 vi, No. 3. (See also Fling, vol. ii, No. 2, and Indiana,' No. 9.) Gib- bon : chap, ix ; Adams, chap, v ; Emerton : Introduction, pp. 14-21 ; Henderson : chap. i. Other topics may be found in Adams : European History, pp. 125, 136, 150-151, 163 ; West's Ancient History (Boston, AUyn and Bacon), or Botsford's Rome. PICTURES Church at Torcello (facing page 4 of text-book). Interest- ing descriptions in Ruskin's Stones of Venice, Hare's Venice, Oli- phant's Makers of Venice, and Howell's Venetian Life. The church was built in the seventh century, and restored in 1008. It is a good example of an early Christian basilica. (Some pupils will be inter- ested in comparing the different styles of church buildings depicted in the text-book.) The octagonal baptistery in front was built in 1008. The marble seat is called Attila's throne, but there is nothing to connect it with the king of the Huns. The island of Torcello is about five miles from Venice and was settled by Christians fleeing from the barbarian invaders. The city was older than Venice and for a long time was important. Now there are, besides the church, only a few buildings and a handful of inhabitants. The bishopric was removed in 1814. Facsimile of Manuscript (p. 5 of text-book). This is a specimen of the writing of the seventh century and should be com- pared with the facsimile in the following chapter, which shows the reform in writing introduced by Charles the Great. This bit is a portion of the History of the Franks,'^ by Gregory of Tours, who died in 594. It will be noticed that the words are not separated, the let- ters are very clumsily formed, and there are some abbreviations, MAPS Roman Empire, 395 a. d. (facing p. 1 of text-book). The pupils should be familiar with the physical outlines and should compare the maps, as they appear, with the previous ones. Let them observe carefully just how much of Europe was contained in the Roman Empire and express it in terms of modern geography. Call their attention to the parts in which Latin is the basis of the modern lan- guage (p. 3 of text-book). ' Extracts from the Sources, published by the Department of History, University of Indiana. * Announced for publication by the Department of History, Uni- versity of Pennsylvania. 12 TEACHING MEDIEVAL HISTORY Europe, 720 a. d. (p. 7 of text-book.) Note the results of the invasions. Contrast with preceding map. Freeman's Historical Geography (3 vols., Longmans) or the Oxford Historical Atlas (Clar- endon) furnish useful explanations and comments, suitable for all the maps in the text-book. CHAPTER II EMPIRE OF CHARLES THE GREAT The following subjects should be especially empha- sized : the personality of Charles ; the lack of unity in the countries over which he ruled ; the value of the empire as an idea ; and the reasons why the empire disin- tegrated. In the Oath of Strassburg the fact that " Chris- tian " is the only word which has practically the same form in the two languages should be noted and the reason explained. If the pupils are studying French or German, they may be asked what modern French or German words they recognize. If they are studying Latin, their atten- tion may be called to the way in which Latin words are changing to become French ; e. g. amur^ commun, meon. It should be noticed that the subjects of Charles the Bald lived in territory which had formed a part of the Eoman Empire, while the subjects of Lewis the German did not. Eecall the statement in the introductory chapter about the Roman contributions.' REFERENCES In addition to the works given in the text-book the following may be cited : Adams, chaps, vii, viii. Emerton : Introduction, chaps, xiii, xiv. Oman, chaps, xx-xxvi. Bryee, chaps, v. vi. Cunningham, pp. 40-54. Hassall : French People (New York, Appletons), chap. iii. Mihnan, Book V, chaps, i, ii. Adams : French Nation, chaps, iv, v. Sheppard : Fall of Rome, chap. ix. Duruy : chaps, ix, x, xi. Gibbon : chap. 1 In this and all the succeeding chapters the teacher should com- bine the summary in the text-book with the points suggested here. EMPIRE OF CHARLES THE GREAT 13 xlix (in part). Kitchin, Book ii, part ii, chaps, iii, iv. Wells : Age of Charlemagne (New York, 1898). MuUinger : Schools of Charles the Great (New York, Longmans, 1877 ; out of print). Lavisse and Ram- baud, vol. i, chaps, vii, viii. SOUECES Einhard's Life of Charles (see text-book). Henderson's Docu- ments contains Capitulary of 802 and Division of 817. Transla- tions and Reprints contains Laws of Charles the Great, vol. vi, No. 5, and the Capitulary de villis, vol. iii. No. 2.' SPECIAL KEFEEENCES AND TOPICS Charles's Place in History. Hodgkin : Charles, chap, xiii ; Bryce, chap, v (last part) ; Adams, pp. 166-169 ; Gregorovius, vol. iii, pp. 18-31. Extent of Empire. Emerton : Introduction, pp. 208-213. Du- ruy, p. 129; Milman, vol. iv, pp. 64-65, 90; Hassall, pp. 34-35. Alcuin's Methods, Wells, chap, xxvii. Missi DoMiNici. Emerton : Introductio7i, pp. 219-221 ; Hodg- kin : Charles, pp. 242-245 ; Oman, pp. 378-379 ; Adams, pp. 159-162 ; Hassall, pp. 39-43. Prestige of Empire. Bryce, chaps, iii and v (in part) ; Hodg- kin : Charles, pp. 204-206, 214-210. Descriptiox of Chase. Morabert, pp. 273-278. Charles's Characters and Habits. Einhard, chaps, xxii-xxvii ; Mombert, pp. 234-240; Hodgkin: Charles, pp. 216-217, 222-226; Oman, pp. 339-340 ; Milman, vol. iii, pp. 69-70. Connection with Papacy. Hodgkin, pp. 182, 187-193 ; Emer- ton : Introduction, pp. 186-189, 222-223 ; lledieval Europe, pp. 47- 49 ; Oman, pp. 374-376 ; Bryce, chaps, iv-v (in part) ; Sheppard, pp. 518-520. Coronation. Bryce, end of chap, iv and beginning of chap, v ; Mombert, Book ii, chap, xiv ; Hodgkin : Italy, vol. viii, chap, v ; Hodgkin, Charles, pp. 197-204 ; Oman, pp. 361-377 ; Emerton : In- troduction, pp. 217-218 ; Duruy, p. 130 ; Milman, vol. iii, pp. 55-61 ; Gregorovius, vol. ii, pp. 488-509. Interest in Education. West, pp. 42-59 ; Mombert, Book, ii, chap, ix ; Oman, pp. 340-341, 379-380 ; Hodgkin, pp. 224, 235-238 ; • None of these, except Einhard, is especially suitable for school work. In general, legal documents are not advisable ; narratives are preferable. 3 14 TEACHING MEDIEVAL HISTORY Emerton : Introductioit,, pj). 227-283 ; Duniy, pp. Vdb, 137 ; Milinan, vol. iii, pp. 104-106. Lewis the Pious. Heuderson, chap. vi. Later Carolingians, ibid., chap. vii. What did Charles's Farms produce "i Translations and lie- prints, vol. iii, No. 2, pp. 2-5, PICTURES Seals of Charles and Lewis (pp. 13 and 18 of text-book). These were of wax and were placed upon documents in order to prove their authenticity. Melted wax was poured upon the docu- ment, and then the impression was stam2)ed upon the wax. Charles and Lewis used ancient intaglios with busts of emperors. It is not certain whether the seal used by Charles represented Commodus, Marcus Aurelius, or Antoninus Pius. The inscription is Oil, Christ, protect Charles, King of the Franks ; for Lewis, Emperor takes the place of King of the Franks. Later, seals were used not only by the kings but also by the nobles. The popes used seals in lead, which are called bulls. Facsimile of Manuscript (p. 11 of text-book). This is an ex- ample of the writing done at the monastery of Tours in the ninth century. Alcuin was the abbot for a time, after he left the palace school, and the reform in writing, which characterizes the reign of Charles, is shown clearly in the books which were written at Tours. This is a part of the dialogues of Sulpicius Severus, who died 425 a. d. The first four lines are alternately in red and black ; the numbers of the chapters and the initials are all red. The forms of the letters are all drawn from old Roman examples. Miniature of Charles the Bald (p. 21 of text-book). Portrait of this monarch from his Book of Hours, or Prayer Book, now iu the BihliotJieque Nationale at Paris. He holds in one hand the scepter ; in the other the orb, a ball representing the terrestrial globe. His crown and Roman costume should be noted. Genealogical Table. Pupils should be taught to use such tables, as they are one of the most convenient means of expressing or tracing relationships. In this particular table attention should be called to the rapid extinction of the Carolingian family in the period between 863 and 887. MAP Treaty of Verdun (p. 22 of text-book). Contrast this map with the ]ireceding. for territory of Franks; with the map of the Roman Empire, to see what parts of the Prankish territory had been Roman. THE CHURCH 15 Point out the lack of natural boundaries for the kingdom of Lothair {Lotharii Regnum, Lothringia, Lorraine). On the modern map what other names of cities would appear prominently ? Why are they not on this map ? Why were the places indicated important ? CHAPTER III THE CHURCH It is important to impress upon the pupils the differ- ences between the medieval Church and the churches at the present day. Have them make a list of duties per- formed by the Church in the middle ages; then decide how many are now relegated to the State or other agen- cies, and how many the churches still perform in whole or part. Make the pupils understand that there was but one Church, that it was a governing body whose activities in many respects were similar to those of a state, and that all education was the work of the Church. Have them realize the necessity of its having such means of control as excommunication and interdict. GEKEEAL KEFEKENCES Robinson, chap, iv; Cunningham, pp. 1-4, 7-10, 17-40, 66-69; Bryce, chap, vii ; Sheppard, chap, xiii ; Milman, Book v, chaps, iv-vii ; Hallam, chap, vii ; Wells, chap, xxxiii ; Guizot : History of Civiliza- tio7i, chaps. V and vi ; Robinson, in Report of the American Historical Association, 1899, vol. i, pp. 529-535 ; Maitland : Dark Ages. HISTORIES OF THE CHURCH Fisher : History of the Christian Church (New York, Scribner, $3.50). A very useful and readable single-volume history. Moeller : History of the Christian Church, 3 vols., London, 1892- '93. Possibly the most useful work for a student, as through the carefully selected references he is enabled to make a thorough study of any subject. Gieseler : Ecclesiastical History (New York, 1849), especially vol. ii, pp. 267-371. A mere outline with copious extracts from the sources (untranslated). 16 TEACHING MEDIEVAL HISTORY Alzog: Manual of Universal Church History (4 vols., Dublin, or 3 vols., Cincinnati). A scholarly account from the Roman Catholic standpoint. Consult also Church histories by Schaff, Neander, and Kurtz. The list of scholarly works might be increased considerably, but these seven names are probably the most useful for teachers. SOUECES Ordeals, Excommunication and Interdict. Translations and Reprints, vol. iv. No. 4. Rule of St. Benedict, Henderson, Documents, pp. 274-314. Ordeals, ibid., pp. 314-319. Donation of Constantine, ibid., pp. 319-339. Charter of Cluny, ibid., pp. 329-333 ; Fling, No. 6. SPECIAL KEFERENCES AND TOPICS MoNASTiciSM. Montalembert ; Feasey : Monasticism (London, Sands, 1898, $1.00), Book ii; Harnack: 3Ionasticism (Scribner, 50 cents); Taylor: Classical Heritage of the Middle Ages (New York, Macmillan, 1901, $1.75), chap, vii ; Gieselei', period ii, division i, chap, iv ; division ii, chap, iv ; period iii, division ii, chap, iv ; Milman, Book iii, chap, vi ; Robinson, chap. v. Papacy. Pastor: History of tlie Papacy; Creighton : History of the Papacy during the Period of the Reformation, vol. i (Boston, Houghton, 1882) ; Gieseler, period iii, division i, chap, ii ; diviision ii, chap, i ; Wells, chap, xxxiv ; Emerton, chaps, ii, iv ; and Lavisse and Rambaud, vol. i, jjp. 204-220. Discipline and Penance. Robinson, § 82-83 ; Lea : Confession (Philadelphia, 1896), vol. i, chaps, ii, iii; vol. ii, chap, xvi; Gieseler, period iii, division ii, chap. vi. Excommunication. Lea: *S7Mc?ies (Philadelphia, Lea), pp. 223-475. Interdict. Howland, in Report of the American Historical Asso- ciation, 1899, vol. i, pp. 431-448. Ordeals. Lea: Superstition (Philadelphia, Lea), chap. iii. Political Importance of Ecclesiastical Officers. Wells, chap. xxiv. Missions. Sergeant, chap, vii; Wells, chap, xxxii. St. Benedict. Montalembert, vol. i. Book iv. Social and Political Influence of Monks. Ibid., vol. ii. Book iv. Anglo-Saxon Nuns. Ibid., vol. ii, Book xv; Eckenstein: Woman iinder Monasticism (Cambridge, 1896), chap. iv. Wright: Woman- kind (New York, Scribner), chap, v; Cutts, chap. iii. INVASIONS 17 Parochial Organization. Cutts, chap, iv ; Green : Conquest (New York, Harper), pp. 12-16. Church and thk Invasions. Keary: Vikings in Western Chris- tendom (New York, Putnam), chap. xvi. Civilization, Ninth and Tenth Centuries. Duruy, chap. xvi. Nicholas I. Gregorovius, vol. iii, pp. 120-155 ; Milman, Book v, chap. iv. Mania for Relics, Pilgrimages, etc. Gregorovius, vol. iii, pp, 72-80. PICTUKES Old St. Peter's (p. 26 of text-book). Exterior view of the an- cient basilica which was destroyed in the sixteenth century and re- placed by the present structure. Compare with church at Torcello. Designs of the sixteenth century have preserved its appearance. In the rear, on the right, the city wall of Rome is shown. Bishop (p. 29 of text-book). This is from a miniature now in the National Library at Paris. Note the insignia of office : the miter, crozier, and episcopal chair. For medieval art, in general, consult Liibke : Outlines of the History of Art, 2 vols. (New York, Dodd, Mead & Co.) CHAPTEE IV INVASIONS The most important points in this chapter are : first, the manner in which the kingdoms became divided, for the purpose of defense, into very many local units which were practically independent of the royal authority; second, the characteristics of the Northmen who were destined to play such an important rofc in the history of the succeeding centuries. The pupils should locate on the map the position of each race of invaders. GENEEAL REFERENCES Oman, chaps, xxiii-xxvi ; Bryce, chap, vi ; Emerton, chaps, i, ii ; Henderson, chaps, vi, vii ; Sergeant, chaps, xxi-xxii ; Adams, chap, viii; Duruy, chap, xii ; Adams: European History, pp. 180-183; Mil- man, vol. iii, pp. 260-272, 279-281. 18 TEACHING MEDIEVAL HISTORY SOUKCES Edicts of Mersen and Kiersey. Translations and Reprints, vol. iv, No. 3, pp. 5 and 14. Norse Sagas. Burnt Njal Saga, edited by Dasent, 3 vols. (Edinburgh) ; Corjms Poeticum Boreale, edited by Vigfiisson and Powell, 2 vols. (Clarendon Press) ; Heimskringla, edited by An- derson (London). SPECIAL REFERENCES AND TOPICS Weakness of Later Carolingians. Oman, pp. 406-407. Northmen. Keary: Vikings; Johnson: Normans; DuChaillu: Viking Age (3 vols., New York, Scribner) ; Oman, pp. 414-421 ; Oman : Art of War, (New York, Putnam), Book iii, chaps, ii, iii ; Mil- man, Book V, chap, ix ; Freeman : Geography ; Lavisse and Rambaud, vol. ii, pp. 725-735. Northmen in America. American History Leaflets (New York, Lovell), No. 3; Old South Leaflets (Boston, Directors of the Old South Work), No. 31 ; Fiske: Discovery of America (Boston, Hough- ton), vol. i, pp. 151-226. Early Attacks ok Northmen. Keary, chap. iv. Character of Vikings, ibid., chap. v. Raids, ibid., chap. ix. Great Period of Invasions, ibid., chap. xii. Siege of Paris, ibid., chap. xv. Norman Conquests in Gaul, Johnson, chaps, iii, iv. Slavs. Oman : pp. 360-362 ; Lavisse and Rambaud, vol. i, pp. 688-704. Magyars. Lavisse and Rambaud, vol. i, pp. 717-722. Saracens in Italy. Milman, Book v, chap, iii ; Gregorovius, vol. iii, pp. 65-68, 87-100, 178-187, 259-270; Lanciani : Destruction of Ancient Rome (New York, Macmillan, 1899), chap. xi. ILLUSTRATIONS Boat (on p. 35 of text-book). See note in text-book. Compare with picture of boat sent to World's Fair, Chicago. What forms of modern boats does this most resemble"? Are they good sea-boats? Plaque (on p. 37 of text-book). Note the workmanship care- fully ; observe the helmet. Make this picture an incentive to look up Northern mythology in encyclopedias and sagas. FEUDALISM 19 CHAPTER V FEUDALISM Professor Cheyney, in Translations and Rejjrints, vol. iv, No. 3, p. 2, defines feudalism in the following mtuiner : " Feudalism is the name given to that form and degree of organization and system in European society which ex- isted at a period when there were no strong central gov- ernments, when there was no civil equality of j)ersons, and no conception of absolute property in land." This is probably as useful a definition as could be framed for our purposes. The pupils should study carefully the formulas of commendation, benefice, and immunity in order to understand why conditions took the shape that they did. They should be impressed with the fact that, although the customs were very much alike in the different fiefs, there was no system. They must be guarded against forming the idea that society was in a state of lawlessness and chaos. Everything was determined by the customs in each particular fief. The great points are (1) the for- mation of many small units in place of a few well-defined and strong kingdoms, and (2) that private relations be- tween lords and vassals took the place of the old bond between king and subject. The best general treatment in English is the translation by Professor Dow of the first chapter of vol. ii of Lavisse and Rambaud's Histoire Generale (translation published by Holt, New York, 1902). See also Bourne : Teaching of History and Civics (New York, Longmans, 1902), pp. 267-271. SOUKCES Translations and Reprints, vol. iv, No. 3; Fling, vol. ii. No. 4; Emerton : Introduction, pp. 242-343 note, 246-249 note, 252-253 note. Suggest the complications which would arise if the King of France should marry the heiress of a vassal of his vassal, tlio Count oi 20 TEACHING MEDIEVAL HISTORY Anjoii. From the formula on p. 45 note what one might expect to find on a fief. Observe the blanks in the formulas; compare with modern legal deeds. REFERENCES Feudalism IN GENERAL. Robinson, chap, ix; Tout; Adams, Euro- pean History, pp. 185-191; Johnson, pp. 96-110; Duruy, chap, xv ; Stubbs : Constitutional History ; vol. i, sec. 93 ; Masson : Medieval France, pp. 1-13 ; Adams : French Nation, 63-68 ; Kitchin, vol. i, pp. 235-243; Hallam, cliap. ii ; Guizot, chap. iv. (Hallam and Guizot are of little, if any, value now. Pupils should not be encouraged to read them.) Feudal Theory of State. Emerton, pp. 494-507 ; Adams, pp. 217-222. Cultivators of the Soil. Emerton, pp. 510-520; Duruy, pp. 208-213 ; Stubbs, vol. iii, sec. 817. Fief. Adams, pp. 197-200.; Tout, pp. 36-37; Emerton: Intro- duction, p. 243 ; Duruy, p. 304. Great Fiefs under Early Capetians, Tout, pp. 82-92. Commendation. Emerton : Introdtiction, pp. 251-353; Duruy, pp. 301-304 ; see also Sources. Relief, Homage, and Investiture. Emerton : Europe, pp. 488- 494; Duruy, pp. 301-306; Emerton: Introduction, pp. 343-344; see also Sources. Services of Vassals. Duruy, pp. 303-304. Ecclesiastical Feudalism. Emerton : Introduction, pp. 848- 251 ; Duruy, pp. 207-208. Merits and Defects of Feudalism. Oman, pp. 513-514; Tout, pp. 4, 9. Feudal System in the East. Masson, pp. 38-29. See also in general, Viollet-le-Duc : Annals of a Fortress (Bos- ton, Osgood); Andrews: Old English Manor (Johns Hopkins Uni- versity) ; Adams : French Nation. PICTURES Carolingian Emperor (on p. 43 of text-book). Bronze statue preserved at the Musee Carnavalet, in Paris. Note the costume ; com- pare and contrast this with the picture on p. 21 of text-book. Stone Hurler (on p. 46 of text-book). This and similar ma- chines were the most effective siege-engines before the cannon came into use. The illustration represents the hurler just as it is ready to be discharged. It consists of a beam with a heavy weight at one end and a sling at the other. By means of a windlass, which is shown at THE GERMAN KINGDOM TO 1122 21 the back, the unweighted end of the beam was drawn down, thus forcing the heavy end up. It was then fastened with a pin. The stone or ball, shown at the bottom on the left, was placed in the sling ; then the pin was withdrawn ; the heavy weight, shown at the left, brought that end of the beam down with great violence ; this caused the sling to describe a curve and discharge the missile. The soldier is clad in armor worn in the eleventh century. A good map of Feudal France is to be found in Tout ; a more elaborate one in the Oxford Historical Atlas. CHAPTER VI THE GERMAN KINGDOM TO 1122 Note the growth of the royal power ; the relation of the Church oflBcials to the king ; the manner in which Germany and Italy became connected ; the aid which the kings gave to the papacy ; above all, how inevitable it was that the kings and popes should be drawn into the investiture struggle and how impossible it was for either party to have the entire control of appointments to posi- tions in the Church. Contrast the powers and duties of a bishop in the middle ages with those of a bishop at the present day. Have the pupils make a topical outline in place of the chronological one given here. GENEEAL REFEEENCES Bryce, chaps, vi, vii, ix, x ; Oman, chap, xxvii ; Tout, chaps, ii, iii, vi ; Henderson, chaps, viii-xiv ; Robinson, chaps, xii, xiii ; Emerton, chaps, iii, vi, vii, viii ; Duruy, chaps, xiv, xvii ; Adams, chap, x ; Hen- derson : Short History (New York, Macmillan, 1902), vol. i ; Lavisse and Rambaud, vol. i, chap, xi ; vol. ii, chap. ii. SOUECES Henderson : Documents, pp. 365-409 ; Munro : Syllabus, pp. 78-79. What were the arguments on which Gregory based his power over Henry"? Henderson, pp. 368-369, 376-377. How did Henry answer these arguments ? Ibid., pp. 372-373. Con- struct similar questions. S2 TEACHING MEDIEVAL HISTORY SPECIAL REFERENCES Gregory VII. Stephens : Hildebrand {Epochs, Church History); Bowden : Oregory VII, 2 vols. (London, 1840) ; Lea : Sacerdotal Celibacy (Boston, Houghton), chap, xiv ; Milman, Book vii, chap, i; Gregorovius, vol. iv, especially pp. 167-194 and 255-260 ; and works cited above. The Ottos. Milman, Book v, chaps, xii, xiii. Henry IV and Canossa. Milman, Book vii, chap. ii. Coronation of Otto the Great. Gregorovius, vol. iii, pp. 330- 357 ; Bryce, chap. vi. Learning at Rome, Gregorovius, vol. iii, pp. 497-516. Conditions in Rome. Ibid., pp. 516-562. Concordat of Worms. Ibid., vol. iv, pp. 398-400. Great as the humiliation at Canossa was, its details have been exaggerated by most modern writers — e. g., Milraau's account reads : " He [Henry] had laid aside every mark of royalty or of distinguished station ; he was clad only in a thin white linen dress of the penitent, and there, fasting, he awaited in humble patience the pleasure of the Pope. But the gates did not unclose. A second day he stood, cold, hungry, and mocked by vain hope. And yet a third day dragged on from morning to evening over the unsheltered head of the discrowned king." Hefele, in his Conciliengeschichte, vol. v, p. 94, has shown that Henry stood for only a few hours each day, under cover, wear- ing the " penitent's shirt " over his other clothing. But the humilia- tion was just as real even if not enhanced by physical suffering. PICTURES Otto the Great and his Wife, Edith (p. 54 of text-book). Statues preserved in a chapel of the cathedral at Magdeburg. Such statues and miniatures, like the one on p. 21 of text-book, are our only sources for the appearance of most medieval rulers. Pictures like those in the Romersaal at Frankfort are wholly modern " fancy pic- tures." German Tapestry, Tenth to Twelfth Century (on p. 58 of text- book). An example of the kind of work which employed much of a lady's time in the middle ages (see p. 140 of text-book). This is not tapestry at all according to the modern definition of the term. Con- sult encyclopedia articles for the method of making tapestries, medie- val and modern. FRANCE TO 1108 23 MAP Europe, 962 a. d. (on p. 53 of text-book). To be studied in com- parison with the three preceding. Contrast empire of Otto with empire of Charles the Great. What lands had come under the sway of German civilization since the Treaty of Verdun ? TABLES Popes (pp. 62-63 of text-book). Note which popes were canon- ized ; short reigns of most popes. Anti-popes are not usually given in these tables ; it seems wise to name all those who claimed the office in 1046. CHAPTEE VII PRANCE TO 1108 Note the weakness of the kings ; contrast with Ger- many; review briefly the chapters on the invasions and feudalism in connection with this chapter and to explain the position of the kings. Note carefully the circum- stances which favored the growth of the royal power. Dwell upon the idea of royal prestige as a motive force, and upon what the early Capetians accomplished. The rise of the Flemish cities is very important. Arrange the subjects topically as in Chapter XIX. GENERAL REFEEEKCES Adams : French Nation, chap, vi ; Sergeant, chap, xsii ; Duruy, chap, xiii ; Perry : St. Louis {Heroes), chap, i ; Kitchin, Book iii. chaps, i-iii ; Lavisse and Rambaud, vol. i, chap. x. Above all. the excellent Histoire de France, now being published under the editor- ship of Lavisse, vol. ii, part ii (Paris, 1901). SPECIAL REFEEEKCES AND TOPICS RoBERTiANS AND Carolingians. Kitchin, vol. i, pp. 169-178. Tout, chap, iv ; Emerton, pp. 405-414. Origin of the Capetians. Adams : French Nation, p. 54. First Capetians. Kitchin, vol. i, 185-189 ; Emerton, pp. 414-420. Hugh Capet and Paris. Hassall, chap. iv. 24 TEACHING MEDIEVAL HISTORY On p. 71, note the strife over Lon-aine, destined to continue for centuries ; on p. 72, reverence for Philip of Macedon is characteristic. PICTUEES Part of a Charter of Hugh Capet (p. 68 of text-book). The last line reads Signum Hugoni, followed by the monogram of Hugh as king. This example of tenth-century writing should be compared with the examples of earlier writing on pp. 5 and 11 of text-book. Seal of Henry I (p. 71 of text-book). Inscription, " Henry by the Grace of God King of the Frencli (or Franks)." Seals were in constant use when writing was difficult for most rulers. TABLE Kings of France (p. 73 of text-book). Which kings were of the Robertian House, and which ones were Carolingiansi Note the long reigns of the last three. CHAPTER VIII ENGLAND TO 1135 The pupils should note the contrast between England and the other countries ; the influence of the Danish invasions in uniting the English people under one king ; and the important results of the Norman conquest. It is well to lay stress upon the tendency toward local self- government. Note that in Normandy all the nobles held directly from the duke. GENERAL REFEEENCES Gardiner : Studenfs History of England (Longmans, 1898), pp. 53-128 ; Green, Book i, chaps, ii-iv ; Book ii, chaps, i-ii ; Green : Short History, pp. 77-125 ; Green : Conquest of England \ Freeman : Nor- man Conquest ; Green : Making of Engkmd (New York, Harper). SOURCES Colby, No. 8, Alfred's love of learning ; No. 9, Alfred's wars with Danes ; No. 10, Letters of Canute : No. 12, Battle of Stamford Bridge ; No. 13, Saxons and Normans ; No. 14, Gregory VII and William, also ENGLAND TO 1135 25 in Lee, No. 50; No, 15, Domesday-Book; No. 16, Conqueror's char- acter ; No. 17, Charter of liberties ; last is also in Adams and Ste- phens, No. 7, in Lee, No. 55, and in 2\anslations and Reprints, vol. i, No. 6. Adams and Stephens: Select Documents of English Consti- tutional History (New York, Macniillan, 1901); No. 4, Typical Domesday entries ; see also Translations and Reprints, vol. iii, No. 2, pp. 6-7. Lee : Source Book of English History (New York, Holt, 1900) ; Nos. 37-40, Alfred and Danes ; Nos. 41-43, Canute ; No. 44. Invasion of England ; Nos. 45-47, 51-53, William the Conqueror ; Nos. 48-49, Domesday ; No. 54, Exactions of William Rufus ; No. 57, Investiture controversy. Henderson : Documents, has some laws of William, pp. 7-9 ; Translations and Reprints, vol. i. No. 6, English Constitutional Documents. See also Historical Sources in Schools, pp. 142-151. SPECIAL KEFERENCES AND TOPICS Alfred. Green : English People, Book i, chap, iii ; Pauli : Alfred the Great (Bohn Library) ; Gardiner, pp. 58-62 ; Milman, vol. iii, pp. 273-278 ; see also Sources. The Old English Kixgship. Freeman : Conquest, vol. i, pp. 52- 54, 67-68. Anglo-Saxon Women. Wright : Womankind, chap. iv. Conditions during Early Years of Edward the Confessor. Freeman : Conquest, vol. ii, pp. 12-37. Death of Edward and Election of Harold. Ibid., vol. iii, pp. 3-20. Coronation of Harold. Ibid., pp. 27-31. William. Freeman : William the Conqueror (New York, Mac- millan) ; Conquest, vols, iii, iv ; Green, Book ii, chap, i ; Gardiner, pp. 101-114 ; Green : Short History, 104-117. His Marriage. Freeman : Conquest, vol. iii, pp. 52-76. Harold's Oath. Ibid., pp. 144-170 ; Freeman : William, chap. v. Norman Conquest. Green : Co7>quest, chap, xi ; Freeman, Co7i- quest, vol. iii, chaps, xv-xvi ; Gardiner, pp. 96-103. Negotiations before the Invasion. Freeman : Conquest, vol. iii, pp. 204-215 ; Freeman : William, chap. vi. Battle of Hastings. Round, Feudal England, pp. 332-398. William's Reign. Freeman: Co7iquest, vol. iv, pp. 1-11; Free- man : William, chap, ix ; Green : English People, Book ii, chap, i ; Gardiner, chap. vii. The Saxon Heptarchy — i. e. seven kingdoms — is a misleading 26 TEACHING MEDIEVAL HISTORY term. There were at most times more or less than seven separate realms. The traditional seven are Northumbria, East Anglia, Mer- cia, Kent, Sussex, Wessex, and Essex. PICTUKE Fibula of Gilded Bronze found in Abingdon (p. 75 of text- book). Clasp for garment, especially cloak. For its use see pictures on pp. 21, 54, of text-book. MAP AND TABLE England, 878 a. d. (on p. 77 of text-book). Note how little of the land was in the power of Alfred ; locate places mentioned in text. In table (on p. 85 of text-book) trace out relationships of kings — e. g. Edward the Confessor. CHAPTER IX THE MOSLEM WORLD, 750-1095 The most important subjects are the characteristics of the civilization and the manner in which the Chris- tians were brought into contact with it. The Arahian Nights are our great source of information for this civili- zation, but it is not always easy to interpret these tales. Lane's Modern Egyptians (Boston, Little), is an excellent guide. KEFEKENCES Some of the books useful for this chapter are cited in the text-book, p. 94, and on p. 10 of this Manual. In addition, Gilraan : Saracens {Nations); Tout; Lane: Arabian Society (London, Chatto & Win- dus) ; Watts : Christian Recovery of Spain (Nations), chaps, i, ii ; Draper : Intellectual Development of Europe, 2 vols. (New York, Har- per); Lane-Poole: llohammedan Dynasties (London, Constable); Sell: Faith of Islam (London, Trlibner) ; Arnold: Preaching of Islam (London, Constable); Bosworth-Smith : Mohammed and Ilohammedanism (London, Smith & Elder) ; Lavisse and Rambaud, vol. i, chap. XV. SPECIAL REFEEENCES Arabia before Mohammed. Bury, vol. ii, pp. 258-259; Gibbon (ed. Bury), vol. v, pp. 311-333. THE BYZANTINE EMPIRE 2Y Mohammedan Conquests to Middle of Seventh Century. Bury, Tol, ii, pp. 261-378. Life and Charactee of Mohammed. Gibbon, vol. v, pp. 333- 380; Bury, Later Roman J^mpire, Book v, chap. vi. Learning and Wealth of Mohammed's Successors. Gibbon, vol. vi, pp. 23-33. The caliph mentioned on p. 90 was Hakam II, 961-976. The vol- umes in his library had to be copied by hand, as this was the only way to secure a library before the printing press was brought into use. Consequently books were rare and expensive. In order to avoid too great bulk and weight, less material was put into a single volume (cf. Books of Cfesar). The dates of Mamuu, p. 88, were 813-838. Note the centralization of the government with the attendant want of interest on the part of the governed. Some pupils will be interested to look up Arabic architecture in an encyclopedia. Attention may be called to its sources to illustrate the manner in which the Arabs acquired their civilization. PICTURES The Horn and Dagger (pp. 88 and 90 of text-book) illustrate Arabic ornamentation. The animals on the horn violate the com- mand in the Koran (see p. 91 of text-book). Compare Court of the Lions, facing p. 228 of text-book. The Arab Coin (p. 92 of text-book) should be compared with the coins on pp. 114 and 116 of text-book, and with modern coins. For an excellent non-technical account of the importance and usefulness of coins in the study of history, see Lane-Poole : Coins and lledals. The Mosque of Cordova (facing p. 91 of text-book) is an excel- lent example of Moslem architecture. The history of the building illustrates the history of Spanish civilization, in part. Consult guide- books (Baedeker's SjMin) or encyclopedias. CHAPTEE X THE BYZANTINE EMPIRE As in the preceding chapter the interest centers chiefly in the more advanced civilization which Avas destined to have a great influence on western Europe. The impor- 28 TEACHING MEDIEVAL HISTORY tant points are (1) the contrast between the Byzantine and Western civilizations ; (2) the services performed by the Eastern Empire ; (3) its constant vitality and power of re- cuperation. GENEEAL REFEKENCES Oman : Byzantine Empire {Nations) ; Oman : Dark Ages, chap, xxviii ; Tout, chap, vii ; Harrison : Byzantine History in the Early Middle Ages Qii&cmxWan, 1900); Finhiy: History of Oreece; Lavisse and Ram baud, vol. i, chap. xiii. The account in Gibbon, chap, xlviii, is unsatisfactory. SOURCES Account of conditions in tenth century, by a Western traveler. Henderson : Documents, pp. 441-477. SPECIAL REFERENCES AND TOPICS Harrison : Byzantine History has an excellent bibliography, giving in the notes references to the most important works on the different subjects which he discusses. Position of Constantinople. Harrison : Meaning of History, chap, xii ; Gibbon, ed. Bury, vol. ii, appendix 9, p. 546 ; Diehl, in Essays on the Crusades (Burlington, Vt., 1902), pp. 93-94. Decline of Byzantine Army and Battle of Manzikert. Oman : Art of War, Book iv, chap, iv ; Byzantine Etnpire, chap. xx. Services of the Byzantine Empire. Harrison : Cleaning, chap. xi. Wealth, Learning, etc. Gibbon, vol. vi, pp. 66-87, 101-108. Byzantine Art. Bury : Later Roman Empire, vol. ii, pp. 40- 54 ; Frothingham, in American Journal of ArchcBology, vol. ix. Society in the Eighth Century. Bury, vol. ii, pp. 518-534. Eleventh Century Emperor. Bury, in English Historical Re- view, vol. iv. Continuity of Byzantine History, Freeman : Historical Es- says, vol. iii. Greek-fire. Harrison : Byzaiitine History, p. 54. On p. 101, text-book, note the civilization of Bulgarians, as shown by use of skull ; cf. tale of Rosamund in Gibbon, chap. xlv. PICTURES Greek Emperor (p. 96 of text-book). Note the ricli stuffs in his dress. St. Mark's, Venice (facing p. 97 of text-book). Note Byzantine THE CRUSADES 29 influence. See books mentioned on p. 11 of this Manual for refer- ences. St. Sophia, Constantinople (facing p. 102 of text-book). This has been for centuries the great model for Byzantine churches in Russia and elsewhere. See guide-books, encyclopedias, or works on architecture. MAP AND TABLES Eastern Roman Empire (p. 99 of text-book). Compare for ex- tent of territory with map of Roman Empire. In Tables (pp. 104-105 of text-book), note confusion and mix- ture, large number of usurpers, reigns of women. CHAPTEE XI THE CRUSADES Emphasize the facts that the crusades formed a move- ment, under the direction of the Church, participated in by all the Christian nations. Lay stress upon the results and show how this chapter is connected with the two preceding. Because of the interest of the theme and the character of the material available, the crusades form a very convenient subject for topical study and work. Have pupils observe the physical characteristics of Syria (Archer and Kingsford, pp. 110-112 ; Munro, in Essays, pp. 8-9) and their influence on conditions in the Holy Land. Have them make a list of all the peoples who were forced into intimate associations in the Holy Land (see Munro, in Essays, pp. 10-11). The fable of Peter the Hermit makes a useful topic (see Translations and Reprints, vol. i, No. 2, pp. 19-22 ; and Archer and Kings- ford, pp. 26-28, 35-38. A comparison of the different accounts of Urban's speech {Translations and Eepritifs, vol. i, Xo. 2, will make the causes of the crusades clearer (contrast Milman, vol. iv, pp. 167-179, 184-185). Three of Scott's novels {Count Robert, Talisman, and Ivanhoe) deal with the crusades. Lately it has become a 30 TEACHING MEDIEVAL HISTORY favorite subject ; Crawford : Via Crucis ; Hewlett : Rich- ard Yea and Nay, etc. Such novels may be useful iu arousing interest, but should be referred to with great caution. GENERAL REFERENCES Adams, chap, xi ; Tout, chaps, viii, xiii, xix ; Munro, Prutz and Diehl, Essays on the Crusades (Burlington, 1902) ; Adams : European History, pp. 209-216; Cunningham, pp. 107-108, 114-129; Guizot, chap, viii ; Duruy, chap, xix-xxi ; Milman, Book vii, chap, vi ; Hassall, chap. V ; Cornish, pjj. 110-153 ; Lavisse and Rambaud, vol. ii, chap. vi. SOURCES In addition to Translations and Eej^ruits, and Wright : Early Travels in Palestine, Archer's Crusade of Richard I is an admirable series of selections from the sources ; Chronicles of the Crusades (Bohn) contains sources for Richard the Lion-Hearted and Joinville's charming life of St. Louis. In Henderson : Docximents, p. 135, Laws of Richard for fleet, and p. 333, Summonses to Crusades. SPECIAL REFERENCES AND TOPICS Pilgrimages. Archer and Kingsford, Masson, pp. 22-23; Lea: Confession, vol. ii, pp. 123-135 ; Wright : Early Travels in Palestine (Bohn), pp. 1-13, Arculf (c. 700 a. d.) ; pp. 23-31, Bernard the Wise (c. 867 A. D.) ; pp. 31-50, Saewulf (c. 1102 A. D.). Life in the Kingdom of Jerusalem. Conder : Latin King- dom of Jertisalem (London, Young), chap, vi, French Life, chap, vii. Native Life ; Archer and Kingsford, chap, xix ; Munro : Christian and Lifidel, in Essays. Method of Warfare. Oman : A7-t of War, Book v. Arms, Armor and Armaments. Archer and Kingsford, chap, xxiii. Alexius and the Crusaders. Archer and Kingsford, pp. 20- 21, 43-55 ; Diehl, in Essays, pp. 91-92, 95-104 ; Gibbon, vol. vi, pp. 287-292; Oman: Byzantine Empire, chap. xxi. First Crusade. Archer and Kingsford, chaps, iii-v ; Hassall, pp. 65-68; Masson, pp. 23-28; Gregorovius, vol. iv, pp. 280-294; see also Letters, in Sources. Military Orders. Archer and Kingsford, pp. 169-187; Cor- nish, pp. 233-266. Crusade of Richard. Archer and Kingsford, chaps, xx-xxii ; Lane- Poole : Saladin {Heroes) ; see also Sources. THE MONASTIC ORDERS 31 Crusade of St. Louis. Perry, chaps, vii, viii, xii ; Archer and Kingsford, chap. xxv. Results. Prutz, in Essays, pp, 45-87. Remarks : Note the use of word money on p. 120 ; coins would not do. Note the importance of the Children's Crusade and that tlie traditional account is not followed in text-book. This is because the author, by his own study, has become convinced that the account usually given is not accurate. As yet there is nothing in print to refer to. In spite of Diehl's arguments the author thinks that Alex- ius did appeal for aid. PICTURES Duke Robert of Normandy (p. 109 of text-book). The armor is that worn at the time of the first crusade in which Duke Robert took part. Effigies of crusaders have their legs crossed. Coins (pp. 114 and 116 of text-book). Note irregular shapes and that on the coin of Boheraond the stamp covers only a portion of the metal. Dandolo was the leader of the Venetians on the fourth crusade. Costumes (facing p. 119 of text-book). This is taken from Singleton's Chronicles of Sir John Froissart (Appletons, 1900). The lady on the left is Marguerite de Beaujeu, who died in 1351. The next is an unknown lady. The third is Anne, dauphine of Auvergne, The fourth is Joan of Flanders, Countess of Montfort. The next is a maid of honor. The last is a portrait (not authentic) of Heloise, MAP The Crusading States (p. 113 of text-book). Note the long ex- tent of frontier and the way in which the position of the towns is determined by the physical characteristics of the country. CHAPTER XII THE MONASTIC ORDERS Note (1) the occupations of the monks ; (2) the advan- tages of the congregation idea ; (3) the ideals of Cluny ; (4r) the principle which led to the rise of new orders ; (5) the prestige of St. Bernard ; (6) why the influence of the monks declined ; (7) the importance of the Canons reg- ular. Note that Cluny stood for the absolute independ- ence of the Church from all lay power. 32 TEACHING MEDIEVAL HISTORY GENERAL REFERENCES Tout, ehups. V, ix ; Eckenstein, chap, vi ; Vincent : Age of Hilde- brand {Ten A'pochs of Church History), chap, xvii; Montalembert (see index) ; Adams : European History, pp. 200-201 ; Encyclopjedia Britaunica, article, Monasticism. SOURCES Henderson : Documents, pp. 829-333 ; Charter of Cluny, Fling, No. 6. SPECIAL REFERENCES AND TOPICS St. Bernard. Emerton, pp. 374-375, 458, 462 ; Mihnan, Book viii, chap, iv ; Storrs : Bernard of Clairvaux (London, II odder); Letters, translated, 2 vols. (London, Hodges). Canons Regular. Emerton, pp. 541-555. Monastic Recreations. Feasey : Monasticism, pp. 156-158. In Jessopp's Studies by a Recluse (New York, 181)3) there are three studies of interest here : St. Albans and her Historian, Bury St. Edmunds, On the Edge of the Norfolk Holy Land, PICTURES Cloisters of Moissac (on p. 125 ol text-book). These arches date from the .year 1100. Almost all later monasteries had similar clois- ters, often of great beauty. In these the monks walked, meditated, and read. Pilgrim (on p. 128 of text-book). This is a reproduction of a miniature in a thirteenth century manuscript preserved at the National Library, Paris. Such figures were very common on the medieval roads. Letter-carrier (on p. 132 of text-book). The letter was written inside a frame like a modern folding-slate. The frame was folded to- gether, tied and sealed. All letters had to be sent by private messen- gers. Letters were rare and much prized. MAP Monasteries in France (on p. 127 of text-book). It is impossible to show all the monasteries on such a small map. Many of the towns in Europe grew up about monasteries. LIFE OP THE NOBLES 33 CHAPTER XIII LIFE OF THE NOBLES Note the favorite sites for a castle and the method of construction. Use the institution of the Truce of God as an illustration of the Church's worlc in the middle agfes. Have the pupils attempt to write an account of the life of a young noble or lady in the twelfth century. GENERAL REFEEENCES Gautier : Chivalry (London, Routledge), interesting account, with excellent pictures. Wright : History of English Culture (New York, 1874), contains descriptions of the castle, furniture, meals, amusements, minstrelsy, etc. His Homes of Other Days (New York, Appletons, 1871) is practically the same book. His Womankind (New York, Scribner), and Domestic Planners (New York, Appletons) are also very useful. A part of Dow's translation of chap, i of vol. ii of Lavisse and Rambaud touches upon the subjects in this chapter. Cornish : Chiv- alry has much of value, especially chaps, i-v, ix, and xiii. Masson, chap, ii, deals with chivalry, pp. 33-37, early French literature, etc. Oman : Art of War (New York, Putnam), treats of the methods of fighting and kindred subjects. See also Kitchin, especially vol. i, pp. 243-248 ; and Hallam, chap. ix. SPECIAL REFERENCES AND TOPICS Education of a Noble. Cornish, pp. 47-68; Games, ibid., pp. 210-249; Tournaments, ibid., pp. 95-106. Chivalry and the Mode of Warfare. Fling, No. 4. Truce of God. Emerton, pp. 569-571 ; Masson, pp. 20-21 ; and examples in Translations and Reprints, vol. i. No, 2, and Henderson : Documents, pp. 208-211. Froissart's Chronicles is of a later date, but is of great interest for the life of the nobility. Singleton's Chronicles of Sir John Froissart (New York, Appletons, 1900) furnishes a read- able version for the young. Aucassin and Nicolette was published in a cheap translation by Ford, Howard & Hulbert (New York, 1880) ; also byCopeland & Day (Boston, 1896). It is an excellent illustration of the poetry of the twelfth century. See also Morris : Old French Romances (hor\(\ox\. 1896); Ashton: Romances of Chivalry (London, 1887), and Smith: Tro^ibadovrs at Home (New York, Putnam). Note how "Saracen carpets," mentioned in the text, betray their origin. 34 TEACHING MEDIEVAL HISTORY Have the pupils find out how a sun-dial, or a water-clock, was con- structed. Methods of warfare, from Oman, will interest the boys. PICTURES Recall for this chapter Stone-hurler on p. 46 and Tapestry on p. 58 of text-book. Plan of Castle (on p. 136 of text-book). This shows a plain castle in its early form. Later the structures became far more ex- tensive and elaborate. Ladies' Costumes (on pp. 138 and 140 of text-book). These rep- resent thirteenth-century dresses. Compare pictures facing p. 119 of text-book. Knight (on p. 142 of text-book). Contrast his armor with that worn by Duke Robert, p. 109 of text-book. See account of change in armor in Archer and Kingsford, chap, xxiii. Chessmen (on p. 143 of text-book). Made of ivory; represent king, queen, bishop, and knight. They were often lai'ge and heavy. In some instances they were used as weapons by angry players. Tournament (on p. 145 of text-book). Note the armor of late fourteenth or early fifteenth century and contrast with knight above. The ladies are in the gallery of honor, the queen (of the tournament) in the center, the heralds at either end. Rheinstein (frontispiece of text-book) and Chillon (facing p. 137) illustrate two of the sites chosen for castles. Chillon was on an island, now connected with mainland. See Moore: Dei^elopment and Char- acter of Gothic Architecture (New York, Macmillan), and guide-books. CHAPTEK XIV LIFE OP THE PEOPLE Note the great contrast in the condition of the people during the eleventh century and the thirteenth, and the means by which this change was accomplished. Show the benefits of organization. Note how many of the changes were due in part to the crusades. This chapter forms an- other excellent place for pausing and taking up topical work. Make it clear that the gild had little in common with the modern trades-union. LIFE OF THE PEOPLE 35' GENERAL REFERENCES Emerton, chap, xv ; Adams, chap, xii ; Adams : European His- tory, pp. 218-323; Ashley : English Economic History, vol. i ; Cheyney, chaps, ii-iv; Andrews: Old English Ilanor (Baltimore, Johns Hop- kins University) ; Seebohm : Village Community (New York, Long- mans) ; Cunningham : English Industry and Commerce (New York, Macmillan) ; Duruy, chap, xxiii ; Lavisse and Rambaud, vol. ii, chap, i (translated by Dow), chaps, viii-ix. See also Mrs. Green : Town Life in the Fifteenth Century (New York, Macmillan) ; Ingram : History of Slavery and Serfdom (London, Black), especially chaps, iv-v; Gib- bins : Industrial History of England (London, Methuen) ; History of Commerce (New York, Macmillan). SOURCES Translations and Reprints, vol. iii, No. 5, Manorial Documents : vol. ii, No. 1, English Towns and Gilds ; Fling, vol. ii. No. 8, Rise of Cities; No. 9, Trades of Paris; Colby, No. 28, Town Charter; No. 33, Manumission of a Villein ; No. 25, Description of London. SPECIAL REFERENCES AND TOPICS Manor and Village Community. Cheyney, chap, ii ; Ashley, chap, i; Andrews, and Seebohm, as above. The Towns. Cunningham, pp. 54-66, 89-99 ; Cheyney, chap, iii ; Ashley, chap, ii ; Jessopp : Studies, chap, iv ; Duruy, chap, xxii ; Guizot, chap, vii ; Henderson : Germany, pp. 417, 419, 421 ; Adams ; French Nation, pp. 77-78 for commerce ; see also Sources. Gilds. Ashley, pp. 68-96 ; Cheyney, chap, iii ; Gross : Gild Mer- chant (2 vols., Oxford, Clarendon Press) ; Seligman : Two Chapters on Medieval Gilds (New York, Macmillan). — Gregorovius, vol. v, pp. 310- 317, gilds in Rome ; Masson, p. 63, gild at Paris ; see also Sources. Commerce. Cheyney, chap, iv; Adams, chap, xii; Adams: Eii,- ropean History, pp. 217-220. PICTURES Plan of Manor (on p. 150 of text-book). Although in Germany, this is a type of the medieval villages throughout western Europe in the later middle ages. Have the pupils note the location of the dif- ferent parts, and also of each man's possessions. Arms of Paris (on p. 153 of text-book). The most ancient ones known. 36 TEACHING MEDIEVAL HISTORY Scene in a Shop (on p. 155 of text-book). Note the general appearance of the shop, the richly ornamented stuffs, and the costumes of the people. Belfry, Bordeaux (facing p. 157 of text-book). Such belfries were erected as a sign of local independence in many towns. At the sound of the bell the citizens assembled for consultation or to defend their town. The belfry was usually the center of the town life. Medieval Plaything (on p. 158 of text-book). This is, of course, the familiar toy of the present day. CHAPTER XV THE SCHOOLS AND UNIVERSITIES Note that in the early middle ages all education was under the direction of the Church, and was intended to fit men for the service of the Church. In the twelfth century, because of the broadening of the intellectual horizon, new subjects were taught and the influence of the Church was less prominent. GENERAL REFERENCES Tout, chaps. Ix, xviii ; Compayre : Abelard (this is unsatisfactory) ; Rashdall : Universities of Europe in the Uiddle Ages, 2 vols. (Ox- ford, Clarendon) ; Emerton, chap, xiii ; Adams, pp. 364-371 ; Milman, Book viii, chap, v ; Lavisse and Rambaud, vol. ii, chap, x ; Poole : Illustrations of the History of IledicBval Thought (London, Wil- liams). SOURCES Translatio7is and Reprints, vol. ii. No. 3, The Iledieval Student ; Fling, vol. ii. No. 10, Oiraldus Catnbrensis ; Steele : Mediceval Lore (Loudon, Nutt) ; Haskins, in American Historical Review, vol. iii, pp. 203-229 ; Colby, No. 32, Difficulties of a Medieval Scholar. SPECIAL REFERENCES AND TOPICS Early Education. Wells, chap, xxvi ; West : Alcuin ; Rashdall, pp. 33-35 ; Bury, vol. ii, pp. 392-393; Comparetti : Vergil in the Mid- dle Ages (New York, Macmillan), pp. 119-134. Education of a Parish Priest in England. Cutts, pp. 131-146. THE CHURCH 3Y Abelard. Emerton, pp. 453-455 ; Tout, pp. 210-214 ; Rashdall, vol. i, pp. 48-54, 59-64. What a University Was. Rashdall, vol. i, pp. 17-19; Dark Ages, ibid., pp. 26-30; Student Universities, ibid., pp. 151-156; Ordinary and Extraordinary Lectures, ibid., pp. 207-218 ; Studies, ibid., pp. 430-466 ; Privileges, ibid., pp. 292-299. Universities and the Friars. Tout, pp. 428-449 ; Rashdall, vol. i, pp. 345-370. Attitude of the Church toward the Classics, Munro, in American Society Church History Papers, vol. viii. PICTURES Norman School (on p. 161 of text-book). Miniature from a man- uscript preserved at Trinity College, Cambridge. The students are copying as the teacher reads. Seals (on pp. 165 and 166 of text-book). The first two represent the seal of the university as a corporate body. Each nation had its own seal. The last shows the reading-stand and the lecturer. It is the seal of Jean de Blanosco, died 1272. CHAPTEE XVI THE CHURCH IN THE TWELFTH AITO THIRTEENTH CENTURIES The important points are the enormous power of the Church, its control over secular rulers, the rise of the heresies, and of the friars, together with the Inquisition. The importance and power of the Church in the thir- teenth century can scarcely be exaggerated. Innocent III was the arbiter of all Europe. Eead especially Lea : In- quisition, vol. i, pp. 3-4. GENERAL REFERENCES Church histories, see p. 15; Robinson, chaps, xvi, xvii ; Tout, chap, xiv ; Sabatier : St. Francis of Assist (London, Hodder) ; Lea : Inquisition, vol. i ; Emerton, cliap. xvi ; Lavisse and Rambaud, vol. ii, chap, v; Vaughan: Life and Labours of St. Thomas {hondon, 1890). 38 TEACHING MEDIEVAL HISTORY SOURCES Henderson : Documents, pp. 344-341), Rule of St. Francis ; pp. 336-337, 361-365, Papal Election ; pp. 432-437, Clericis Laicos and Unam Sanctam. Translations and Reprints, vol. ii, No. 4, Medieval Sermon- Stories ; vol. iii, No. 6, Pre-Reformatioti Period. St. Francis : Mirror of Perfection (London, Nutt) and Little Flowers (London, Dent). See Historical Sources in Schools (New York, Macmillan), pp. 78-79. SPECIAL REFERENCES AND TOPICS Papal Election and Cardinals. Fisher : Discussions in His- tory and Theology (New York, Scribner), pp. 141-160. Theory of Papal Power. Gregorovius, vol. v, pp. 185-186. Heresies. Lea : Inquisition, vol. i, chaps, ii-iii ; Robinson, chap, xvii ; Milman, Book ix, chap. viii. Albigensian Crusade. Tout, pp. 216-217 ; Vincent, chap, xxxi ; Lea : Inquisition, vol. i, chap, iv ; Masson, pp. 82-86. Inquisition. Lea : Inquisition ; Vincent, chap, xxxvi. Innocent III. Emerton, pp. 314-343. Mendicant Orders. Sabatier ; Jessopp : Coming of the Friars, chap, i (New York, Putnam) ; Milman, Book ix, chaps, ix, x ; Lea : Ifiquisition, vol. i, chap, vi ; Vincent, chaps, xxxiv-xxxv ; Cutts, chap. xxiv; Gregorovius, vol. v, pp. 105-118; Robinson, chap. xvii. Power of the Keys. Lea : Confession, vol. i, chap. vii. Fla- gellants. Gregorovius, vol. v, pp. 331-334. Teaching of the Church about Interest. Ashley : English Economic History, vol. i, pp. 126-163. Sacraments. Robinson, chap. xvi. Canon Law, Emerton, pp. 582-592 ; see also Maitland : Roman Canon Late in the Church of England (Cambridge University Press). On p. 175 it may be useful to speak of customs as one of the main sources of all law — e. g., Why does the law compel us to go to the right ? PICTURES Thirteenth Century Chessman (on p. 171 of text-book), rep- resents bishop and assistants. Recall Chessman on p. 143. Crozier (on p. 173 of text-book). Pastoral staff of bishops, their insignia of office ; often of beautiful workmanship. Cathedral, Pisa (facing p. 174 of text-book). Reason for con- struction, consult Baedeker or other guide-books. For architecture, GERMANY AND ITALY 39 consult encyclopedias. The leaning tower is the campanile, or bell- tower. St. Francis, Assisi (facing p. 179 of text-book). An excellent example of two churches, one built above the other. Such church buildings are not uncommon. Consult works as above. TABLES Popes (on pp. 180-181 of text-book). Note the gap, 1241-1243, and connect with the history of Frederick II. For later gaps ascer- tain reason and thus illustrate the close connection of the papacy with the political events of the time. CHAPTEE XVII GERMANY AND ITALY The most important subject in this chapter is the explanation of why Germany and Italy became divided and weak. The contrasts between Germany, France, and England should be carefully worked out and emphasized. The interest centers about the contests of the emperors with the popes and with the Lombard cities. The modern character of Frederick II should be emphasized. The beginnings of the Swiss Confederation, of the Hanseatic League, and of Eussia, should be carefully noted. Call the attention of the pupils, in this and the fol- lowing chapters, to three tendencies of modern history : toward centralization, constitutional government, and separation of Church and State. GENERAL REFEKENCES Henderson, chaps, xv-xxvi ; Tout, chaps, x, xi, xvi, xxi ; Lodge, chaps, i, ii, vi, vii, xviii, xix : Bryce. chaps, xi-xiv ; Duruy, chaps, xviii, xxix, xxx ; Lavisse and Rambaud, vol. ii. chaps, iii, iv ; Balzani: Tlie Popes and the Hohenstaufens {Epochs) ; Fisher : Meclimval Em- pire, 2 vols. (Macmillan, New York) ; Browning: Ouelfs and Ghibel- lines (London, Methuen). 40 TEACHING MEDIEVAL HISTORY SOURCES Henderson : Documents, pp. 211-315, Peace of the Land ; pp. 410- 419, BesanQ07i Ujnsode ; pp. 420-430, Frederick Barharossa and Alexander III; pp. 215-217, Establishment of the Duchy of Austria ; pp. 260-261, Golden Bull, 1356. SPECIAL REFERENCES AND TOPICS Lombard Cities. Emerton, pp. 284-291, 302-311, 344, 348, 349; Adams, pp. 252-253, 302-303; Tout, chap, xi; Duffy: Tuscan Repub- lic {Nations) ; Balzani. Arnold of Brescia. Emerton, pp. 293-297, 454-456; Milman, Book viii, chap, vi ; Gregorovius, vol. iv, pp. 478-486, 502-548. BESANgoN Episode. Vincent, pp. 230-232 ; see also Sources. Defeat of Frederick I. Gregorovius, vol. iv, pp. 592-602. Frederick II. Henderson, pp. 349-397 ; Gregorovius, vol. v, pp. 265-272 ; Kington : Frederick II, 2 vols. (Macmillan). Policy of Hohenstaufens. Adams, p. 250 ; Emerton, p. 274. Development in the Twelfth and Thirteenth Centuries. Hen- derson, chap, xxvii. Literature of the Hohenstaufens. Henderson, chap, xxviii. Germany after the Hohenstaufens. Adams, pp. 336-360: Tout, chap, xxi ; Duruy, chap, xxx ; Bryce, chaps, xiii-xiv. Hanseatic League. Cunningham, pp. 108-114; Ziramern : Hansa {Nations). Venice. Brown : Venice (New York, Putnam) ; Oliphant : Makers of Venice (New York, Macmillan) ; Wiel : Story of Venice {Nations). PICTURES Frederick Barbarossa (on p. 187 of text-book). Compare what is said of picture on p. 54 of text-book. Henry and Matilda (on p. 192 of text-book). Excellent illustra- tions of medieval art in monuments. Seal (on p. 194 of text-book). Note the way in which the falcon is carried. Falconry was one of the favoi'ite amusements. Lords and ladies are often represented carrying a hawk. MAPS AND TABLE Italy (on p. 188 of text-book). Study the political divisions care- fully, in order to understand conditions in Italy. Swiss Cantons (on p. 200 of text-book). Noted battles are marked. Note position of original League and great extension in the FRANCE, 1108-1314 41 middle of the fourteenth century, A glance at a map of Switzerland ■where the mountains are given will show the favorable position of the Forest cantons. GuELFS AND Ghibellines (on p. 203 of text-book). Trace out relationships. Note the extinction of the Hohenstaufen family in the male line. CHAPTER XVIII FRANCE, 1108-1314 Note especially the two tasks which the kings had to accomplish, the circumstances which aided them, and the steps in the creation of France, with the reasons why the kings succeeded. Emphasize in the second task that it devolved upon the king alone. Have the pupils rearrange material chronologically instead of topically. Remark the importance of the battle of Bouvines, and of the fine per- sonal character of St. Louis. GENERAL EEFERENCES Adams : French Nation, chaps, vii, viii ; Emerton, pp. 420-433 ; Duruy, chaps, xxiv, xxv ; Kitchin, Book iii, chaps, v-x ; Lavisse and Rambaud, vol. ii, chap, vii ; above all, Lavisse : Histoire de France, vol. iii (Paris, 1901). SPECIAL REFERENCES AND TOPICS Philip Augustus. Button : Philip Augushis (New York, Mac- millan) ; Walker : Increase of Royal Poiver imder Philip Augustus (Leipzig, Dissertation) ; Milraan, Book ix, chap. iv. Annexation op Toulouse. Hassall, chap. vi. Progress of France in the Thirteenth Century. Hassall, chap, vii ; Masson, chap. vi. St. Louis. Masson, chap, v ; Perry: St, Louis (Heroes), especially chap, xi ; Joinville : Life of St. Louis. PICTURES Seal of Paris (on p. 205 of text-book). Medieval seal, repre- senting a vessel. Charter of St. Louis (on p. 207 of text-book). The seals of all the nobles who witnessed the document are appended. 42 TEACHING MEDIEVAL HISTORY Cathedral, Amiens (facing p. 208 of text-book). See Moore: Development and Character of Gothic Architecture (New York, Mac- millan). St. Louis and Marguerite de Provence (on p. 212 of text-book). The latter was the wife of St. Louis. Note costume, and especially Heurs de lis. The first is from a miniature ; the second from a draw- ing of a statue which is now destroyed. MAP English Possessions in France (on p. 209 of text-book). Note the relative extent of these as compared, first, with territory of King of France ; secondly, with England. This map can also be used to illustrate French history in general. CHAPTEK XIX ENGLAND, 1135-1327 The important subject is tlie development of the power of the nobles and people, restricting the king's absolute authority. Note that Green says that modern England dates from the reign of Edward I. Have the pupils re- arrange material chronologically. It may be well to give them the technical names for the laws, llortmain, Quia efnptores, etc. ; this sometimes aids the memory. GENEKAL REFERENCES Green : Short History, pp. 131-229 ; Norgate : England under the Angevin Kings (New York, Macmillan) ; Stubbs : Constitutional History. SOURCES English History from Contemporary Sources contains the fol- lowing : St. Thomas of Cantei-bury, Stronghow's Conquest of Ireland, The Jews of Angevin England, Misrtde of Henry III, Simon of Montfort and his Cause, Edward III and his Wars ; published by Putnam, New York. Henderson : Documents contains Bull of Adrian IV fcr Con- quest of Ireland, Constitution and Assize of Clarendon, Magna THE OTHER EUROPEAN NATIONS 43 Charta, John's Concession of England, Statutes of Mortmain and Quia Emptores. Colby contains Adulterine Castles, First Norman Invasion of Ireland, Murder of Becket, Prowess of Cmur de Lion, Interdict, Ex- tortion of Magna Charta, Summons to Parliament, English View of Wallace and Bruce. See also Historical Sources in Schools. SPECIAL REFERENCES AND TOPICS Henry II. Green, Book ii, chap, iii ; Mrs. J. R. Green : Henry II (New York, Macmillau). St. Thomas. Froucle : Thomas a Becket (New York, Longmans). Innocent III and John. Green, Book iii, chap, i ; Milman, Book ix, chap, v; Vincent, chap, xxxiii ; Gardiner, i^p. 176-180. Edward I. Green, Book iii, chap, iv ; Tout : Edward I (New York, Macmillan). Growth of Industry and Commerce. Cunningham : Past and Present, vol. i, chaps, i-vi. Effect of Norman Conquest on English Church. Cutts, chap. vi. Have students select the parts of Magna Charta which are most important for modern times. CHAPTER XX THE OTHER EUROPEAN NATIONS Contrast the conditions in each of these countries with the conditions in Germany, Italy, France, and England. Note why we are unable to give a definite date for the close of the middle ages, and why we choose the begin- ning of the fourteenth century for some countries. Sum up the changes between 800 and 1300. REFERENCES For Spain. Watts : Christian Recovery of Spain (Nations), chaps, iii-xii. Burke : History of Spain, 2 vols. (New York, Long- mans) ; Adams, pp. 362-363 ; Hallam, chap. iv. CiD. Watts, chap, iii ; Rise of Smaller States, ibid., chap, iv ; Government and Let- ters, ibid., vi ; Pedro the Cruel, ibid., chap. viii. Portugal. Stephens : Portugal (Nations). MAR 20 1903 .j 44 TEACHING MEDIEVAL HISTORY Eastern Empire. Oman : Byzantine Umpire {Nations), chaps, xxii-xxvi ; Freeman : Ottoman Potver. library of CONGRESS ^ Latin Empire. Oman, chap, xxiii. Illlilll I I I lli I llll llll lli Poland. Morfill : Poland {Nations). Hungary. Yamhevj : Hwigary {Nations). Q (j/1 ^^f) 1^^ '^ Norway. Boyesen : Norway {Nations). ^ , In general, Duruy, chap, xxxi ; Lavisse and Rambaud, vol. i, chap, xiv ; vol. ii, chaps, xii-xv. Results of Expulsion of Moors from Spain. Lea: Moriscos (Philadelphia, 1901), especially chap, xi. PICTURES Court of the Lions (facing p. 228 of text-book). Note that it transgresses command of Koran. See Irving's Alliamhra (New York, Macmillan) for best description. Wooden Uoor (on p. 231 of text-book). Tenth to eleventh cen- tury. Represents one of the commonest forms of medieval art, wood carving. Emphasize the fact that Iceland was a part of medieval Europe. MAP Spain (on p. 226 of text-book). Note the divisions and their changes in name and extent. I (1) LIBRftRY OF CONGRESS 021 550 155 3 #