,hathi,trust ,digital ,library47 ,transcriber's ,notes3 ,text enclosed by underscores is in italics 7italics71 and text enclosed by equal signs is in bold 7bold74 ,additional ,transcriber's ,notes are at the end4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #i4 ,,philadelphia1 ,,may1 #aiaj4 #a4jj a year #ae cents a copy ,illustration3 8,,tower ,,of ,,knowledge40 ,reproduced from the 8,margarita ,philosophica0 7#aejd74 ,from the copy in the library of ,mr4 ,george ,a4 ,plimpton1 ,new ,york ,city4 7,see page #bjb7 99 99 99 99 99 ,published monthly1 except ,july and ,august1 by ,mc,kinley ,publishing ,co41 ,philadelphia1 ,pa4 ,copyright1 #aiaj1 ,mc,kinley ,publishing ,co4 ,entered as second-class matter1 ,october #bf1 #aiji1 at the ,post-office at ,philadelphia1 ,pa41 under ,act of ,march #c1 #ahgi4 99 99 99 99 99 ,w4 ,a4 ,k4 ,johnston's ,classical ,maps #g ,,maps ,in the ,series ,illustration ,roman ,world ,ancient ,world ,ancient ,italy ,ancient ,greece ,ancient ,asia ,minor ,ancient ,gaul ,caesar ,de ,bello ,gallico ,mediterranean ,,countries 7,outline7 ,send for special booklet of ,historical ,maps of all kinds4 ,a4 ,j4 ,,nystrom ,,co41 ,sole ,u4 ,s4 ,agents ,chicago 99 99 99 99 99 ,western ,history in ,its ,many ,aspects ,,mississippi ,,valley ,,and ,,local ,,history ,,in ,,particular --,,the ,,american ,,indians-- ,books on the above subjects supplied promptly by ,,the ,,torch ,,press ,,book ,,shop ,catalogs on ,application4 ,cedar ,rapids1 ,iowa 99 99 99 99 99 ,hart's ,essentials in ,american ,history ,by ,,albert ,,bushnell ,,hart1 ,,ll4 ,d41 ,professor of ,history ,harvard ,university #a4ej ,the purpose of this volume is to present an adequate description of all essential things in the upbuilding of the country1 and to supplement this by good illustrations and maps4 ,political geography1 being the background of all historical knowledge1 is made a special topic1 while the development of government1 foreign relations1 the diplomatic adjustment of controversies1 and social and economic conditions1 have been duly emphasized4 ,all sections of the ,union1 ,north1 ,east1 ,south1 ,west1 and ,far ,west1 receive fair treatment4 ,much attention is paid to the causes and results of our various wars1 but only the most significant battles and campaigns have been described4 ,the book aims to make distinct the character and public services of some great ,americans1 brief accounts of whose lives are given in special sections of the text4 ,towards the end a chapter sums up the services of ,america to mankind4 ,,american ,,book ,,company ,,new ,,york ,,cincinnati ,,chicago ,,boston 99 99 99 99 99 ,you will favor advertisers and publishers by mentioning this magazine in answering advertisements4 ,,contents4 ,,page4 ,,freshman ,,history ,,course ,,at ,,yale1 by ,edward ,l4 ,durfee #aic ,,writings ,,of ,,william ,,penn #aid ,,history ,,in ,,the ,,summer ,,schools #aie ,,historical ,,publications1 #aiji-aiaj #aih ,,the ,,tower ,,of ,,knowledge1 by ,prof4 ,paul ,monroe #bjb ,,recent ,,history1 by ,john ,haynes1 ,ph4,d4 #bjb ,,announcements #bjc ,,european ,,history ,,in ,,the ,,secondary ,,school1 by ,d4 ,c4 ,knowlton1 ,ph4,d4 #bjd ,,ancient ,,history ,,in ,,the ,,secondary ,,school1 by ,william ,fairley1 ,ph4,d4 #bje ,,american ,,history ,,in ,,the ,,secondary ,,school1 by ,a4 ,m4 ,wolfson1 ,ph4,d4 #bjf ,,english ,,history ,,in ,,the ,,secondary ,,school1 by ,c4 ,b4 ,newton #bjg ,,reports ,,from ,,the ,,historical ,,field1 ,w4 ,h4 ,cushing1 ,editor #bjh ,louisiana ,high ,school ,rally2 ,history ,teaching in ,london2 ,newark ,examination2 ,indiana ,association2 ,annual ,meeting of the ,north ,central ,association2 ,missouri ,association2 ,spring ,meeting of the ,new ,england ,association4 ,,correspondence #baa ,college ,catalogue ,requirements in ,history2 ,the ,topical ,method4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,published monthly1 except ,july and ,august1 at #ehje ,germantown ,avenue1 ,philadelphia1 ,pa41 by ,mc,k,i,n,l,e,y ,,publishing ,,co4 ,a4 ,e4 ,mc,k,i,n,l,e,y1 ,proprietor4 ,,subscription ,,price4 ,one dollar a year2 single copies1 #ae cents each4 ,,postage ,,prepaid in ,united ,states and ,mexico2 for ,canada1 #bj cents additional should be added to the subscription price1 and to other foreign countries in the ,postal ,union1 #cj cents additional4 ,,change ,,of ,,address4 ,both the old and the new address must be given when a change of address is ordered4 ,,advertising ,,rates furnished upon application4 ,,editors ,managing ,editor1 ,,albert ,e4 ,,mckinley1 ,ph4,d4 ,history in the ,college and the ,school1 ,,arthur ,c4 ,,howland1 ,ph4,d41 ,assistant ,professor of ,european ,history1 ,university of ,pennsylvania4 ,the ,training of the ,history ,teacher1 ,,norman ,m4 ,,trenholme1 ,professor of the ,teaching of ,history1 ,school of ,education1 ,university of ,missouri4 ,source ,methods of ,teaching ,history1 ,,fred ,,morrow ,,fling1 ,professor of ,european ,history1 ,university of ,nebraska4 ,reports from the ,history ,field1 ,,walter ,h4 ,,cushing1 ,secretary1 ,new ,england ,history ,teachers' ,association1 ,south ,framingham1 ,mass4 ,current ,history1 ,,john ,,haynes1 ,ph4,d41 ,dorchester ,high ,school1 ,boston1 ,mass4 ,american ,history in ,secondary ,schools1 ,,arthur ,m4 ,,wolfson1 ,ph4,d41 ,de,witt ,clinton ,high ,school1 ,new ,york4 ,the ,teaching of ,civics in the ,secondary ,school1 ,,albert ,h4 ,,sanford1 ,state ,normal ,school1 ,la ,crosse1 ,wis4 ,european ,history in ,secondary ,schools1 ,,daniel ,c4 ,,knowlton1 ,ph4,d41 ,barringer ,high ,school1 ,newark1 ,n4 ,j4 ,english ,history in ,secondary ,schools1 ,c4 ,b4 ,,newton1 ,lawrenceville ,school1 ,lawrenceville1 ,n4 ,j4 ,ancient ,history in ,secondary ,schools1 ,,william ,,fairley1 ,ph4,d41 ,commercial ,high ,school1 ,brooklyn1 ,n4 ,y4 ,history in the ,grades1 ,,armand ,j4 ,,gerson1 ,supervising ,principal1 ,robert ,morris ,public ,school1 ,philadelphia1 ,pa4 ,,corresponding ,,editors4 ,,henry ,,johnson1 ,teachers' ,college1 ,columbia ,university1 ,new ,york4 ,,mabel ,,hill1 ,normal ,school1 ,lowell1 ,mass4 ,,george ,h4 ,,gaston1 ,wendell ,phillips ,high ,school1 ,chicago1 ,ill4 ,,james ,f4 ,,willard1 ,university of ,colorado1 ,boulder1 ,col4 ,h4 ,w4 ,,edwards1 ,high ,school1 ,berkeley1 ,cal4 ,,walter ,l4 ,,fleming1 ,louisiana ,state ,university1 ,baton ,rouge1 ,la4 ,,mary ,,shannon ,,smith1 ,meredith ,college1 ,raleigh1 ,n4 ,c4 99 99 99 99 99 ,,hazen',s ,,europe ,,since #ahae ,by ,,charles ,d4 ,,hazen1 ,professor in ,smith ,college 7,american ,historical ,series47 xxvi #hcj pp4 #hvo4 ,ready in ,may4 ,the aim has been to make the narrative so interesting in style as to attract the student1 without sacrificing accuracy or proportion4 ,for the sake of impressiveness it has been necessary to concentrate attention upon a relatively small number of topics1 but it is hoped that no important step in the development of modern ,europe has been slighted4 ,english history has been interwoven with continental history1 and colonial development has received careful treatment4 ,great pains have been taken to make the bibliographical apparatus really useful to the undergraduate4 ,,henry ,,holt ,,and ,,company #cd ,west #cc;d ,street1 ,,new ,,york #cgf ,wabash ,avenue1 ,,chicago 99 99 99 99 99 ,atkinson-,mentzer ,historical ,maps ,a series of #af maps to accompany ,united ,states ,history1 #dj x #de inches in size1 lithographed in seven colors on cloth1 surfaced both sides with coated paper1 complete with iron standard1 per set1 #af4jj net4 ,sent on approval4 ,,two ,,notable ,,opinions ,we regard the 8,atkinson-,mentzer ,historical ,maps0 as superior1 and should recommend schools purchasing new maps to purchase this set in preference to others4 ,,max ,,farrand1 ,department of ,history1 ,leland ,stanford ,junior ,university4 ,i shall have a set ordered for the use of our classes1 and ,i shall be glad to recommend them1 as yours are the best maps of the kind that have been brought to my attention4 ,n4 ,m4 ,,trenholme1 ,head ,department of ,history1 ,university of ,missouri4 ,,atkinson1 ,,mentzer ,,grover1 ,publishers ,,boston ,,new ,,york ,,chicago ,,dallas 99 99 99 99 99 ,a ,source ,history of the ,united ,states ,by ,,caldwell ,,and ,,persinger4 ,full cloth4 #ejj pages4 ,price1 #a4be4 ,by ,howard ,walter ,caldwell1 ,professor of ,american ,history1 ,university of ,nebraska1 and ,clark ,edmund ,persinger1 ,associate ,professor of ,american ,history1 ,university of ,nebraska4 ,containing ,introduction and ,table of ,contents4 ,the material is divided into four chapters1 as follows3 ,chap4 ,i4 ,the ,making of ,colonial ,america1 #adib-agfc ,chap4 ,,ii4 ,the ,revolution and ,independence1 #agfc-aghf ,chap4 ,,iii4 ,the ,making of a ,democratic ,nation1 #aghd-ahda ,chap4 ,,iv4 ,slavery and ,the ,sectional ,struggle1 #ahda-ahgg ,complete single copies for reference or for libraries will be forwarded by express paid on receipt of the stated price of #a4be4 ,correspondence in reference to introductory supplies is respectfully solicited and will have our prompt attention4 ,a full descriptive list of ,source ,history books and leaflets forwarded on application4 ,,ainsworth ,,company #cgh-chh ,wabash ,avenue1 ,chicago1 ,ill4 99 99 99 99 99 ,the ,college ,entrance ,examination ,board has used ,mc,k,i,n,l,e,y ,,outline ,,maps in connection with its questions upon historical geography in eight out of the last nine years4 ,many ,colleges use these maps in their entrance examinations4 ,all ,preparatory ,teachers and ,students of ,history should be familiar with them4 ,samples cheerfully furnished ,mc,k,i,n,l,e,y ,,publishing ,,co41 ,philadelphia 99 99 99 99 99 ,you will favor advertisers and publishers by mentioning this magazine in answering advertisements4 99 99 99 99 99 ,translations and ,reprints ,original source material for ancient1 medieval and modern history in pamphlet or bound form4 ,pamphlets cost from #aj to #be cents4 ,,syllabuses ,h4 ,v4 ,,ames3 ,american ,colonial ,history4 7,revised and enlarged edition1 #aijh7 #a4jj ,d4 ,c4 ,,munro and ,g4 ,,sellery3 ,syllabus of ,medieval ,history1 #cie to #aejj 7#aiji7 #a4jj ,in two parts3 ,pt4 ,i1 by ,prof4 ,munro1 ,syllabus of ,medieval ,history1 #cie to #acjj4 ,pt4 ,,ii1 by ,prof4 ,sellery1 ,syllabus of ,later ,medieval ,history1 #acjj to #aejj4 ,parts published separately4 ,w4 ,e4 ,,lingelbach3 ,syllabus of the ,history of the ,nineteenth ,century #fj cents ,combined ,source ,book of the ,renaissance4 ,m4 ,,whitcomb #a4ej ,state ,documents on ,federal ,relations4 ,h4 ,v4 ,,ames #a4ge ,published by ,department of ,history1 ,university of ,pennsylvania1 ,philadelphia1 and by ,longmans1 ,green ,co4 99 99 99 99 99 ,a ,,new ,,school ,,history ,a ,history of the ,united ,states ,by ,s4 ,e4 ,,forman1 ,,ph4,d41 ,author of 8,advanced ,civics10 etc4 ,ready in ,may1 #aiaj1 and published by ,the ,century ,co4 ,teachers of ,american history1 who are looking for the best text-book for their classes1 are invited to examine this new work of ,dr4 ,forman's4 ,they will find that it excels3 #a ,in the method of unfolding the story of ,,our ,,country',s ,,growth ,the pupils have before them the story of an ever-growing nation1 and step by step they follow its upbuilding from small beginnings to its present great proportions4 #b ,in the special prominence given to the progress of ,,the ,,westward ,,movement ,the story of the marvelous growth of the ,middle ,west1 and of the ,states further ,west1 is told1 it is believed1 with greater fullness than in any previous school history4 ,the student will see that the greatness of our history is due as much to the ,western ,states as to those on the ,atlantic seaboard4 #c ,in the treatment of ,,the ,,biographical ,,element ,the great leaders of our country stand out as real and interesting personalities1 because the author writes their lives into the main body of the text4 #d ,in the account given of our ,,commercial1 ,,industrial ,,and ,,social ,,development ,throughout the book frequent surveys are made of ,american civilization as it existed at successive stages1 and in these surveys the pupil learns how we have passed from the simple life of the seventeenth century to the complex life of to-day4 #e ,in the material provided for ,,the ,,teachers' ,,assistance ,at the end of the chapters are carefully framed questions on the text1 with review questions that keep constantly in mind the points that have been gone over1 and with topics for special reading and special references4 ,in the appendix are comprehensive outlines and analytical reviews4 #f ,in the fullness and richness of ,,its ,,maps ,,and ,,illustrations ,entirely new maps have been made for the book1 and the illustrations have been selected from authentic sources4 ,many of the pictures are illustrative of ,western life in the early days4 #g ,in the ,,clearness ,,and ,,interest ,,of ,,its ,,style ,no student can fail to be attracted by the manner in which the story is told4 ,the style is simple--sometimes almost colloquial--but never undignified4 ,every paragraph in the book is interesting4 ,more than #djj pages1 strongly bound in half leather4 ,price1 #a4jj net4 ,superintendents1 teachers1 and others interested are invited to send for further particulars4 ,,the ,,century ,,co4 ,union ,square1 ,new ,york 99 99 99 99 99 ,outline of ,english ,history ,based on ,cheyney's 8,history of ,england0--,just ,published4 ,by ,,norman ,,maclaren ,,trenholme1 ,professor of ,history in the ,university of ,missouri4 ,price1 #ej cents4 ,syllabus for the ,history of ,western ,europe ,based on ,robinson's 8,introduction to the ,history of ,western ,europe40 ,by ,,norman ,,maclaren ,,trenholme4 ,part ,i4--,,the ,,middle ,,ages #de cents ,part ,,ii4--,,the ,,modern ,,age #de cents ,these outlines are arranged to give the student a clear grasp of the course and the connection of events in the periods covered4 ,the topics are carefully outlined2 useful reference books are listed1 and review questions which will stimulate the students' power of orderly thought are included4 ,outlines and ,studies ,to ,accompany ,,myer',s ,,ancient ,,history #dj cents ,to ,accompany ,,myer',s ,,general ,,history #dj cents ,to ,accompany ,,myer',s ,,medi,,val ,,and ,,modern ,,history #ce cents ,by ,,florence ,e4 ,,leadbetter1 ,teacher of ,history in the ,roxbury ,high ,school1 ,boston4 ,the purpose of these outlines is to train pupils to work independently and to study with definite aim4 ,for the teacher they furnish a text for the introduction to the study of the different periods and for the student they furnish a frame-work upon which to build his study4 ,,ginn ,,and ,,company1 #bi ,beacon ,street1 ,boston 99 99 99 99 99 ,you will favor advertisers and publishers by mentioning this magazine in answering advertisements4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #i4 ,,philadelphia1 ,,may1 #aiaj4 #a4jj a year #ae cents a copy ,freshman ,history ,course at ,yale ,,by ,,edward ,l4 ,,durfee4 ,the scope and character of the elementary history course at ,yale#a is determined by a twofold necessity3 first1 that of giving a general survey of the main facts of historical development from the fall of the ,roman ,empire to modern times which shall be valuable in itself and profitable to the student1 even though he were to pursue his historical studies no further2 and second1 that of providing a course which will fit into the general scheme of the history curriculum1 and serve as an introduction to the more advanced courses which follow it4 ,according to the present arrangement1 the fields of ,english and ,american ,history are reserved for succeeding years1 and as a result1 the ,freshman course is limited to the study of ,continental ,european ,history1 from #cge ,a4,d4 to #ahgj or thereabouts4 ,although ,i follow current local usage in speaking of this course as 8,freshman ,history10 the name is not strictly appropriate2 it is open to ,sophomores1 and even to upper classmen under certain limitations and restrictions4 ,the name by which it is known in the catalogue1 ,history ,a #a1 better expresses the fact that it is the introductory course which is a necessary preliminary to all the other history work4 ,as a matter of fact1 the popular name is not seriously in error1 for over four-fifths of the students pursuing it are ,freshmen4 ,the amount of time allotted to the study of the different epochs is pretty evenly distributed4 ,beginning with a summary view of the ,roman ,empire and an analysis of the causes of its decline1 the work of the first twelve weeks covers rather thoroughly the history of the ,middle ,ages to #abej ,a4,d42 the ,renaissance1 ,reformation1 and ,religious ,wars occupy the next third of the year2 and the spring term has to suffice for the period from ,louis ,,xiv to the ,congress of ,vienna4 ,at that point1 the course practically ends1 for the events of the nineteenth century are sketched very briefly1 partly because time is lacking1 but more particularly for the reason that a later and more advanced course treats that period in detail4 ,experience has convinced the instructors that any course1 particularly an introductory one1 which deals in specious generalizations and vague trends of development to the exclusion of a thorough drill in concrete facts will1 of necessity1 be a failure2 and so the methods of instruction are designed1 first of all1 to secure an accurate knowledge of events1--to make the student master the fundamental data upon which any real comprehension of a great movement as a whole must be based4 ,of course1 this is equivalent to saying that we do not consider the lecture method adapted to the immaturity of first year students1--even the mixture of lecture and quiz recitations seems to offer too many temptations to irregularity and slovenliness4 ,consequently1 each of our three exercises per week is devoted to a thorough test of the student's industry by oral questioning and1 at frequent intervals1 by short written papers4 ,the fact that the class is divided into small divisions1 averaging only twenty men in each1 makes the desired end comparatively easy of attainment4 ,in the matter of text-books1 three or four are used1 chosen for their supplementary excellencies1 and with the additional object in view of developing in the student an elementary power of comparison and synthesis1--an ability to select facts from different sources and mould them into some sort of orderly cohesion for presentation in the recitation4 ,the proof that he has done this is sought1 not only in the recitation1 but by inspection of his note-book1 in which he is required to keep a condensed but carefully arranged digest of the facts gleaned from the various books4 ,as regards original sources1 an experience lasting for a period of six years has forced upon the unwilling minds of the instructors the conviction that contemporary material1 as a part of the required reading1 cannot be used to advantage in a general course1 so broad in scope as the one we are considering4 ,the experiment was a thorough one and long continued1--in fact1 the feeling that we ought to find a profitable method of using sources lingered long after the proof had been forced upon us that we could not1 and it has produced no change in the general opinion that such work is of the utmost value where time is available to pursue it properly4 ,but in this particular instance1 that was precisely what we could not do1 at least not without entirely changing the character of the course and modifying its relation to the rest of the curriculum4 ,source collections are therefore no longer among the required text-books1 but are relegated to the domain of collateral reading4 ,unity and cohesion among the different instructors and the various text-books is obtained by the use of a syllabus1 blocked off into lessons1 each containing in addition to an outline and the necessary assignments in the text-books1 further references for reading in the larger standard histories and biographies4 ,nor is historical geography neglected1 for each student must fill in with colors the successive maps of an outline atlas4 ,casual mention of collateral reading has already been made1 but there now remains to be described the method by which it is enforced and directed1--a method which1 ,i think1 is unique and which1 judged by its results1 would seem to be the most valuable feature of the course4 ,in the fall term1 which is by far the hardest1 owing to the ,freshman's unfamiliarity with college methods of work and the difficult character of the text-books used1 little is done in this direction other than to introduce him to the library1 to point out to him the section in which the books are to be found that are especially reserved for this course1 and to require him to do a fair amount of collateral reading upon some specific subject1 a clear outline of which he must insert in his note book4 ,but in the winter and spring terms a much more systematic and thorough drill is undertaken1 a brief description of which follows3 ,some time in ,january or ,february a topic is assigned to each student1 comparatively restricted in its scope1 chosen from the field of medieval history up to and including the ,renaissance4 ,within two or three days1 at a definitely appointed time1 he meets his instructor in a conference lasting from twenty minutes to half an hour1 and submits a list of books1 magazine articles1 essays1 etc41 which contain material bearing upon his subject4 ,this list is to be as complete as the student can make it1 and the first object of the conference is to discover if he has exhausted the possibilities of the library1--to find out whether he knows how to use the various catalogues1 the more ordinary aids such as ,poole's ,index1 the ,a4 ,l4 ,a4 ,index to ,general ,literature1 etc41 and whether he is familiar with the location of the reference shelves and the stacks accessible to him4 ,satisfied upon these points1 the instructor selects from the list presented 7and perhaps amended7 a number of chapters1 articles1 or books1 as the case may require1 from which the student is to extract and collect in the form of notes material for an essay on his particular subject4 ,the remaining portion of the conference period is occupied with describing and explaining to the student just how these notes are to be taken4 ,the method of note taking is the most important matter in connection with this first piece of work1 for here1 probably for the first time in his life1 the student is introduced to this particular application of the card index and filing system4 ,it is required that each note be taken upon a separate card1 that each card shall have a head line appropriate for filing purposes1 and that there be an accurate volume and page reference to the book from which each bit of information was taken4 ,emphasis is also put upon the fact that all the reading should be done and all the notes completed before the essay is begun1 and that the essay should be written solely from the notes1 without further reference to the books2 for experience has shown that this is the best way of proving to the student himself whether his notes have been well or poorly taken4 ,it may be urged that twenty or thirty minutes will not suffice for thorough instruction in such a variety of matters2 it certainly would be impossible if it were not for the fact that the whole process is simplified by providing each student in advance with a pamphlet which1 besides explaining briefly all these points1 contains also a condensed guide to the library4 ,with the aid of this1 the work of the instructor is reduced to the task of ascertaining by well-directed questions just what the student has done1 and what he would do if he were confronted with certain problems which are sure to arise4 ,and of course1 each man is encouraged to consult the instructor informally at any time in connection with puzzling points that may crop up4 ,as before1 a definite time limit is set for this part of the work1 and at a second meeting1 both the notes and the essay are handed in2 and in addition1 directions are at that time given for the construction of a formal bibliography4 ,this differs from the preliminary book list which was submitted at the beginning of the work in the following points3 in the first place1 each book is to be properly and formally listed on a separate card2 secondly1 reference must be made on each card1 not only to the pages which deal with the student's particular topic1 but to those where further bibliographical lists are to be found2 again1 he is at this time introduced to and taught to use the principal historical bibliographies1 and required to enter on cards those which give lists of books on his subject1 with an exact reference to the pages where these lists are to be found1 without1 however1 copying any titles from these lists2 and lastly1 he must make an elementary classification of all his cards by dividing them into three groups1--bibliographies1 sources and secondary works4 ,in the spring term the process is repeated with each student1 certain modifications being introduced1 however1 which constitute steps in advance and prevent the men from viewing the second piece of work as a monotonous repetition of the first4 ,for instance1 the subject is chosen from the modern period2 while the notes and essay are done in the same manner1 a longer time is allowed1 and1 on the basis of a sharp criticism of his first theme1 much improvement in these respects is expected2 and the character of the bibliography is entirely changed4 ,the primary object of the first bibliography1 it will be noticed1 was to teach the student how to find all the books on his subject1 how to use the library1 catalogues1 bibliographies1 etc4 ,in the case of the second1 we endeavor to teach him how to find the best books2 in other words1 we require a selected and critical bibliography1 and insist that no book be entered unless its card bears a statement of its comparative value by some recognized authority4 ,to secure such statements the student must1 of course1 in addition to using the usual bibliographies critically and selectively1 search for book reviews in the various reputable magazines1 historical and otherwise4 ,as an additional incentive1 a prize1 named for the ,hon4 ,andrew ,d4 ,white1 is awarded to the author of the best piece of work4 ,this system was evolved from tentative experiments lasting three years1 and has now been in operation1 in its present form1 for three more2 and it seems to be the opinion of competent judges that it is an unqualified success4 ,in the first place1 it teaches the student a great deal1 not only about particular phases of ,european history1 but more especially about methods of work which will stand him in good stead in all his future courses2 and while it demands much of him1 the requirements are all so carefully graded and the work so progressive in character that at no time is he overwhelmed by the amount suddenly thrust upon him4 ,and another feature that deserves emphasis is the care taken to prevent each man from slighting any part of the process2 during the time he is at work on his two themes he must meet his instructor in no less than five personal consultations which punctuate at carefully chosen times the various stages of the work4 ,the obvious difficulty that the system demands too much of the instructor is met by the fact that the ,history ,department1 as well as the whole ,faculty1 have shown their appreciation of the results obtained by lightening the ordinary work of teaching to an extent that permits the teacher to carry this extra burden without undue effort4 ,,the ,,writings ,,of ,,william ,,penn4 ,an interesting announcement has been made by ,albert ,cook ,myers1 of ,moylan1 ,pa41 concerning a plan for the publication of the complete works of ,william ,penn4 ,it is noteworthy that there is no edition of ,penn's works which is nearly complete4 ,the fullest edition1 that of #agbf1 is difficult to obtain4 ,the later editions of #agga1 #aghb and #ahbc contain but a small portion of his works4 ,yet even the first edition contains but twenty per cent4 of the works which were published during ,penn's lifetime4 ,of the eleven hundred known letters of ,penn only one hundred and twenty-five have ever been printed4 ,the aim of ,mr4 ,myers is to obtain a guarantee from members of the ,society of ,friends and others of a fund amounting to #ah1jjj1 which will be sufficient to defray the expense incident to making such a collection4 ,a committee of the ,historical ,society of ,pennsylvania has been appointed to co-operate with ,mr4 ,myers in this publication4 ,the committee includes ,hon4 ,samuel ,w4 ,pennypacker1 ,william ,brooke ,rawle1 ,charlemagne ,tower1 ,john ,bach ,mc,master1 ,isaac ,sharpless1 ,william ,i4 ,hull1 and ,william ,penn-,gaskell ,hall4 ,persons willing to assist in this work either by the contribution of funds or by the loaning of manuscripts are requested to correspond with ,mr4 ,myers4 ,,footnote3 #a ,this article deals solely with the ,history ,a #a course of the ,school of ,arts or ,academical ,department1 and makes no attempt to describe the course given in the ,sheffield ,scientific ,school4 ,history in the ,summer ,schools1 #aiaj ,,editor',s ,,note4--,in the ,april number of the ,magazine appeared descriptions of the summer courses in history at ,university of ,arkansas1 ,cornell ,university1 ,university of ,chicago1 ,university of ,illinois1 ,indiana ,university1 ,university of ,kansas1 ,ohio ,university1 ,university of ,pennsylvania1 ,pennsylvania ,state ,college1 ,summer ,school of the ,south1 ,university of ,west ,virginia1 and ,university of ,wisconsin4 ,university of ,california4 ,berkeley1 ,cal4 ,,summer ,,session1 #aiaj4 #a4 ,,european ,,background ,,of ,,american ,,history4 ,by ,professor ,j4 ,n4 ,bowman4 #b4 ,,the ,,teaching ,,of ,,history4 ,by ,professor ,j4 ,n4 ,bowman4 #c4 ,,united ,,states ,,history1 #ahae-ahej4 ,by ,professor ,e4 ,d4 ,adams4 #d4 ,,british ,,official ,,and ,,parliamentary ,,opinion ,,on ,,the ,,american ,,civil ,,war4 ,by ,professor ,e4 ,d4 ,adams4 #e4 ,,england ,,from ,,the ,,revolt ,,of ,,the ,,american ,,colonies ,,to ,,the ,,constitutional ,,crisis ,,of #aiji-aiaj4 ,a study of ,organic and ,social changes4 ,by ,mr4 ,edward ,porritt4 ,university of ,colorado4 ,,summer ,,school1 #aiaj4 #a4 ,,medieval ,,institutions4 ,professor ,,willard4 ,a detailed study of the organization of certain of the more important medieval institutions4 ,special emphasis will be placed upon the formation and organization of the medieval church1 the monastic orders1 feudalism and the ,holy ,roman ,empire4 ,the course is designed to supplement a knowledge of medieval political history by a more careful study of institutional life4 #b4 ,,the ,,revolution ,,and ,,constitution1 #agej-ahjj4 ,professor ,,risley4 ,from the ,albany plan of union to the completion of the organization of the government under the ,constitution2 the period preceding the ,revolution as preparation for separation2 the ,revolution2 the confederation and the constitution4 ,special stress will be placed on the formation of the constitution4 #c4 ,,methods ,,or ,,presenting ,,history ,,in ,,secondary ,,schools4 ,professor ,,risley4 ,this is a lecture course intended for teachers and involves a consideration of teachers' preparation1 model lessons1 emphasis1 definiteness1 point of view1 various aids as outlines1 maps1 illustrative material1 etc41 with suggestions as to syllabus and a review of leading texts4 ,,note4--,course #a and #b may be taken with graduate credit upon the recommendation of the professors4 ,columbia ,university4 ,new ,york ,city4 ,,summer ,,session1 ,,july #f ,,to ,,august #ag1 #aiaj4 ,,history4 s,a#a4 ,,europe ,,in ,,the ,,middle ,,ages2 ,,the ,,chief ,,political1 ,,economic ,,and ,,intellectual ,,achievements4 ,lectures1 reading1 and discussion4 ,three points4 ,dr4 ,,hayes4 s,a#b4 ,,modern ,,and ,,contemporary ,,european ,,history4 ,lectures1 reading1 and discussion4 ,three points4 ,dr4 ,,hayes4 ,this course is designed as an introduction to current national and international problems4 ,the principal topics will be monarchy by divine right and the old rgime in ,europe1 the intellectual achievements of the eighteenth century1 the ,french ,revolution with reference to political and economic changes1 the work of ,napoleon in reforming ,france and in re-shaping the map of ,europe1 the ,industrial ,revolution1 the development of ,italian and ,german unity1 the third ,french ,republic1 the rise of ,russia1 modern social problems1 and ,european imperialism in ,africa and the ,orient4 ,the text-book will be ,robinson and ,beard1 8,the ,development of ,modern ,europe40 s#cef4 ,seminar4 ,,english ,,history ,,during ,,the ,,industrial ,,revolution4 #b points4 ,professor ,,shotwell4 ,this course is designed primarily for students taking s#aef4 ,it will furnish an introduction into the extensive collections of sources on the economic and industrial history of ,england available in both the ,university and the ,astor libraries4 ,the course will include as well some practical investigation of the working out of the ,industrial ,revolution in ,america4 s#aef4 ,,the ,,social ,,and ,,industrial ,,history ,,of ,,modern ,,europe4 ,lectures1 readings1 and discussions4 ,two points4 ,professor ,,shotwell4 ,this course is mainly concerned with the ,industrial ,revolution and the rise of democracy during the nineteenth century4 s#ac-ad;b4 ,,american ,,history2 ,,political ,,history ,,of ,,the ,,united ,,states ,,from #ahae ,,to #ahhi4 ,recitations1 written tests1 reports and occasional lectures4 ,two points4 ,professor ,,bassett4 ,the course begins at the point at which foreign affairs cease to predominate1 and deals with the important phases of internal history4 s#afb;b4 ,,american ,,history1 ,,from #ahae ,,to #ahcg4 ,lectures1 reports1 examination of original materials1 and familiarity with the larger secondary sources4 ,two points4 ,professor ,,bassett4 ,the course will deal with the decay of the ,virginia hegemony and the rise and supremacy of ,jacksonian democracy4 s#aae-aaf;b4 ,,ancient ,,history3 ,,roman ,,politics4 ,two points4 ,professor ,,abbott4 ,a research course identical with ,latin s#aee-aef4 ,harvard ,university4 ,cambridge1 ,mass4 ,,summer ,,school1 ,,july #i ,,to ,,august #ah1 #aiaj4 ,,brief ,,announcement4 ,,government 99,s#a4 ,,civil ,,government2 ,,the ,,united ,,states1 ,,great ,,britain1 ,,germany1 ,,france1 ,,and ,,switzerland4 ,lectures1 conferences1 and thesis4 ,five times a week4 ,,dr4 ,,arthur ,n4 ,,holcombe4 ,,history4 99,s#b4 ,,ancient ,,history ,,for ,,teachers4 ,lectures1 reports1 reading1 and examination of illustrative material4 ,five times a week1 #i-aj and #aa-ab a4m4 ,assistant ,professor ,,william ,s4 ,,ferguson4 99,s#d4 ,,history ,,of ,,england ,,from #afhi ,,to ,,the ,,present4 ,lectures1 discussions1 and written reports4 ,five times a week4 ,professor ,,william ,,macdonald1 of ,brown ,university4 99,s#e4 ,,american ,,history ,,from ,,the ,,beginnings ,,of ,,english ,,colonization ,,to #aghc4 ,lectures1 discussions1 and written reports4 ,five times a week4 ,professor ,,william ,,macdonald1 of ,brown ,university4 ,courses for ,advanced ,students4 99,s#be4 ,,historical ,,bibliography4 ,two hours1 once a week4 ,professor ,,charles ,h4 ,,haskins4 ,this course is open only to college graduates4 99,s#bj;i4 ,,research ,,in ,,greek ,,and ,,roman ,,history4 ,asst4 ,professor ,,william ,s4 ,,ferguson4 99,s#bj;c4 ,,research ,,in ,,medieval ,,history4 ,professor ,,charles ,h4 ,,haskins4 99,s#bj;d4 ,,research ,,in ,,modern ,,european ,,or ,,asiatic ,,history4 ,professor ,,archibald ,,cary ,,coolidge4 99,s#bj;e4 ,,research ,,in ,,american ,,history4 ,professor ,,william ,,macdonald1 of ,brown ,university4 ,state ,university of ,iowa4 ,iowa ,city1 ,iowa4 ,,summer ,,session1 ,,june #bj ,,to ,,july #cj1 #aiaj4 ,history4 ,,professor ,,wilcox4 ,i4 ,,europe ,,in ,,the ,,nineteenth ,,century4 ,five hours4 ,an outline study of ,european history from the fall of ,napoleon ,bonaparte to the close of the nineteenth century4 ,professor ,,wilcox4 ,daily1 except ,saturday1 at #aj4jj4 ,,ii4 ,,american ,,historical ,,biography4 ,five hours4 ,lectures on the personal element in ,american history4 ,a critical study of the public careers of some of the principal ,american leaders4 ,professor ,,wilcox4 ,daily1 except ,saturday1 at #a4cj4 ,,iii4 ,,public ,,lectures4 ,one hour4 #a4 ,the danger of democracy4 #b4 ,the educated ,american girl4 #c4 ,what is an education in ,iowa in #aiaj8 #d4 ,the eastern question and the western question4 #e4 ,the triumph of ,american diplomacy4 ,saturday1 at #i4 ,,iv4 ,,graduate ,,work4 ,an opportunity will be given for graduate students to do individual research work in preparation for advanced degrees4 ,special appointments and conferences with each candidate1 either in ,european or ,american history1 will be made upon request4 ,political ,economy4 ,,iii4 ,,economic ,,history ,,of ,,the ,,united ,,states4 ,five hours4 ,a general course designed to supplement courses in political and constitutional history and to serve as a background for the study of economic and social questions4 ,assistant ,professor ,,peirce4 ,daily1 except ,saturday1 at #i4jj4 ,political ,science4 ,,professor ,,shambaugh4 ,i4 ,,modern ,,government4 ,five hours4 ,a study of leading ,european governments in comparison with the government of the ,united ,states4 ,daily1 except ,saturday1 at #i4 ,,ii4 ,,iowa ,,history ,,and ,,politics4 ,five hours4 ,a course of lectures with library reading on the history and government of ,iowa4 ,daily1 except ,saturday1 at #g4 ,,iii4 ,,research ,,in ,,iowa ,,history4 ,two to four hours4 ,in this course work along the lines of ,iowa history will be outlined and directed for students who have already taken a course in ,iowa history4 ,louisiana ,state ,university4 ,baton ,rouge1 ,la4 ,,summer ,,school1 ,,june #f ,,to ,,august #e1 #aiaj4 #a4 ,,the ,,civilization ,,of ,,the ,,greeks ,,and ,,romans4 #b4 ,,american ,,history4 ,based entirely upon the study of sources4 #c4 ,,history ,,of ,,louisiana4 ,an advanced course1 in which the ,french authorities and the sources are used4 #d4 ,,the ,,teaching ,,of ,,history ,,in ,,high ,,schools4 ,a course of four hours a week of lectures and discussion1 and two hours a week of observation and practice in the ,university ,demonstration ,high ,school4 #e4 ,,the ,,government ,,of ,,louisiana4 ,a study of the constitutional history of the ,state1 and of the present ,state ,government4 #f4 ,,the ,,principles ,,of ,,constitutional ,,government4 #g4 ,,the ,,teaching ,,of ,,civics ,,in ,,schools4 #h4 ,,principles ,,of ,,economics4 #i4 ,,elements ,,of ,,sociology4 ,the work in ,history and ,political ,science will be given by four instructors4 ,the summer term lasts nine weeks1 and a subject taken six hours a week for the nine weeks is equivalent to the regular course of three hours a week for one of the regular terms4 ,it is the purpose of the ,departments of ,history1 ,political ,science1 and ,economics to give first term work at one summer school and second term work in the next one1 in addition to certain courses planned especially for teachers4 ,university of ,michigan4 ,ann ,arbor1 ,michigan4 ,,summer ,,session1 ,,july #e ,,to ,,august #bf1 #aiaj4 ,,history4 #a4 ,,general ,,history ,,of ,,england4 ,from the ,restoration to the ,eve of the ,american ,revolution4 ,this course1 treating briefly the chief features of the ,restoration and the ,revolution of #afhh1 aims to deal in more detail with the ,revolution ,settlement and the events which followed4 ,considerable emphasis will be laid upon the two characteristic features of the period3 the ,great ,wars1 with the resulting expansion of ,england1 and the development of cabinet and party government4 ,two hours credit4 ,room #e1 ,t4 ,h41 ,m1 ,t1 ,w1 ,th1 at #b4 ,professor ,,cross4 #b4 ,,general ,,history ,,of ,,england4 ,from the ,norman ,conquest to the accession of ,henry ,,vii4 ,this course deals with the political institutions and the constitutional development of ,england4 ,attention is paid to bibliography4 ,two hours credit4 ,room #g1 ,t4 ,h41 ,m1 ,t1 ,th1 ,f1 at #a4 ,mr4 ,,bacon4 #c4 ,a ,,history ,,of ,,europe ,,from #had ,,to #acjj4 ,this course deals in outline with the ,roman ,papacy1 the revival of the ,roman ,empire on a ,german basis1 the conflict of the investiture1 the ,hohenstaufen policy in ,germany and ,italy1 the ,crusades1 growth of the ,french ,monarchy1 the ,intellectual ,life1 and ,feudal ,institutions4 ,two hours credit4 ,room #g1 ,t4 ,h41 ,m1 ,t1 ,th1 ,f1 at #c4 ,mr4 ,,bacon4 #d4 ,,the ,,history ,,of ,,civil ,,war ,,and ,,reconstruction4 ,the causes and nature of secession are considered2 the conduct of the war is sketched2 the constitutional1 political and social conditions resulting from the struggle are examined in detail4 ,two hours credit4 ,room #b1 ,t4 ,h41 ,m1 ,t1 ,w1 ,f1 at #h4 ,assistant ,professor ,,bretz4 #e4 ,,the ,,constitutional ,,history ,,of ,,the ,,united ,,states1 ,,as ,,affected ,,by ,,judicial ,,decisions4 ,the course will deal with the history of the process by which the original conceptions of the meaning of the constitution has been changed by court decisions4 ,two hours credit4 ,room #b1 ,t4 ,h41 ,m1 ,t1 ,w1 ,f1 at #aa4 ,assistant ,professor ,,corwin4 ,graduate ,work4 #f4 ,,seminary ,,in ,,american ,,history4--,this course is intended to offer training in the investigation of historical problems and practice in the handling of original material4 ,open only to graduates and to seniors receiving special permission4 ,the field of work will be in the history of the ,westward ,movement4 ,two hours credit4 ,east ,seminary ,room4 ,t and ,th1 #b to #d4 ,assistant ,professor ,,bretz4 ,university of ,missouri4 ,columbia1 ,missouri4 ,,summer ,,session1 #aiaj4 ,,history4 ,,professor ,n4 ,m4 ,,trenholme2 ,,dr4 ,f4 ,f4 ,,stephens4 ,for ,undergraduates4 #a;b4 ,,modern ,,history4 ,with especial reference to the later or strictly modern portion of the period4 ,this course will deal with the history of western ,europe from the age of the ,renaissance and ,reformation to the present time4 ,it is especially designed for teachers of medieval and modern history and as introductory to the ,english1 ,american1 and more advanced modern history courses in the ,university4 ,five times a week2 7#c74 ,dr4 ,,stephens4 ,a4 #ec2 #h3jj-i3jj4 #b4 ,,english ,,history ,,and ,,government4 ,a course dealing with the political1 social1 and governmental history of ,england4 ,the earlier or medieval portion of ,english ,history will be covered somewhat rapidly1 and the attention of the class directed to such topics as the formation of parliamentary government1 social and economic changes and advances1 and the evolution of popular government4 ,five times a week2 7#c74 ,professor ,,trenholme4 ,a4 #ec2 #aj3cj-aa3cj4 #c4 ,,american ,,history4 ,a general course on the exploration and settlement of ,north ,america1 the ,french and ,english colonies1 the ,american ,revolution1 and the ,united ,states4 ,five times a week2 7#c74 ,dr4 ,,stephens4 ,a4 #ed2 #i3jj-aj3jj4 #e;b4 ,,ancient ,,history4 ,with especial reference to the later or ,roman period4 ,this course will cover the political1 social and institutional aspects of the history of the ancient world from the rise of ,roman power in ,italy to the conquest of ,western ,europe by the ,germans4 ,it is especially designed for teachers1 and will be conducted as a discussion and recitation course with a small amount of required written work4 ,five times a week2 7#c74 ,professor ,,trenholme4 ,a4 #ec2 #i3jj-aj3jj4 ,primarily for ,graduates4 #ce;b4 ,,advanced ,,united ,,states ,,history4 ,a study of selected topics in ,united ,states ,history4 ,lectures1 discussion1 and reports by the class4 ,twice a week2 7#b74 ,dr4 ,,stephens4 ,a4 #ec2 #aj3cj-aa3cj4 #cf4 ,,research ,,studies ,,in ,,european ,,culture4 ,an advanced course of pro-seminar character1 open to students who are qualified to pursue graduate work4 ,the subject of study for this summer will be ,dante and his times from the historical viewpoint4 ,the work will be conducted by means of lectures and reports based on extensive reading in sources and secondary literature4 ,students are recommended to purchase ,snell's ,handbook to ,dante for reference4 ,twice a week2 7#b74 ,professor ,,trenholme4 ,a4 #ec2 #aa3cj-ab3cj1 ,tu4 ,th4 ,university of ,nebraska4 ,lincoln1 ,neb4 ,,summer ,,session 7,,eight ,,weeks71 #aiaj4 ,,american ,,history4 ,the following courses are intended to meet the needs of three classes of students3 7#a7 teachers of history in ,nebraska high schools who may wish to enlarge or perfect their knowledge of the subject they are teaching2 7#b7 undergraduate students desiring to make extra credits towards the ,bachelor's degree2 7#c7 graduate students seeking advanced degrees through summer session work4 #b4 ,,revolutionary ,,period1 #agfd-aghc4 ,british 8change of colonial policy0 after #agfc2 the ,stamp act1 ,townshend acts1 ,tea act1 and ,intolerable acts2 revolution1 independence1 alliance1 confederation2 war and peace4 ,open to all4 ,five hours attendance2 three hours preparation4 ,three hours credit4 ,associate ,professor ,,persinger4 #i4 ,,territorial ,,expansion4 ,european rivalries in colonial ,america2 territorial making of original union2 diplomacy1 politics and geography of the various acquisitions2 government and administration of dependencies4 ,open to advanced students4 ,five hours attendance2 three hours preparation4 ,three hours credit4 ,associate ,professor ,,persinger4 #f4 ,,the ,,new ,,nation1 #ahgg-aiaj4 ,industrial problems3 tariff1 banking1 money1 transportation1 immigration1 trusts1 labor and conservation2 reforms3 ,granger movement1 ,farmers' ,alliance1 anti-monopoly2 politics3 ,white supremacy in ,south2 reorganization2 rise of third parties2 expansion into tropics and its problems3 ,cuba1 ,porto ,rico1 ,hawaii1 and the ,philippines4 ,open to graduates and advanced students2 three hours attendance2 ten hours per week preparation2 two hours credit4 ,professors ,,caldwell and ,,persinger4 ,new ,york ,university4 ,new ,york ,city4 ,,summer ,,school1 ,,july #f ,,to ,,august #af1 #aiaj4 ,professor ,,marshall ,,stewart ,,brown2 ,professor ,w4 ,k4 ,,boyd 7,trinity ,college74 ,,history ,,and ,,political ,,science4 ,s#a4 ,,political ,,and ,,constitutional ,,history ,,of ,,the ,,united ,,states4 ,thirty hours4 ,professor ,,brown4 ,s#b4 ,,american ,,civil ,,government4 ,thirty hours4 ,professor ,,brown4 ,s#c4 ,,history ,,of ,,the ,,middle ,,ages4 ,thirty hours4 ,professor ,,boyd 7,trinity ,college74 ,s#d4 ,,secession1 ,,the ,,confederacy ,,and ,,reconstruction4 ,thirty hours4 ,professor ,,boyd4 ,,sg#a4 ,,the ,,american ,,colonies4 ,thirty hours4 ,professor ,,boyd4 ,,sg#b4 ,,seminar ,,in ,,american ,,colonial ,,history4 ,thirty hours4 ,professor ,,brown4 ,northwestern ,university4 ,evanston1 ,illinois4 ,,summer ,,school1 ,,june #bg ,,to ,,august #f1 #aiaj4 ,,history4 ,,dr4 ,,pooley4 7,not more than three of the following courses will be given47 ,,general ,,course ,,in ,,american ,,history1 #aghc-ahfj4 ,some attention will be given to the methods of presenting this subject in secondary schools4 ,credit1 two semester hours4 ,,general ,,course ,,in ,,medieval ,,history4 ,special attention to social1 economic1 and intellectual life4 ,credit1 two semester hours4 ,,ancient ,,history4 ,this will be a course in either ,greek or ,roman ,history1 as the class may elect4 ,credit1 two semester hours4 ,,medieval ,,history4 ,a course covering the period between the break-up of the ,roman ,empire to the ,reformation4 ,credit1 two semester hours4 ,ohio ,state ,university4 ,columbus1 ,ohio4 ,,summer ,,session1 ,,june #bj ,,to ,,august #ab4 ,,history4 ,,professor ,,knight4 #aja4 ,,american ,,political ,,history4 ,three credit hours4 ,prerequisite3 a thorough high-school course in ,american ,history and ,civics4 ,daily1 #aj4cj4 ,a study of the period from #afjj to #aggf1 based upon ,thwaites' 8,the ,colonies10 and ,hart's 8,formation of the ,union40 ,for ,advanced ,undergraduates and ,graduates4 #aab4 ,,the ,,slavery ,,struggle ,,and ,,its ,,results1 #ahed-aijj4 ,three credit hours4 ,prerequisite3 at least one full year of collegiate work in ,american ,history4 ,this course will be devoted to a study of the divergence of the ,north and ,south1 and the rise and fall of political parties as influenced by slavery2 the relation of slavery to the ,civil ,war2 the results of the struggle as traced in the reconstruction of the ,southern ,states2 and the readjustment of society and the ,states to the new status of the negro4 ,daily1 #h4cj4 ,for ,graduates4 #bje4 ,,the ,,administrations ,,of ,,pierce ,,and ,,buchanan4 ,two credit hours4 ,hour to be arranged4 ,lectures and student research4 ,students intending to take this course must first consult with the instructor4 ,,assistant ,,professor ,,perkins4 #ajb4 ,,modern ,,european ,,history1 ,,from #aejj ,a4,d4 ,three credit hours4 ,text-book3 8,robinson's ,history of ,western ,europe40 ,daily1 #h4cj4 ,a thorough course covering the whole period1 but with especial emphasis on the ,protestant ,revolt1 the ,french ,revolutionary and ,napoleonic ,era1 and the ,nineteenth ,century4 ,extensive outside reading will be required4 #aje4 ,,the ,,history ,,of ,,greece4 ,preceded by a brief sketch of the ancient empires of the ,east4 ,three credit hours4 ,daily1 #g4cj4 ,an advanced course conducted by means of lectures1 discussions1 and assigned readings1 designed especially for high school teachers of history4 ,primarily for ,graduates4 #bjc4 ,,seminary ,,in ,,modern ,,history4 ,one or two credit hours4 ,time to be arranged4 ,,assistant ,,professor ,,shepard4 #aja4 ,,constitutional ,,government4 ,three credit hours4 ,prerequisite3 ,american ,history #aja1 ,european ,history #aja1 or a substitute acceptable to the department4 ,daily1 #g4cj4 ,state ,university of ,oklahoma4 ,norman1 ,okla4 ,,summer ,,school1 #aiaj4 ,,history4 #a4 ,,american ,,history ,,and ,,government4 ,required of all who take the ,b4,a4 ,degree4 ,by ,associate ,professor ,,gittinger4 #b4 ,,political ,,and ,,constitutional ,,history ,,of ,,united ,,states ,,from ,,jackson ,,to ,,the ,,present ,,time4 ,professor ,,buchanan4 #c4 ,,medieval ,,europe4 ,an introductory survey of the period from barbarian invasions to the end of the fifteenth century4 ,text and readings4 ,by ,associate ,professor ,,floyd4 #d4 ,,modern ,,europe4 ,an introductory survey of the period from the end of the fifteenth century to the present time4 ,associate ,professor ,,floyd4 #e4 ,a ,,course ,,in ,,english ,,history4 ,associate ,professor ,,gittinger4 ,syracuse ,university4 ,syracuse1 ,n4 ,y4 ,,summer ,,school1 ,,july #e ,,to ,,august #af1 #aiaj4 ,,history4 ,,professor ,,gilbert ,g4 ,,benjamin1 ,,ph4,d4 ,a4 ,,ancient ,,history4 ,a general course in ,ancient ,history4 ,this course is preparatory to a study of history4 ,it aims to show the continuity of history1 and will lay especial stress on the contribution of the ,ancients to our modern cultural development4 ,not only will the political and dynastic changes be studied1 but the economic and the social life of the various peoples will be outlined4 ,west's 8,ancient ,history0 will be used as an outline4 ,lectures1 readings and manual4 ,by especial arrangement with the instructor extra credit may be given4 ,university credit1 two semester hours4 ,five hours a week4 ,b4 ,,medieval ,,history4 ,a preparatory course in the institutional development of the ,middle ,ages1 from about #cie ,a4,d4 to the ,german ,reformation4 ,the rise and growth of the ,christian church2 the feudal state and a general study of the rise of modern nations4 ,students will be expected to prepare papers upon some topic to be assigned by the instructor4 ,robinson's 8,history of ,western ,europe0 and ,robinson's 8,readings0 will be used as manuals4 ,university credit1 two semester hours4 ,five hours a week4 ,c4 ,,american ,,history4 ,a lecture course with assigned readings on ,american history from #agfe-ahfj4 ,a great deal of reading in the sources will be demanded4 ,special stress will be laid upon the economic and constitutional development of the ,american people4 ,university credit1 two semester hours4 ,five hours a week4 ,d4 ,,method ,,in ,,history ,,and ,,principles ,,of ,,historical ,,research ,,and ,,criticism4 ,a course in ,methods of teaching history especially adapted for teachers in secondary schools4 ,it will also deal with scientific criticism of historical documents4 ,this course will not be offered unless at least five students are registered4 ,students will be expected to prepare papers on the teaching of ,history1 and topics will be assigned for historical criticism4 ,for the work in criticism4 ,langlois and ,seignobos' 8,introduction to the ,study of ,history0 will be used1 and students contemplating entering the course should prepare themselves with a copy of this manual4 ,university credit1 two semester hours4 ,five hours a week4 ,university of ,texas4 ,austin1 ,texas4 ,,university ,,summer ,,schools1 ,,june #ah ,,to ,,august #d1 #aiaj4 ,,college ,,of ,,arts4 ,,history4 #a;f4 ,,history ,,of ,,greece4 ,five hours a week throughout the term4 ,a general survey of ,greek ,history4 ,text-book to be announced later4 ,dr4 ,,duncalf4 #aw4 ,,history ,,of ,,rome ,,to ,,the ,,death ,,of ,,julius ,,caesar4 ,five hours a week throughout the term4 ,a general survey of the period4 ,text-book1 ,abbott's 8,history of ,rome40 ,dr4 ,,duncalf4 #bw4 ,,the ,,feudal ,,age1 #had-acjj4 ,five hours a week throughout the term4 ,mr4 ,,hamilton4 #c;f4 ,,europe ,,during ,,the ,,period ,,of ,,the ,,reformation ,,and ,,the ,,religious ,,wars1 #aejj-afdh4 ,five hours a week throughout the term4 ,adjunct ,professor ,,barker4 #ac;f4 ,a4 ,,the ,,causes ,,of ,,the ,,french ,,revolution4 ,five hours a week throughout the term4 ,adjunct ,professor ,,barker4 #ds4 ,,imperial ,,england1 #afhh-aiaj4 ,five hours a week throughout the term4 ,dr4 ,,ramsdell4 #e;f4 ,,european ,,expansion ,,in ,,america1 #adib-agge4 ,five hours a week throughout the term4 ,professor ,,garrison4 #g4 ,a4 ,,southwestern ,,history4 ,five hours a week throughout the term4 ,in #aiaj this course will be occupied with a study of the diplomatic relations of the ,republic of ,texas with the ,united ,states4 ,the materials used will be the diplomatic correspondence between the two countries1 together with various related sources in the libraries of the ,university and the ,state4 ,credit will vary from one-third to one full course according to the amount of work accomplished by the student4 ,professor ,,garrison4 ,,summer ,,normal ,,school4 ,,history1 ,,general4 ,five times a week throughout the term4 ,dr4 ,,ramsdell and ,mr4 ,,hamilton4 ,,history ,,of ,,texas4 ,five times a week during the second half of the term4 ,this course will be based on ,pennybacker's 8,history of ,texas40 ,the student should read ,bolton and ,barker's source-book1 8,with the ,makers of ,texas10 for realistic and vivid pictures of the life in ,texas during all the periods of her romantic history1 and familiarize himself with the history of the ,united ,states from #ahjj to #ahde4 ,principal ,,littlejohn4 ,,history ,,of ,,the ,,united ,,states4 ,five times a week during the second half of the term4 ,superintendent ,,mccallum4 ,university of ,washington4 ,seattle1 ,washington4 ,,summer ,,school1 #aiaj4 ,,history4 ,,professors ,,meany1 ,,richardson ,,and ,,mcmahon4 #a4 ,,england ,,under ,,the ,,tudors ,,and ,,stuarts4 ,the history of ,england in the ,sixteenth and ,seventeenth centuries1 with special reference to the social and political conditions which led to the foundation of the ,tudor absolutism2 and to the development of the religious1 political and constitutional issues which culminated in the ,puritan ,revolution and the ,political ,revolution of #afhh-i4 ,lectures and supplementary reading4 ,five hours per week at #aj4 ,two credits4 ,professor ,,richardson4 #b4 ,,the ,,french ,,revolution ,,and ,,napoleonic ,,era4 ,an advanced course4 ,among the principal topics considered are the following4 ,the material conditions out of which1 in ,france1 the ,revolution emerged1 and the nature of the new ideals which inspired it2 contemporary conditions in the ,european states system which facilitated the extension of the revolution over ,europe2 the epoch of international wars1 with special reference to its effect on ,france1 ,europe1 and the liberal movements of the ,nineteenth century2 the career of ,napoleon4 ,lectures and supplementary reading4 ,five hours per week at #aa4jj4 ,two credits4 ,professor ,,richardson4 #c4 ,,history ,,of ,,the ,,united ,,states ,,from ,,the ,,close ,,of ,,the ,,war ,,of #ahab ,,to ,,the ,,end ,,of ,,jackson',s ,,presidency4 ,in this course the relation between economic1 social and political forces are considered2 and the ,constitutional history of the period is studied as the outgrowth of economic and social conditions in the physiographic provinces that made up the ,united ,states4 ,lectures and assigned reading4 ,five hours per week at #h4jj4 ,two credits4 ,professor ,,mcmahon4 #d4 ,,civil ,,war ,,and ,,reconstruction4 ,a study of the political and constitutional phases of the civil war and the problems of statecraft involved in a realignment of ,national powers and a readjustment of the political forces between #ahfe and #ahgf4 ,lectures and assigned readings4 ,five hours per week at #i4jj4 ,two credits4 ,professor ,,mcmahon4 ,professor ,meany gives #ac popular lectures on 8,the ,history of the ,northwest40 ,historical ,publications1 #aiji-aiaj ,the following list contains references to the principal publications of ,american publishers issued between ,april #ae1 #aiji1 and ,april #ae1 #aiaj4 ,in addition to new text-books and books for class reference1 it contains general works upon history and biography4 ,no attempt has been made to include in it the publications of historical societies or works peculiarly of local interest4 ,the works of foreign publishers are not included4 ,if the list proves helpful to history teachers similar lists will be printed each year4 ,books on ,method4 ,committee of ,eight4 ,report to the ,american ,historical ,association1 upon the ,teaching of ,history in ,elementary ,schools4 ,charles ,scribner's ,sons4 #ej cents4 ,keatinge1 ,m4 ,w4 ,studies in the ,teaching of ,history4 ,the ,macmillan ,co4 #a4ej net4 ,text-books4 ,callender1 ,g4 ,s4 ,selections from the ,economic ,history of the ,united ,states1 #agfe-ahfj4 ,ginn ,co4 #b4ge4 ,caldwell1 ,h4 ,w41 and ,persinger1 ,c4 ,e4 ,a ,source ,history of the ,united ,states from ,discovery 7#adib7 to ,end of ,reconstruction 7#ahgg74 ,ainsworth ,co4 7,chicago74 #a4be4 ,chambers1 ,a4 ,m4 ,a ,constitutional ,history of ,england4 ,the ,macmillan ,co4 #a4dj4 ,channing1 ,edward1 and ,ginn1 ,susan ,j4 ,elements of ,united ,states ,history4 ,the ,macmillan ,co4 7,in press47 ,channing1 ,edward1 and ,ginn1 ,susan ,j4 ,a ,short ,history of the ,united ,states for ,school ,use4 ,the ,macmillan ,co4 #a4jj net4 ,for #gth and #hth grades4 ,davis1 ,william ,stearns4 ,an ,outline ,history of the ,roman ,empire4 ,the ,macmillan ,co4 ,dickson1 ,marguerite ,stockman4 ,american ,history for ,grammar ,schools4 ,the ,macmillan ,co4 7,in press47 ,forman1 ,s4 ,e4 ,school ,history of the ,united ,states4 ,the ,century ,co4 #a4jj4 ,gerson1 ,oscar4 ,history ,primer4 ,hinds1 ,noble and ,eldredge4 ,gerson1 ,oscar4 ,our ,colonial ,history4 ,hinds1 ,noble ,eldredge4 ,harding1 ,samuel ,b4 ,essentials in ,medieval ,history4 ,american ,book ,co4 #a4jj4 ,hix1 ,melvin4 ,history for ,fifth ,grades4 ,hinds1 ,noble ,eldredge4 ,james1 ,james ,alton1 and ,sanford1 ,albert ,hart4 ,american ,history4 ,charles ,scribner's ,sons4 ,mace1 ,william ,h4 ,a ,primary ,history4 ,stories of ,heroism4 ,rand1 ,mc,nally ,co4 ,montgomery1 ,d4 ,h4 ,leading ,facts of ,american ,history4 ,revised4 ,ginn ,co4 ,morris1 ,charles4 ,school ,history of the ,united ,states4 ,j4 ,b4 ,lippincott ,co4 ,renouf1 ,v4 ,a4 ,outlines of ,general ,history4 ,the ,macmillan ,co4 #a4cj net4 ,robinson1 ,j4 ,h41 and ,beard1 ,c4 ,a4 ,readings in ,modern ,european ,history4 ,vol4 ,,ii4 ,ginn ,co4 ,stearns4 ,a ,primer of ,hebrew ,history4 ,eaton ,mains 7,n4 ,y474 #dj cents net4 ,southworth1 ,g4 ,v4 ,d4 ,first ,book in ,american ,history4 ,d4 ,appleton ,co4 ,supplementary ,reading for ,elementary ,schools4 ,bevan1 ,thomas4 ,stories from ,british ,history 7,b4 ,c4 #ed--;,a4 ,d4 #adhe74 ,little1 ,brown ,co4 #ej cents4 ,bruce1 ,h4 ,addington4 ,the ,romance of ,american ,expansion4 ,moffat1 ,yard ,co4 ,coe1 ,fanny ,e4 ,the ,first ,book of ,stories for the ,story-,teller4 ,houghton1 ,mifflin ,co4 #hj cents net4 ,cox1 ,john ,h4 ,knighthood in ,germ and ,flower4 ,little1 ,brown ,co4 #a4jj net4 7,in press47 ,otis1 ,james4 ,richard of ,jamestown3 ,a ,story of the ,virginia ,colony4 ,american ,book ,co4 #ce cents4 ,elson1 ,h4 ,w4 ,a ,child's ,guide to ,american ,history4 ,baker ,taylor ,co4 #a4be net4 ,hancock1 ,mary ,s4 ,children of ,history3 ,early ,times4 ,little1 ,brown ,co4 #ej cents4 ,hancock1 ,mary ,s4 ,children of ,history3 ,later ,times4 ,little1 ,brown ,co4 #ej cents4 ,harding4 ,samuel ,b4 ,the ,story of ,england4 ,scott1 ,foresman ,co4 ,hill1 ,frederic ,stanhope4 ,the ,romance of the ,american ,navy4 ,g4 ,b4 ,putnam's ,sons4 ,hill1 ,f4 ,t4 ,on the ,trail of ,washington3 ,a ,narrative ,history of ,washington's ,boyhood and ,manhood4 ,d4 ,appleton ,co4 #a4ej net4 ,historical ,stories of the ,ancient ,world and the ,middle ,ages3 ,retold from ,st4 ,nicholas4 #f vols4 ,century ,co4 ,jenks1 ,t4 ,when ,america ,won ,liberty4 ,crowell ,co4 #a4be4 ,josselyn1 ,freeman ,m41 and ,talbot1 ,l4 ,raymond1 eds4 ,elementary ,reader of ,french ,history4 #cj cents4 ,little ,people ,everywhere3 ,fritz in ,germany2 ,gerda in ,sweden2 ,boris in ,russia2 ,betty in ,canada4 ,little1 ,brown ,co4 #fj cents each4 ,lucia1 ,r4 ,stories of ,american ,discoverers for ,little ,americans4 ,american ,book ,co4 #dj cents4 ,moores1 ,william ,elliott4 ,the ,life of ,abraham ,lincoln1 for ,boys and ,girls4 ,houghton1 ,mifflin ,co4 #fj cents net4 ,oxley1 ,j4 ,m4 ,with ,fife and ,drum at ,louisburg4 ,little1 ,brown ,co4 #a4jj net4 7,in press47 ,smith4 ,mary ,p4 ,w4 ,boys and ,girls of '#gg4 ,little1 ,brown ,co4 #a4be4 ,stephens1 ,k4 ,stories from ,old ,chronicles4 ,edited with introductions to the stories4 ,sturgis ,walton4 #a4ej4 ,stevenson1 ,b4 ,e4 ,a ,child's ,guide to ,biography4 ,baker and ,taylor 7,n4 ,y47 #a4be net4 ,stevenson1 ,augusta4 ,children's ,classics in ,dramatic ,form4 ,houghton1 ,mifflin ,co4 ,book ,,ii1 #j4ce net2 ,book ,,iii1 #j4dj net4 ,tappan1 ,eva ,march4 ,heroes of ,european ,history4 ,houghton1 ,mifflin ,co4 ,tappan1 ,eva ,march4 ,old ,ballads in ,prose4 ,houghton1 ,mifflin ,co4 #dj cents net4 ,tappan1 ,eva ,march4 ,the ,story of the ,greek ,people4 ,houghton1 ,mifflin ,co4 #a4ej4 ,washington's ,birthday3 ,its ,history1 ,observance1 etc4 ,edited by ,r4 ,h4 ,schauffler4 ,moffat1 ,yard ,co4 #a4jj net4 ,government4 ,beard1 ,charles ,a4 ,readings in ,american ,government and ,politics4 ,the ,macmillan ,co4 #a4ij4 ,bowker1 ,richard ,rogers4 ,copyright3 ,its ,history and ,law4 ,houghton1 ,mifflin ,co4 7,ready ,may4 #aiaj47 ,commission ,plan of ,municipal ,government3 ,selected ,articles ,compiled by ,e4 ,c4 ,robbins4 ,h4 ,w4 ,wilson ,co4 7,minneapolis74 ,dodd1 ,w4 ,f4 ,the ,government of the ,district of ,columbia4 ,j4 ,byrne ,co4 7,washington1 ,d4 ,c474 #a4ej4 ,dodd1 ,walter ,f4 ,modern ,constitutions4 #b vols4 ,university of ,chicago ,press4 #e4jj net4 ,fuld1 ,l4 ,f4 ,police ,administration3 ,a ,study of ,police ,organization in the ,united ,states and ,abroad4 ,g4 ,p4 ,putnam's ,sons4 #c4jj net4 ,fuller1 ,h4 ,b4 ,the ,speakers of the ,house4 ,little1 ,brown ,co4 #b4jj net4 ,hughes1 ,e4 ,h4 ,the ,teaching of ,citizenship4 ,w4 ,a4 ,wilde ,co4 7,boston74 #a4be4 ,jenks1 ,jeremiah ,w4 ,principles of ,politics1 from the ,viewpoint of the ,american ,citizen4 ,the ,macmillan ,co4 #a4ej net4 ,marriott1 ,c4 ,how ,americans ,are ,governed in ,nation1 ,state and ,city4 ,harper ,brothers4 #a4be4 ,reinsch1 ,paul ,s4 ,readings on ,american ,federal ,government4 ,ginn ,co4 #b4ge4 ,thomas1 ,w4 ,i4 ,source ,book for ,social ,origins4 ,university of ,chicago ,press4 #d4ej4 ,united ,states--,general4 ,abel1 ,a4 ,h4 ,history of ,events ,resulting in ,indian ,consolidation ,west of the ,mississippi4 ,government ,printing ,office 7,wash474 ,allen1 ,gardner ,w4 ,our ,naval ,war ,with ,france4 ,houghton1 ,mifflin ,co4 #a4ej net4 ,american ,foreign ,policy4 ,by 8,a ,diplomatist40 ,houghton1 ,mifflin ,co4 #a4be net4 ,avery1 ,e4 ,m4 ,a ,history of the ,united ,states and ,its ,people4 ,vol4 ,,vi4 ,burrows ,bros4 7,cleveland4 ,o474 ,brooks1 ,u4 ,r4 ,butler and ,his ,cavalry in the ,war of ,secession4 #ahfa-ahfe4 ,the ,state ,co4 7,columbia4 ,s4 ,c474 ,bruce1 ,h4 ,addington4 ,daniel ,boone and the ,wilderness ,road4 ,the ,macmillan ,co4 7,in press47 ,buchanan1 ,james4 ,the ,works of4 ,edited by ,john ,bassett ,moore4 ,vol4 ,,vii1 ,,viii4 ,,ix1 ,x4 ,j4 ,b4 ,lippincott ,co4 ,campbell1 ,t4 ,j4 ,pioneer ,priests of ,north ,america4 #afdb-agaj4 ,vol4 ,,ii4 ,canby1 ,g41 and ,balderston1 ,l4 ,the ,evolution of the ,american ,flag4 ,ferris ,leach 7,philadelphia74 #a4jj net4 ,carpenter1 ,e4 ,j4 ,roger ,williams4 ,the ,grafton ,press 7,n4 ,y471 #b4jj net4 ,carr1 ,c4 ,e41 ,stephen ,a4 ,douglas4 ,a4 ,c4 ,mc,clurg4 #b4jj net4 ,carter1 ,charles ,f4 ,when ,railroads ,were ,new4 ,henry ,holt ,co4 #b4jj net4 ,carter1 ,clarence ,e4 ,great ,britain and the ,illinois ,country1 #agfc-aggd4 ,american ,historical ,association 7,wash41 ,d4 ,c474 #a4ej4 ,chadwick1 ,f4 ,e4 ,the ,relations of the ,united ,states and ,spain3 ,diplomacy4 ,chas4 ,scribner's ,sons4 #d4jj net4 ,chinese ,question in the ,united ,states1 ,bibliography of the4 ,compiled by ,r4 ,e4 ,cowan and ,b4 ,dunlap4 ,a4 ,m4 ,robertson 7,san ,francisco74 #a4dj net4 ,clay1 ,t4 ,h4 ,henry ,clay4 ,jacobs ,co4 7,philadelphia47 #a4be net4 ,cockshott1 ,winnifred4 ,the ,pilgrim ,fathers4 ,their ,church and ,colony4 ,g4 ,p4 ,putnam's ,sons1 #b4ej net4 ,coman1 ,katherine4 ,industrial ,history of the ,united ,states 7revised edition74 ,the ,macmillan ,co4 7ready summer of #aiaj74 ,connelley1 ,william ,elsey4 ,quantrill and the ,border ,wars4 ,the ,torch ,press 7,cedar ,rapids1 ,ia474 #c4ej4 ,cornish1 ,vaughan4 ,the ,panama ,canal and ,its ,makers4 ,little1 ,brown ,co4 #a4ej net4 ,davis1 ,j4 ,travels of ,four ,years and a ,half in the ,united ,states of ,america ,during #agih1 #agii1 #ahjj1 and #ahja and #ahjb4 ,henry ,holt ,co4 #b4ej net4 ,documentary ,history of ,american ,industrial ,society4 ,edited by ,john ,r4 ,commons1 ,ulrich ,b4 ,phillips1 ,eugene ,a4 ,gilmore1 ,helen ,l4 ,sumner and ,john ,b4 ,andrews4 #aj vols4 ,the ,arthur ,h4 ,clark ,co4 7,cleveland1 ,o474 ,the set1 #ej4jj net4 7,vols4 ,i to ,,iv issued to ,april1 #aiaj74 ,documents of the ,states of the ,united ,states4 #ahji-aijd4 ,the ,carnegie ,institution of ,washington4 ,dodge1 ,john4 ,narrative of his ,captivity at ,detroit4 ,with introduction by ,clarence ,monroe ,burton4 ,the ,torch ,press 7,cedar ,rapids1 ,ia47 #e4jj4 ,dyer1 ,frederick ,h4 ,a ,compendium of the ,war of the ,rebellion1 #ahfa-ahfe4 ,the ,torch ,press 7,cedar ,rapids1 ,ia47 #aj4jj net4 ,eggleston1 ,george ,cary4 ,the ,history of the ,confederate ,war4 ,its ,causes and ,its ,conduct4 ,a ,narrative and ,critical ,history4 #b vols4 ,sturgis and ,walton ,co4 7,n4 ,y474 #d4jj net4 ,elliott1 ,edward ,g4 ,the ,biographical ,story of the ,constitution4 ,g4 ,p4 ,putnam's ,sons4 ,esquemeling1 ,j4 ,the ,buccaneers of ,america4 ,e4 ,p4 ,dutton4 #d4jj net4 ,everhart1 ,e4 ,a ,handbook of ,united ,states ,public ,documents4 ,h4 ,w4 ,wilson ,co4 7,minneapolis74 ,ewing1 ,e4 ,w4 ,r4 ,history and ,law of the ,hayes-,tilden ,contest before the ,electoral ,commission4 ,cobden ,publishing ,co4 7,wash41 ,d4 ,c474 ,faust1 ,albert ,bernhardt4 ,the ,german ,element in the ,united ,states4 #b vols4 ,houghton1 ,mifflin ,co4 #g4ej net4 ,fee1 ,m4 ,h4 ,a ,woman's ,impressions of the ,philippines4 ,a4 ,c4 ,mc,clurg ,co4 #a4ge net4 ,fite1 ,emerson ,david4 ,social and ,industrial ,conditions in the ,north ,during the ,civil ,war4 ,the ,macmillan ,co4 #b4jj net4 ,flom1 ,george ,t4 ,a ,history of ,norwegian ,immigration from ,earliest ,times to #ahdh4 ,the ,torch ,press 7,cedar ,rapids4 ,ia474 #b4jj4 ,fow1 ,john ,h4 ,the ,true ,story of the ,american ,flag4 ,w4 ,j4 ,campbell 7,phila474 #a4ge4 ,gilder1 ,r4 ,w4 ,lincoln the ,leader4 ,houghton1 ,mifflin ,co4 #a4jj4 ,griffin1 ,grace ,gardner4 ,writings on ,american ,history1 #aijg4 ,the ,macmillan ,co4 #b4ej4 ,griffin1 ,grace ,g4 ,writings on ,american ,history1 #aijh4 ,the ,macmillan ,co4 7,in press74 ,gummere1 ,amelia ,mott4 ,witchcraft and ,quakerism3 ,a ,study in ,social ,history4 ,biddle ,press 7,phila471 #a4jj4 ,hall1 ,alfred ,b4 ,panama and the ,canal4 ,newson ,co4 7,n4 ,y474 #fj cents4 ,hanks1 ,charles ,stedman4 ,our ,plymouth ,forefathers3 ,the ,real ,founders of ,our ,republic4 ,dana ,estes 7,boston74 #a4ej4 ,harding1 ,s4 ,b4 ,select ,orations ,illustrating ,american ,political ,history4 ,the ,macmillan ,co4 ,hart1 ,a4 ,b41 and others4 ,decisive ,battles of ,america4 ,harper ,brothers4 #a4ej4 ,haskell1 ,frank ,a4 ,the ,battle of ,gettysburg4 ,wisconsin ,history ,commission4 ,hayes1 ,john ,russell4 ,old ,meeting ,houses4 ,biddle ,press 7,phila474 #a4jj4 ,haynes1 ,g4 ,h4 ,charles ,sumner4 ,g4 ,w4 ,jacobs ,co4 7,phila474 #a4be net4 ,hitchcock1 ,ethan ,allen4 ,fifty ,years in ,camp and ,field4 ,diary edited by ,w4 ,a4 ,cruffut4 ,g4 ,p4 ,putnam's ,sons4 ,hulbert1 ,archer ,butler4 ,index to the ,crown ,collection of ,photographs of ,american ,maps4 ,only #be copies printed4 ,the ,arthur ,h4 ,clark ,co4 7,cleveland1 ,o474 #e4jj net4 ,janvier1 ,t4 ,a4 ,henry ,hudson4 ,harper ,brothers4 #ge cents net4 ,journals of the ,continental ,congress1 #aggd-aghi4 ,edited by ,w4 ,c4 ,ford4 ,vols4 ,,xiii1 ,,xiv and ,,xv4 ,government ,printing ,office 7,wash474 #a4jj each4 ,koerner1 ,gustave4 ,memoirs of4 #ahji-ahif4 ,edited by ,thomas ,j4 ,mc,cormack4 #b vols4 ,the ,torch ,press 7,cedar ,rapids1 ,ia474 #aj4jj net4 ,learned1 ,marion ,dexter4 ,abraham ,lincoln4 ,an ,american ,migration4 ,w4 ,j4 ,campbell 7,phila474 #c4jj net4 ,leupp1 ,f4 ,e4 ,the ,indian and ,his ,problem4 ,chas4 ,scribner's ,sons4 #b4jj net4 ,lipps1 ,oscar ,h4 ,the ,navajos4 ,the ,torch ,press 7,cedar ,rapids4 ,ia47 #a4jj4 ,lyell's ,travels in ,north ,america in the ,years #ahda-b4 ,edited by ,j4 ,p4 ,cushing4 ,c4,e4 ,merrill ,co4 #cj cents4 ,mc,chesney1 ,nathan ,w4 ,abraham ,lincoln3 ,the ,tribute of a ,century1 #ahji-aiji4 ,a4 ,c4 ,mc,clurg ,co4 #b4ge net4 ,macdonough1 ,rodney4 ,life of ,commodore ,thomas ,macdonough4 ,fort ,hill ,press 7,boston74 #b4jj4 ,mc,laughlin1 ,james4 ,my ,friend the ,indian4 ,houghton1 ,mifflin ,co4 #b4ej net4 ,mc,master1 ,john ,bach4 ,a ,history of the ,people of the ,united ,states1 ,vol4 ,,vii4 ,d4 ,appleton ,co4 #b4ej net4 ,mathews1 ,lois ,k4 ,the ,expansion of ,new ,england4 ,houghton1 ,mifflin ,co4 #b4ej net4 ,mathews1 ,john ,mabry4 ,legislative and ,judicial ,history of the ,fifteenth ,amendment4 ,johns ,hopkins ,press 7,balt474 ,myers1 ,g4 ,history of the ,great ,american ,fortunes4 ,vol4 ,,ii4 ,great ,fortunes from ,railroads4 ,kerr ,co4 7,chicago74 ,newton1 ,joseph ,fort4 ,lincoln and ,herndon4 ,including the ,correspondence ,between ,herndon and ,theodore ,parker4 ,the ,torch ,press 7,cedar ,rapids1 ,ia474 ,in preparation4 ,northmen in ,america4 7,vol4 ,,ii of ,islandica47 ,cornell ,university ,library 7,ithaca1 ,n4 ,y474 ,noyes1 ,alexander ,dana4 ,forty ,years of ,american ,finance4 ,g4 ,p4 ,putnam's ,sons4 #a4ej net4 ,paullin1 ,charles ,oscar4 ,commodore ,john ,rodgers4 #aggc-ahch4 ,a ,biography4 ,the ,arthur ,h4 ,clark ,co4 7,cleveland1 ,o474 #d4jj net4 ,paxson1 ,frederic ,l4 ,the ,last ,american ,frontier4 ,the ,macmillan ,co4 #a4ej net4 ,phillips1 ,i4 ,n4 ,lincoln4 ,mc,clurg ,co4 7,chicago74 #a4jj4 ,polk1 ,james ,k41 ,the ,diary of4 ,edited by ,m4 ,m4 ,quaife4 #d vols4 ,a4 ,c4 ,mc,clurg ,co4 #bj4jj net4 7,in press47 ,population ,growth1 a ,century of3 ,from the ,first ,census of the ,united ,states to the ,twelfth1 #agij-aijj4 ,department of ,commerce and ,labor 7,wash47 ,putnam1 ,george ,haven4 ,abraham ,lincoln4 ,the ,people's ,leader in the ,struggle for ,national ,existence4 ,g4 ,p4 ,putnam's ,sons4 #a4be net4 ,rankin1 ,george ,a4 ,an ,american ,transportation ,system4 ,g4 ,p4 ,putnam's ,sons4 #a4ej4 ,ray1 ,p4 ,orman4 ,the ,repeal of the ,missouri ,compromise4 ,the ,arthur ,h4 ,clark ,co4 7,cleveland1 ,o474 #c4ej net4 ,sanborn1 ,f4 ,b4 ,recollections of ,seventy ,years4 #b vols4 ,the ,gorham ,press 7,boston74 ,seal of the ,united ,states1 ,the ,history of4 ,government ,printing ,office 7,wash474 ,simonds1 ,william ,e4 ,a ,history of ,american ,literature4 ,houghton1 ,mifflin ,co4 ,sonneck1 ,o4 ,g4 ,t4 ,report on ,the ,star-,spangled ,banner1 ,hail ,columbia1 ,america1 ,yankee ,doodle4 ,government ,printing ,office 7,wash474 #he cents4 ,spears1 ,j4 ,r4 ,the ,story of the ,american ,merchant ,marine4 ,the ,macmillan ,co4 #a4ej net4 ,speer1 ,e4 ,lincoln1 ,lee1 ,grant and ,other ,biographical ,addresses4 ,neale ,publishing ,co4 #b4jj net4 ,steele1 ,m4 ,f4 ,american ,campaigns4 #b vols4 ,war ,department1 ,washington4 ,sumner1 ,e4 ,a4 ,abraham ,lincoln4 ,tandy-,thomas ,co4 7,n4 ,y474 #be cents4 ,sutcliffe1 ,a4 ,c4 ,robert ,fulton and the ,clermont4 ,century ,co4 #a4be net4 ,thorpe1 ,francis ,newton4 ,the ,statesmanship of ,andrew ,jackson as ,told in ,his ,writings and ,speeches4 ,tandy-,thomas ,co4 7,n4 ,y474 #b4ej4 ,warren1 ,charles4 ,history of the ,harvard ,law ,school and of ,early ,legal ,conditions in ,america4 #c vols4 ,lewis ,publishing ,co4 ,weir1 ,hugh ,c4 ,the ,conquest of the ,isthmus4 ,g4 ,p4 ,putnam's ,sons4 #b4jj net4 ,worcester1 ,dean ,c4 ,the ,philippine ,islands and ,their ,people4 ,the ,macmillan ,co4 ,united ,states--,local4 ,alexander1 ,de ,alva ,stanwood4 ,a ,political ,history of the ,state of ,new ,york4 ,vol4 ,,iii 7#ahfb-ahhd74 ,henry ,holt ,co4 #b4ej net4 ,ambler1 ,charles ,h4 ,sectionalism in ,virginia4 ,university of ,chicago ,press4 7,in press47 ,boggess1 ,arthur ,clinton4 ,the ,settlement of ,illinois4 #aggh-ahcj4 ,chicago ,historical ,society4 ,bruce1 ,philip ,alexander4 ,the ,institutional ,history of ,virginia in the ,seventeenth ,century4 ,g4 ,p4 ,putnam's ,sons4 ,canal ,enlargement in ,new ,york ,state1 and ,related ,papers4 ,buffalo ,historical ,society ,publications4 ,vol4 ,,xiii4 ,channing1 ,edward1 and ,lansing1 ,marion ,florence4 ,the ,story of the ,great ,lakes4 ,the ,macmillan ,co4 #a4ej net4 ,crawford1 ,mary ,c4 ,old ,boston ,days and ,ways4 ,little1 ,brown ,co4 #b4ej net4 ,crawford1 ,mary ,c4 ,romantic ,days in ,old ,boston4 ,little1 ,brown ,co4 #b4ej net4 ,crockett1 ,walter ,hill4 ,a ,history of ,lake ,champlain3 ,the ,record of ,three ,centuries4 #afji-aiji4 ,,ii4 ,j4 ,shanley ,co4 7,burlington1 ,vt474 ,drake1 ,samuel ,adams4 ,new ,england ,legends and ,folk ,lore4 ,little1 ,brown ,co4 #a4ej net4 7,in press47 ,enoch1 ,c4 ,r4 ,the ,great ,pacific ,coast4 ,chas4 ,scribner's ,sons4 #d4jj net4 ,griffis1 ,william ,elliot4 ,the ,story of ,new ,netherland4 ,houghton1 ,mifflin ,co4 #a4be net4 ,hamilton1 ,peter ,j4 ,colonial ,mobile4 ,revised and enlarged4 ,houghton1 ,mifflin ,co4 #c4ej net4 ,hart1 ,albert ,bushnell4 ,the ,southern ,south4 ,d4 ,appleton ,co4 #a4ej net4 ,hichborn1 ,l4 ,story of the ,session of the ,california ,legislature of #aiji4 ,f4 ,hichborn 7,santa ,clara1 ,cal474 #a4be4 ,historical ,guide to the ,city of ,new ,york4 ,compiled by ,f4 ,b4 ,kelley1 ,f4 ,a4 ,stokes ,co4 #a4ej net4 ,illinois ,historical ,collections3 ,governors' ,letter-,books1 #ahah-ahcd4 ,vol4 ,,iv4 ,illinois ,state ,historical ,library 7,springfield1 ,ill474 ,illinois ,historical ,collections4 ,vol4 ,v4 ,virginia ,series4 ,vol4 ,,ii4 ,kaskaskia ,records1 #aggh-agij4 ,edited by ,c4 ,w4 ,alvord4 ,ill4 ,state ,historical ,library 7,springfield74 ,james1 ,george ,wharton4 ,the ,heroes of ,california4 ,little1 ,brown ,co4 #a4ej net4 ,journals of the ,house of ,burgesses of ,virginia4 #agdb-agdg1 #agdh-agdi4 ,virginia ,state ,library 7,richmond74 ,king1 ,henry ,melville4 ,sir ,henry ,vane1 ,jr4 ,preston and ,rounds ,co4 7,providence1 ,r4,i474 ,learned1 ,marion ,dexter4 ,the ,life of ,francis ,daniel ,pastorius1 ,founder of ,germantown4 ,w4 ,j4 ,campbell 7,phila474 #e4jj4 ,long1 ,charles ,m4 ,virginia ,county ,names3 ,two ,hundred and ,seventy ,years of ,virginia ,history4 ,neale ,publishing ,co4 7,richmond74 #a4ej4 ,lyman1 ,william ,d4 ,the ,columbia ,river3 ,its ,history1 ,its ,myths1 ,its ,scenery1 ,its ,commerce4 ,g4 ,p4 ,putnam's ,sons4 ,mc,elroy1 ,r4 ,m4 ,kentucky in the ,nation's ,history4 ,moffat1 ,yard ,co4 #c4jj net4 ,meany1 ,edmond ,s4 ,history of the ,state of ,washington4 ,the ,macmillan ,co4 #b4be net4 ,merriam1 ,c4 ,hart4 ,the ,dawn of the ,world4 ,myth and ,weird ,tales ,told by the ,mewan ,indians of ,california4 ,the ,arthur ,h4 ,clark ,co4 7,cleveland1 ,o474 #c4ej net4 ,messages from the ,governors1 ,state of ,new ,york4 ,comprising ,executive ,communications to the ,legislature1 and ,other ,papers ,relating to ,legislation from the ,organization of the ,first ,colonial ,assembly in #afhc to and including the year #aijf4 ,edited by ,c4 ,z4 ,lincoln4 ,vols4 ,i to ,,xi4 ,albany4 ,minutes of the ,commissioners for ,detecting and ,defeating ,conspiracies in the ,state of ,new ,york4 ,albany ,county ,sessions4 #aggh-agha4 #b vols4 ,state of ,new ,york1 ,albany1 ,n4,y4 ,morse1 ,a4 ,e4 ,the ,federalist ,party in ,massachusetts to the year #ahjj4 ,princeton ,university ,library4 #b4jj net4 ,munford1 ,b4 ,b4 ,virginia's ,attitude toward ,slavery and ,secession4 ,longmans1 ,green ,co4 #b4jj net4 ,narratives of ,new ,netherland2 #afji-affd4 ,edited by ,j4 ,f4 ,jameson4 ,chas4 ,scribner's ,sons4 #c4jj net4 ,o',flynn1 ,thomas ,f4 ,story of ,worcester 7,mass47 ,little1 ,brown ,co4 #a4ge net4 7,in press47 ,publications of the ,academy of ,pacific ,coast ,history4 ,vol4 ,i4 ,university of ,california 7,berkeley74 #ej cents4 ,ramsdell1 ,charles ,w4 ,reconstruction in ,texas 7,columbia ,university ,studies in ,history4 ,economies and ,law1 ,vol4 ,,xxxvi4 ,no4 #a47 ,longmans1 ,green ,co4 #b4ej 7paper47 ,sale1 ,e4 ,t4 ,manors of ,virginia in ,colonial ,times4 ,j4 ,b4 ,lippincott ,co4 ,sanderson1 ,h4 ,k4 ,lynn in the ,revolution4 #b vols4 ,w4 ,b4 ,clarke ,co4 7,boston74 #ae4gj4 ,schuyler1 ,r4 ,l4 ,the ,transition in ,illinois from ,british to ,american ,government4 ,the ,macmillan ,co4 #a4jj net4 ,singleton1 ,e4 ,dutch ,new ,york4 ,dodd1 ,mead ,co4 #c4ej net4 ,slocum1 ,charles ,elihu4 ,the ,ohio ,country ,between the ,years #aghc and #ahae4 ,g4 ,p4 ,putnam's ,sons4 ,special ,report of ,department of ,archives and ,history1 by ,h4 ,j4 ,eckenrode4 ,virginia ,state ,library 7,richmond74 ,stark4 ,james ,h4 ,the ,loyalists of ,massachusetts4 ,w4 ,b4 ,clarke ,co4 7,boston74 ,thomas1 ,t4 ,e4 ,correspondence ,relating to the ,anti-,slavery ,conflict in ,ohio4 ,r4 ,clarke ,co4 7,cincinnati1 ,o474 #a4jj net4 ,van ,rensselaer1 ,mrs4 ,schuyler4 ,history of the ,city of ,new ,york in the ,seventeenth ,century4 #b vols4 ,the ,macmillan ,co4 #e4jj net4 ,american ,life and ,institutions4 ,brown1 ,e4 ,e4 ,government by ,influence1 and ,other ,addresses4 ,longmans1 ,green ,co4 #a4ce net4 ,cole1 ,william ,morse4 ,the ,american ,hope4 ,d4 ,appleton ,co4 #a4ej net4 ,crowley1 ,herbert4 ,the ,promise of ,american ,life4 ,the ,macmillan ,co4 #b4jj4 ,howe1 ,f4 ,c4 ,privilege and ,democracy in ,america4 ,chas4 ,scribner's ,sons4 #a4ej net4 ,low1 ,a4 ,maurice1 ,the ,american ,people4 ,houghton1 ,mifflin ,co4 #b4be net4 ,shaw1 ,albert4 ,political ,problems of ,american development4 ,the ,macmillan ,co4 #a4ej net4 ,van ,dyke1 ,h4 ,the ,spirit of ,america4 ,the ,macmillan ,co4 #a4ej net4 ,woerner1 ,w4 ,f4 ,the ,evolution of the ,state ,universal from an ,american ,standpoint4 ,missouri ,historical ,society 7,columbia74 ,great ,britain4 ,abram1 ,a4 ,social ,england in the ,fifteenth ,century3 ,a ,study of the ,effects of ,economic ,conditions4 ,e4 ,p4 ,dutton4 #a4jj net4 ,argyll1 ,duke of4 ,queen ,victoria4 ,the ,macmillan ,co4 #a4jj4 ,bagwell1 ,richard1 ,ireland ,under the ,stuarts4 #b vols4 ,longmans1 ,green ,co4 #aj4ej4 ,bardon ,papers3 ,documents ,relating to the ,imprisonment and ,trial of ,mary ,queen of ,scots4 ,edited for the ,royal ,historical ,society by ,c4 ,read4 ,vol4 ,,xvii4 ,carpenter1 ,w4 ,b4 ,popular ,history of the ,church of ,england4 ,e4 ,p4 ,dutton4 #a4ej net4 ,emmet1 ,thomas ,addis4 ,ireland ,under ,english ,rule4 ,second edition4 #b vols4 ,g4 ,p4 ,putnam's ,sons4 #e4jj net4 ,falkiner1 ,c4 ,l4 ,essays ,relating to ,ireland1 ,biographical1 ,historical1 and ,topographical4 ,longmans1 ,green ,co4 ,firth1 ,c4 ,h4 ,the ,last ,years of the ,protectorate1 #afef-afeh4 #b vols4 ,longmans1 ,green ,co4 #g4jj net4 ,fleming1 ,david ,hay4 ,the ,reformation in ,scotland3 ,causes1 ,characteristics1 ,consequences4 ,hodder ,stoughton 7,london74 ,formula ,book of ,english ,official ,historical ,documents4 ,part ,,ii4 ,edited by ,h4 ,hall4 ,g4 ,p4 ,putnam's ,sons4 #b4ej4 ,greenwood1 ,a4 ,d4 ,lives of the ,hanoverian ,queens of ,england4 ,vol4 ,i4 ,the ,macmillan ,co4 #c4ej net4 ,hackwood1 ,f4 ,w4 ,inns1 ,ales1 and ,drinking ,customs of ,old ,england4 ,sturgis ,walton4 ,laprade1 ,w4 ,t4 ,england and the ,french ,revolution1 #aghi-agig4 ,johns ,hopkins ,press 7,balt474 ,leadam1 ,i4 ,s4 ,the ,history of ,england4 ,vol4 ,,ix4 ,longmans1 ,green ,co4 ,lodge1 ,r4 ,political ,history of ,england4 ,vol4 ,,viii4 #affj-agjb4 ,medley1 ,j4 ,d4 ,original ,illustrations of ,english ,constitutional ,history4 ,methuen ,co4 7,london74 ,oman1 ,c4 ,w4 ,c4 ,a ,history of ,england from the ,earliest ,times to #ahae4 ,vol4 ,i to #ajff ready in fall1 #aiaj4 ,g4 ,p4 ,putnam's ,sons4 #c4jj net4 ,tomlinson1 ,everett ,t4 ,the ,british ,isles4 ,houghton1 ,mifflin ,co4 #fj cents net4 ,unwin1 ,g4 ,the ,guilds and ,companies of ,london4 ,chas4 ,scribner's ,sons4 #b4jj net4 ,ancient and ,medieval4 ,abbott1 ,f4 ,f4 ,society and ,politics in ,ancient ,rome4 ,chas4 ,scribner's ,sons4 ,allinson1 ,francis ,g41 and ,allinson1 ,anne ,c4 ,e4 ,greek ,lands and ,letters4 ,houghton1 ,mifflin ,co4 #b4ej net4 ,blumner1 ,h4 ,the ,home ,life of the ,ancient ,greeks4 ,translated by ,a4 ,zimmern4 #c;d ed4 ,cassell ,co4 ,botsford1 ,george ,willis4 ,the ,roman ,assemblies4 ,the ,macmillan ,co4 #d4jj4 ,carlyle1 ,r4 ,w4 and ,a4 ,j4 ,a ,history of ,medieval ,political ,theory in the ,west4 ,to be in #c vols4 ,vol4 ,i already issued2 ,vol4 ,,ii ready in fall1 #aiaj4 ,g4 ,p4 ,putnam's ,sons4 #c4ej net a volume4 ,farnell1 ,l4 ,r4 ,the ,cults of the ,greek ,states4 ,vol4 ,v4 ,henry ,frowde4 ,ferrero1 ,guglielmo4 ,characters and ,events of ,roman ,history--from ,csar to ,nero4 ,g4 ,p4 ,putnam's ,sons4 #b4ej4 ,flick1 ,alexander ,clarence4 ,the ,rise of the ,medival ,church4 ,g4 ,p4 ,putnam's ,sons4 ,fowler1 ,h4 ,n4 and ,wheeler1 ,j4 ,r4 ,a ,handbook of ,greek ,archology4 ,american ,book ,co4 ,friedlnder1 ,ludwig4 ,roman ,life and ,manners under the ,early ,empire4 ,vol4 ,,ii and ,,iii4 ,translated by ,j4 ,h4 ,freese and ,l4 ,a4 ,magnus4 ,e4 ,p4 ,dutton ,co4 ,glover1 ,t4 ,r4 ,the ,conflict of ,religions in the ,early ,roman ,empire4 ,chas4 ,scribner's ,sons4 #b4ej net4 ,gwatkin1 ,h4 ,m4 ,early ,church ,history to ,a4,d4 #cac4 #b vols4 ,the ,macmillan ,co4 #e4be net4 ,harnack1 ,adolf4 ,monasticism3 ,its ,ideals and ,history2 and ,the ,confessions of ,st4 ,augustine4 ,translated by ,e4 ,e4 ,kellet and ,f4 ,h4 ,marseille4 ,g4 ,p4 ,putnam's ,sons4 #a4ej net4 ,heitland1 ,w4 ,e4 ,the ,roman ,republic4 #c vols4 ,g4 ,p4 ,putnam's ,sons4 #aj4jj net4 ,kent1 ,charles ,foster4 ,the ,kings and ,prophets of ,israel and ,judah4 ,from the ,division of the ,kingdom to the ,babylonian ,captivity4 ,chas4 ,scribner's ,sons4 ,krehbiel1 ,e4 ,p4 ,the ,interdict3 ,its ,history and ,operation4 ,american ,historical ,association 7,wash41 ,d4 ,c474 #a4ej4 ,mahaffy1 ,john ,p4 ,what ,have the ,greeks ,done for ,modern ,civilization8 ,g4 ,p4 ,putnam's ,sons4 #b4ej net4 ,schevill1 ,ferdinand4 ,siena3 ,the ,story of a ,medival ,commune4 ,chas4 ,scribner's ,sons4 #b4ej net4 ,vinogradoff1 ,p4 ,roman ,law in ,medival ,europe4 ,harper and ,brothers4 ,walden1 ,j4 ,w4 ,h4 ,the ,universities of ,ancient ,greece4 ,chas4 ,scribner's ,sons4 #a4ej net4 ,modern ,europe4 ,audrssy1 ,count ,julius4 ,the ,development of ,hungarian ,constitutional ,liberty4 ,emil ,zerkowitz 7,n4 ,y474 ,buxton1 ,charles ,roden4 ,turkey in ,revolution4 ,chas4 ,scribner's ,sons4 #b4ej net4 ,cambridge ,modern ,history4 ,vol4 ,,vi4 ,the ,eighteenth ,century4 ,the ,macmillan ,co4 #d4jj net4 ,cesare1 ,r4 de4 ,the ,last ,days of ,papal ,rome 7#ahej-ahgj74 ,houghton1 ,mifflin ,co4 #c4ej net4 ,dunn-,pattison1 ,r4 ,p4 ,napoleon's ,marshals4 ,little1 ,brown ,co4 #c4jj net4 ,fremeaux1 ,paul4 ,the ,drama of ,st4 ,helena4 ,d4 ,appleton ,co4 #c4jj net4 ,haggard1 ,a4 ,c4 ,p4 ,louis ,,xvi and ,marie ,antoinette4 #b vols4 ,d4 ,appleton ,co4 ,hall1 ,major ,john4 ,the ,bourbon ,restoration4 ,houghton1 ,mifflin ,co4 #d4jj net4 ,hanotaux1 ,gabriel4 ,contemporary ,france4 ,vol4 ,,iv4 #ahgg-ahhc4 ,g4 ,p4 ,putnam's ,sons4 #c4ge net4 ,hardman1 ,w4 ,a ,history of ,malta ,during the ,period of ,french and ,british ,occupations1 #agih-ahae4 ,with notes by ,j4 ,h4 ,rose4 ,longmans1 ,green ,co4 ,hazen1 ,charles ,d4 ,europe since #ahae4 ,henry ,holt ,co4 7,ready ,may4 #aiaj74 ,james1 ,e4 ,e4 ,c4 ,bologna1 ,its ,history1 ,antiquities and ,art4 ,henry ,frowde4 #d4jj net4 ,johnson1 ,a4 ,j41 ,editor4 ,six ,ages of ,european ,history4 ,vol4 ,i4 ,the ,dawn of ,medival ,europe1 by ,j4 ,h4 ,b4 ,masterman4 ,vol4 ,,ii4 ,the ,central ,period of the ,middle ,age1 by ,beatrice ,a4 ,lees4 ,vol4 ,,iii4 ,the ,end of the ,middle ,age1 by ,eleanor ,c4 ,lodge4 ,vol4 ,,iv4 ,europe in ,renaissance and ,reformation1 by ,mary ,a4 ,hollings4 ,vol4 ,v4 ,the ,age of the ,enlightened ,despot1 by ,a4 ,h4 ,johnson4 ,vol4 ,,vi4 ,the ,remaking of ,modern ,europe1 by ,j4 ,a4 ,r4 ,marriott4 ,the ,macmillan ,co4 ,each1 #ij cents4 ,johnson1 ,r4 ,m4 ,napoleon3 ,a ,short ,biography4 ,henry ,holt ,co4 #a4be net4 ,johnson1 ,r4 ,m4 ,the ,french ,revolution3 ,a ,short ,history4 ,henry ,holt ,co4 #a4be net4 ,knight1 ,e4 ,f4 ,the ,awakening of ,turkey4 ,j4 ,b4 ,lippincott ,co4 ,kropotkin1 ,prince4 ,the ,great ,french ,revolution4 ,g4 ,p4 ,putnam's ,sons4 #b4be net4 ,lawton1 ,frederick4 ,the ,third ,french ,republic4 ,j4 ,b4 ,lippincott ,co4 #c4ej net4 ,lenotre1 ,g4 ,the ,tribunal of the ,terror3 ,a ,study of ,paris in #agic-agie4 ,translated by ,f4 ,lees4 ,j4 ,b4 ,lippincott ,co4 ,maude1 ,f4 ,n4 ,the ,jena ,campaign4 #ahjf4 ,the ,macmillan ,co4 #a4fj net4 ,nichol1 ,john4 ,tables of ,european ,history1 ,literature1 ,science and ,art4 ,the ,macmillan ,co4 #b4be4 ,perkins1 ,clara ,crawford4 ,the ,builders of ,spain4 #b vols4 ,henry ,holt ,co4 #e4jj4 ,simpson1 ,f4 ,a4 ,the ,rise of ,louis ,napoleon4 ,g4 ,p4 ,putnam's ,sons4 #c4ej net4 ,thompson1 ,james ,westfall4 ,the ,wars of ,religion in ,france1 #aeei-aegf3 ,the ,huguenots1 ,catherine de ,medici1 and ,philip the ,second4 ,university of ,chicago ,press4 #d4ej net4 ,trevelyan1 ,g4 ,m4 ,garibaldi and the ,thousand4 ,longmans1 ,green ,co4 #b4be net4 ,weindel1 ,h4 de4 ,the ,real ,francis ,joseph4 ,d4 ,appleton ,co4 ,wilkinson1 ,m4 ,the ,last ,phase of the ,league in ,provence3 #aehh-aeih4 ,longmans1 ,green ,co4 ,miscellaneous4 ,brand1 ,r4 ,h4 ,the ,union of ,south ,africa4 ,henry ,frowde4 ,china and the ,far ,east4 ,clark ,university ,lectures4 ,edited by ,g4 ,h4 ,blakeslee1 ,t4 ,y4 ,crowell4 #b4jj net4 ,douglas1 ,sir ,a4 ,p4 ,the ,dominion of ,new ,zealand4 ,little1 ,brown ,co4 #c4jj net4 ,gardner1 ,w4 ,j4 ,a ,history of ,jamaica4 ,d4 ,appleton ,co4 ,laut1 ,agnes ,c4 ,canada1 the ,empire of the ,north4 ,ginn ,co4 #a4ge net4 ,mac,nutt1 ,francis ,augustus4 ,fernando ,cortes1 and his ,conquest of ,mexico1 #adhe-aedg4 ,g4 ,p4 ,putnam's ,sons4 #a4ce net4 ,morris1 ,charles4 ,manners and ,customs of ,uncivilized ,people4 ,j4 ,b4 ,lippincott ,co4 ,okuma1 ,s4 ,fifty ,years of ,new ,japan4 #b vols4 ,e4 ,p4 ,dutton4 #a4ej net4 ,reed1 ,c4 ,b4 ,the ,first ,great ,canadian3 ,the ,story of ,pierre le ,moyne1 ,sieur d',iberville4 ,a4 ,c4 ,mc,clurg ,co4 #b4jj net4 ,reich1 ,emil4 ,woman ,through the ,ages4 #b vols4 ,e4 ,p4 ,dutton4 #g4jj net4 ,reinach1 ,s4 ,o4 ,a ,general ,history of ,religions4 ,translated by ,f4 ,simmonds4 ,g4 ,p4 ,putnam's ,sons4 #c4jj net4 ,rogers1 ,james ,e4 ,thorold4 ,the ,economic ,interpretation of ,history4 ,g4 ,p4 ,putnam's ,sons4 #a4ej4 ,scott1 ,james ,brown4 ,the ,hague ,peace ,conferences4 ,johns ,hopkins ,press 7,balt474 ,wise1 ,b4 ,r4 ,the ,commonwealth of ,australia4 ,little1 ,brown ,co4 #c4jj net4 ,the ,tower of ,knowledge ,,described ,,by ,,professor ,,paul ,,monroe1 ,,teachers' ,,college1 ,,columbia ,,university4 ,among the many symbolical representations of the world of learning or schemes of intellectual pursuits or of educational institutions furnished by the ,middle ,ages or the ,renaissance period1 none is more interesting and few more complete than the accompanying illustration from the 8,margarita ,philosophica0 of ,gregorovius de ,reisch 7or ,george ,reisch74 ,reisch was prior of the ,carthusian monastery at ,freiburg and confessor of the ,emperor ,maximilian ,i4 ,noted for his learning1 he published one of the briefest1 but also one of the most popular of the numerous cyclopedias of learning produced during the late medival and early modern centuries4 ,this work1 the 8,margarita ,philosophica10 first appeared at ,heidelberg in #adif1 and went through numerous editions1 eight of them appearing by #aece4 ,while the substance of the work was medival1 it was tinged by the dawning modern spirit1 as is shown by the title and by a consciousness of the significance of the ,renaissance period by the claim set forth in the title to the incorporation of additions to 8all known things40 ,the full title reads3 ,the 8,margarita ,philosophica10 or the 8,philosophical ,pearl3 treating of all known things2 with additions1 such as are to be found nowhere else40 7,aepitoma ,omnis ,phylosophiae1 ,alias ,margarita ,phylosophica ,tractans de omni genere scibili3 ,cum additionibus3 ,que in alijs non habentur47 ,the first seven books treat of the seven liberal arts1 the eighth and ninth of natural phenomena2 the tenth1 eleventh and the twelfth of the soul4 ,these twelve books are divided into #egc chapters containing an epitome of the knowledge of the day4 ,much of the value of the work to present day students depends upon the numerous illustrations of symbolic character4 ,one of the most important of these is the accompanying ,tower of ,knowledge1 which gives the whole scheme of education of that period4 ,the youthful victim is admitted to the ,tower by the ,muse of ,wisdom1 who presents to him the horn book4 ,once admitted he begins the toilsome progress through various chambers of the tower which correspond to the twelve books of the treatise1 namely1 the first eight to the seven liberal arts1 grammar being given1 not only two chambers but two entire floors4 ,the first chamber is devoted to ,donatus1 whose 8,eight parts of speech10 written about #djj ,a4,d41 formed the traditional approach to all studies for many centuries4 ,so nearly universal was the use of this part of ,donatus' larger work on grammar1 that the term donat came into frequent use as a synonym for an introduction into any subject4 ,donatus continued very popular into the #afth or even #agth century1 though its popularity was successfully contested by many later works1 especially that of ,alexander de ,villa ,dei of the #acth century4 ,the second chamber is devoted to ,priscian1 whose more elaborate work on grammar 7from about #ebf ,a4,d47 formed the source of much of the common literary knowledge of the middle ages4 ,priscian was one of the works most frequently issued from the early press1 and yet exists in more than a thousand manuscripts4 ,in all ,priscian quotes more than #bej authors1 several of them more than #ajj times1 the 8neid0 of ,vergil more than seven hundred times4 ,thus the study of ,latin grammar was of far greater significance than the modern conception of the term indicates and justifies to ,reisch the assignment of two floors of the ,tower4 ,from the study of grammar the youth proceeds to the study of rhetoric and poetry1 the middle one of the three rooms of the third floor4 ,cicero is here the presiding genius4 ,from rhetoric the student proceeds to the logic of ,aristotle1 thus completing the trivium4 ,the first subject of the quadrivium is arithmetic1 represented by ,boethius4 ,the remaining three subjects of the quadrivium form the fourth floor4 ,these are astronomy1 represented by ,ptolemy2 geometry1 by ,euclid1 and music by ,pythagoras4 ,following the quadrivium come the subjects which no doubt represent 8the additions to known things0 in the mind of the compiler4 ,these are the physical sciences1 typified by ,pythagoras1 and ,moral ,philosophy1 by ,seneca4 ,crowning all comes the study of theology and metaphysics1 represented by ,peter the ,lombard1 whose 8,sentences0 had been the orthodox theological text now for two centuries4 ,the symbolic illustrations which accompany the book of the treatise on these several subjects are of no less interest than the tower of knowledge itself2 for these go into great detail in exposition of the aim and characteristic features of each study4 ,such illustrations present in a concrete way the curricula and the methods of school work in the past4 ,recent ,history ,the ,situation in ,great ,britain ,,by ,,john ,,haynes1 ,,ph4,d41 ,,dorchester ,,high ,,school1 ,,boston1 ,,mass4 ,in the last article of this series it was stated that the rejection by the ,house of ,lords of the ,budget of #aiji brought before the ,british people not only a fundamental question of taxation1 but the constitutional question of the position of the ,upper ,house4 ,for centuries it had been generally conceded that the authority over finance belonged exclusively to the ,house of ,commons4 ,but the ,lords in #aiji1 claiming that the new proposals were revolutionary1 passed a resolution respecting the budget1 8that this ,house is not justified in giving its consent to this bill until it has been submitted to the judgment of the country40 ,the ,commons answered by another resolution that this action was 8a breach of the ,constitution and a usurpation of the rights of the ,commons40 ,nevertheless it was necessary for the ministry to dissolve ,parliament in ,january #aiaj1 and carry the issue before the voters4 ,in the campaign the ,liberals stood for the budget1 the denial of the right of the ,lords to reject it1 and home rule for ,ireland4 ,the ,labor party1 in addition to supporting the views of organized labor on questions affecting working men1 were strongly in favor of the budget4 ,the ,irish ,nationalists1 as always1 put ,irish home rule before everything else4 ,the ,conservatives1 under the name of ,unionists1 which they use to emphasize their opposition to home rule1 made their campaign chiefly on the issue of 8tariff reform10 which in ,great ,britain means the abandonment of her free trade policy4 ,sentiment in favor of doing this has greatly increased in recent years1 and those who favor it are supplied with much greater financial resources for pushing their views than those who uphold the present policy4 ,it would not surprise the present writer to see ,great ,britain return to the 8protective0 system1 though he believes it would be a misfortune of the greatest magnitude to the ,british people4 ,the resolution passed by the ,lords when they rejected the budget implied that an election would be in the nature of a referendum1 and so it was to a certain extent1 but it was a very imperfect one4 ,the law which permits plural voting was1 as always1 a great disadvantage to the ,liberals1 and undoubtedly lost them several seats4 ,again1 there has been no distribution of seats since #ahhe1 and the present arrangement is grossly inequitable4 ,as an extreme example the member from ,romford represents over seventeen times as many voters as the member from ,whitehaven4 ,the ,liberals and ,labor party are the ones who suffer from this condition4 ,ireland1 whose representation is wholly ,nationalist and ,conservative1 has one-fourth more members of ,parliament than she is justly entitled to4 ,another thing which helped the ,conservatives were 8three-cornered contests0 which gave them at least five seats as representatives of districts where the ,liberal and ,labor voters together far outnumbered the ,conservatives4 ,then1 again1 the question was so confused with other matters that there was not a direct issue on the budget4 ,doubtless many free traders voted for ,unionist candidates from opposition to ,irish home rule or the policy of the ,liberals on the school and liquor questions4 ,it is the misfortune of the ,liberals that their progressive policies at the same time encounter the three powerful interests represented by the landholders1 the liquor dealers1 and the ,anglican ,church4 ,in ,ireland the home rule question so overshadowed all others that there was no expression whatever of popular opinion on the budget1 though enough is known to make it pretty certain that the majority would be against it4 ,in ,england1 ,wales and ,scotland1 the popular majority of the ,liberals and ,laborites combined in spite of plural voting1 was nearly three hundred thousand4 ,it may be concluded that notwithstanding the growth of sentiment adverse to free trade the ,lloyd-,george budget would be adopted by a safe margin if it were submitted as a simple question to the ,british people4 ,the actual result was the choice of #bgd ,liberals1 #bgc ,conservatives1 #hb ,irish ,nationalists and #da ,labor members1 a situation which gives the ,irish ,nationalists under the leadership of ,john ,redmond the balance of power4 ,the new ,parliament met ,february #aeth4 ,the ,king's speech was very brief and foreshadowed the re-introduction of the budget and proposals for giving the ,house of ,commons undivided authority over finance and preponderance in all legislation4 ,this speech from the throne contained the altogether unusual phrase 8in the opinion of my advisers40 ,the motion of the ,unionists to amend the ,king's speech by inserting a resolution in favor of 8tariff reform0 was defeated by the votes of the ,liberals and ,laborites1 the ,irish ,nationalists abstaining from voting4 ,from the opening of ,parliament till the #bdth of ,march the time has been occupied with necessary routine work1 but it has become evident from the attitude of ,mr4 ,redmond and the more radical supporters of the ministry that the question of curbing the power of the ,lords must take precedence of the consideration of the budget4 ,if the ,nationalists are satisfied by the action of the ministry on this question the budget will probably pass the ,commons1 the ,irish members either voting for it or abstaining from voting4 ,for the present1 the question of the power of the ,house of ,lords has become paramount4 ,it is recognized even by the ,conservatives that the present situation is indefensible4 ,the fact that the membership of the ,house of ,lords is overwhelmingly conservative leads to what is practically a government by a single chamber when the ,conservatives are in the majority in the ,commons4 ,it has been possible for ,conservative ministries to put through measures1 like the ,education ,act of #aijb1 which have never been submitted to the country and would probably not be approved if submitted4 ,on the other hand when the ,liberals are in power the ,lords by rejecting and mutilating legislation have prevented the principal ,liberal measures from becoming law4 ,the only recourse of the ,liberals would be to appeal to the country on every question of any importance4 ,march #bc;d the ,house of ,lords by a vote of #age to #ag adopted a set of resolutions introduced by ,lord ,rosebery1 which are likely to become the ,conservative platform on the question4 ,they are3 8,first1 that a strong and efficient ,second ,chamber is not merely an integral part of the ,british ,constitution1 but is necessary to the well-being of the ,state and the balance of ,parliament4 8,second1 that a strong and efficient ,second ,chamber can best be obtained by the reform and reconstruction of the ,house of ,lords4 8,third1 that a necessary preliminary to such reform and reconstruction is the acceptance of the principle that the possession of a peerage should no longer itself give the right to sit and vote in the ,house of ,lords40 ,it will be noticed that this resolution is non-committal on the question of how the voting members shall be chosen4 ,the suggestions which have found their way into print are that the ,peers should choose a certain part of their own number1 that county councils should elect1 that learned societies should be represented1 and that men who had held high posts should be voting members4 ,it has been stated that there would be a number of life peers4 ,the proposal is very indefinite1 and furnishes no guarantee on the most necessary point1 namely1 that the ,second ,chamber must be one which will not forever defeat the measures of the ,liberals when they have a majority of the ,commons4 ,it would seem that the only logical position of those who favor a strong upper house would be to have it elected from larger districts and for longer terms than the ,house of ,commons4 ,the ,liberals1 however1 have not adopted such a plan4 ,on ,march #bb;d1 ,prime ,minister ,asquith gave notice of three resolutions which will probably for some time or until carried out constitute the platform of the ,liberals and their allies4 ,the first declares it expedient that the ,house of ,lords be disabled by law from rejecting any money bill4 ,the second that it is expedient that the powers of the ,house of ,lords over other bills be restricted so that any such bill which has passed the ,house of ,commons for three successive sessions and has been rejected by the ,house of ,lords in each of these sessions shall become a law without the consent of the ,house of ,lords provided that not less than two years have elapsed between the introduction of a bill and its becoming law4 ,the third resolution proposes to limit the duration of each ,parliament to five years4 ,these proposals possess the advantage of definiteness which the ,rosebery resolutions lack4 ,they are obviously open to the charge of proposing a one-chambered government4 ,late dispatches seem to indicate that these resolutions have been approved by the leaders of the ,nationalists and ,laborites1 and that at no distant day ,premier ,asquith will again go to the country with these propositions instead of the budget as the chief issue1 for the resolutions are certain to be rejected by the ,lords4 ,in the interval between the preparation of this article 7,march #bhth7 and its publication1 it is probable that events will move rapidly in ,great ,britain1 but the writer hopes that this and the preceding article on the budget will furnish in brief form a useful historical background for such events as may take place4 ,,announcements4 ,officers of associations are requested to send notices of meetings to ,w4 ,h4 ,cushing1 ,south ,framingham1 ,mass41 as long before the date of meeting as possible4 ,,american ,,historical ,,association4--,december #bg1 #aiaj1 at ,indianapolis1 ,ind4 ,,pacific ,,coast ,,branch ,,of ,,american ,,historical ,,association4--,november #ah-ai1 #aiaj1 at ,university of ,california1 ,berkeley4 ,,california ,,history ,,teachers' ,,association4--,july #ad1 #aiaj1 at ,berkeley4 ,,indiana4--,history ,section of the ,state ,teachers' ,association1 ,april #bi-cj1 #aiaj1 at ,indianapolis4 ,,louisiana ,,state ,,high ,,school ,,rally4--,april #bi-cj1 at ,baton ,rouge4 ,,middle ,,tennessee ,,preparatory ,,school ,,conference4--,may1 at ,vanderbilt ,university1 ,nashville1 ,tenn4 ,,missouri ,,history ,,teachers' ,,association4--,may #ad1 at ,kirksville4 ,,mississippi ,,association ,,of ,,history ,,teachers4--,april #cj1 at ,meridian1 ,miss4 ,,mississippi ,,valley ,,historical ,,association4--,third annual meeting1 ,may #be-bg1 #aiaj1 at ,iowa ,city1 ,iowa4 ,,national ,,education ,,association4--,forty-eighth annual convention1 ,july #b to #h1 #aiaj1 at ,boston1 ,mass4 ,,newark1 ,n4 ,j41 ,,examination ,,for ,,high ,,school ,,teachers ,,of ,,history4--,may #ba1 #aiaj4 ,european ,history in the ,secondary ,school ,d4 ,c4 ,,knowlton1 ,,ph4,d4 ,editor4 ,,the ,,unification ,,of ,,italy4 ,italy in ,its ,relation to ,europe4 ,the history of the unification of ,italy is so closely connected with developments outside the peninsula that it is difficult to make the details of the story intelligible1 and at the same time preserve the proper ,european perspective4 ,in order to link together the various episodes which mark the appearance of this new state1 the teacher must1 of necessity1 direct the attention of the class to ground already traversed1 besides anticipating in a measure certain events which call for fuller treatment later4 ,there is1 then1 an unparalleled opportunity for review2 but a very real difficulty arises when the instructor has occasion to refer to such events as the ,six ,weeks' ,war or the ,franco-,prussian ,war1 which have not yet been taken up in their ,european setting4 ,in view of these problems it might be advisable to review some of these details after the story of ,german unification has been told1 making the year #ahga an occasion for a retrospect of the history of the preceding quarter of a century4 ,in this way the importance of this period may be brought home forcibly to the class4 8,with the ,crimean ,war began a period of wars and territorial changes4 ,in sixteen years there were four ,european wars between great powers1 not to mention the local wars in ,italy and ,denmark2 all central ,europe was rearranged40 7,seignobos1 p4 #ghg47 8,indeed the changes made in the map of ,europe between #ahej and #ahga were in some respects greater than the final results of the warfare which ended in that great pacification40 7,the reference here is to the ,congress of ,vienna47#b ,the ,central ,theme4 ,the main points which call for emphasis at the hands of the instructor have been summed up by ,seignobos in the following statement3 8,the union of ,italy was accomplished by all the ,italian advocates of unity1 royalists and republicans1 working in harmony with the ,piedmontese government1 aided by a great ,european power1 first ,france1 then ,prussia 7p4 #cea740 ,possibly additional interest may be aroused by suggesting the thought that here was the unusual spectacle of a nation made one1 8not by conquest1 but by consent40 ,this idea may be brought out best by comparison4 ,obstacles to ,union4 ,the chief obstacles to a union of the various states of ,italy afford a proper introduction to the story4 ,the most important of these was undoubtedly the presence of the foreigner4 ,italy had long been 8a geographical expression10 controlled in the interest of an extra-,italian power4 ,dismemberment was its normal condition4 ,a series of maps might be prepared to illustrate this fact1 using a vivid color to indicate the territory controlled1 first by ,spain1 then by ,austria1 then by ,france1 and again by ,austria1 according to the arrangements made at ,vienna4 ,the following subjects are suggested3 7#a7 ,the ,spanish ,hegemony2 7#b7 ,beginning of ,austria's power in ,italy 7#agae72 7#c7 ,restoration of ,spain's power in ,italy1 including the ,austrian possessions in the peninsula 7#agce72 7#d7 ,italy in the time of ,napoleon 7#ahaj72 and 7#e7 ,power of ,austria in ,italy after the ,congress of ,vienna1 showing the ,sardinian territories 7#ahae74 ,these maps will serve the purpose best if not over three colors are used in their construction4 ,the atlases of ,dow and ,putzger1 and such text-books as ,robinson and ,west will supply the necessary details4 ,the constant reappearance on each of these maps of a black band stretching across the peninsula will serve to emphasize the importance of another hindrance to ,italian unity1 namely1 the temporal power of the papacy4 ,italy ,after the ,revolution of #ahdh4 ,the discussion of ,italian politics from #ahae to #ahdj will be determined in part by the plan which the teacher has adopted for the treatment of this period in its general ,european aspect4 ,whatever line of treatment has been pursued1 #ahdj marks the real point of departure for presenting the facts connected with the formation of the kingdom of ,italy4 ,this date affords an opportunity for summing up the condition of the peninsula and for pointing out some of the lessons taught by the ,february ,revolution4 ,the next ten years constitute 8the period of preparation40 ,ten more were consumed before the hopes of the advocates of unity had been fully realized--if indeed they can be said to have been altogether realized4 ,one of the first problems confronting the makers of modern ,italy was the welding together of the widely scattered territories1 occupied by diversified elements and possessing but few interests in common1 which were known as the kingdom of ,sardinia4 7,read ,seignobos1 p4 #cdf47 ,if ,sardinia was to lead in the movement for unity and independence she must be thoroughly organized and prepared to assume the financial and military burdens involved4 ,not the least of her problems was that of 8convincing all ,italian ,liberals that she could be trusted20 that she was their ,heaven-sent leader4 ,the task was all the more difficult because of the humiliation she had so recently undergone at the hands of ,austria4 ,piedmont1 however1 had 8failed heroically10 and1 in spite of ,novara1 still remained 8the center of nationalist hopes40 ,two things were patent to the keen student of affairs1 first1 that ,sardinia alone could not drive out the foreigner1 and second1 that any attempt at union must not be imperiled in the future by differences of opinion as to the nature thereof4 ,the ,great ,personalities4 ,four great personalities fill the period from #ahdj to #ahfj--8;each was complementary in his life work to the other0--,mazzini1 ,cavour1 ,garibaldi1 and behind them all1 displaying rare wisdom and common sense at every crisis1 the warrior king1 ,victor ,emmanuel ,,ii4 ,mazzini has been called the ,prophet of ,italian unity2 ,cavour1 its ,statesman2 and ,garibaldi1 its ,knight-,errant4 ,of these three1 ,mazzini is most difficult to understand4 ,the secondary student will find it next to impossible to enter into the far-reaching1 although somewhat ,utopian1 schemes of this great ,italian publicist4 ,it is enough perhaps to point out how1 by organizing ,young ,italy1 he created the necessary enthusiasm among his countrymen to make possible the work of ,cavour and ,garibaldi4 ,neither is ,cavour's public career devoid of difficulties4 ,the attention of the class should be confined here to his efforts to place ,sardinia on a sound economic basis1 and at the same time secure for her the support and friendship of the great powers of ,europe4 ,the ambitions of ,napoleon ,,iii1 who dominated ,european politics prior to #ahgj1 were utilized by the great state-maker in the furtherance of these plans4 7,see also ,cesaresco1 ,cavour1 ,preface1 for an outline of the policy of ,cavour47 ,the ,attainment of ,unity4 ,when the 8epoch of realization0 7#ahei-ahgj7 has been reached1 several plans are open to the instructor for presenting the various steps in the process of state-making4 ,beginning with the ,crimean ,war1 it is possible to associate the various acquisitions of territory with the wars which fill the period1 namely1 the ,austro-,sardinian ,war1 the ,six ,weeks' ,war and the ,franco-,prussian struggle2 or to deal with the successive additions of territory as such1 emphasizing the date and circumstances attending each4 7,see ,seignobos1 p4 #cea47 ,in the first case1 emphasis is placed on the means employed2 in the second1 on the end attained4 ,in either case reference should be made to the eagerness of the people to join with ,sardinia1 as shown in the plebiscites4 ,if the second plan be followed1 it will be easier to introduce ,garibaldi4 ,the episode of the ,thousand offers material for an interesting report4 ,in this connection mention might be made of a recent work by ,g4 ,m4 ,trevelyan1 ,garibaldi and the ,thousand4 ,literature4 ,out of the great mass of material on this subject mention might be made of the following3 ,seignobos1 ,europe since #ahad1 ,chaps4 ,,xi and ,,xxvii 7one of the best accounts72 ,judson1 ,europe in the ,nineteenth ,century1 ,part ,,ii1 ,chap4 ,x1 and ,part ,,iii1 ,chap4 ,,xiv 7clear and interesting72 ,phillips1 ,modern ,europe1 ,chap4 ,,xv2 ,cesaresco1 ,liberation of ,italy2 ,cesaresco1 ,cavour2 and ,stillman1 ,union of ,italy1 #ahae-ahie4 ,the two authors last mentioned represent somewhat different points of view4 ,the ,countess ,cesaresco waxes eloquent as she unfolds her story4 ,stillman is inclined to take a less roseate view of the manner and means whereby ,italy won her place among the nations4 ,marriott1 8,makers of ,modern ,italy10 will also be found very helpful and suggestive4 ,the list might be increased materially1 but the books which have been cited will not only be found helpful1 but may readily be secured from most libraries4 ,,footnote3 #b ,cambridge ,modern ,history1 ,vol4 ,,xi41 ,preface4 ,ancient ,history in the ,secondary ,school ,,william ,,fairley1 ,ph4,d41 ,editor4 ,choice of ,material4 ,there remain to us but two of these studies of the ,roman world2 but two short months of school in which to cover tragic centuries of ,european development4 ,a stern self-restraint in the choice of topics to be treated is necessary therefore1 both for the articles and for the school4 ,the welter of detail is all but overwhelming2 and the teacher must select a few salient features of these eight centuries4 ,for the present month we may consider what is worth while down to the so-called 8fall of ,rome40 ,the ,two ,good ,centuries4 ,from the time when the new empire settled down into peace under ,augustus to the death of ,marcus ,aurelius in #ahj ,a4,d4 there came a period1 when1 as has been well said1 the ,mediterranean basin was probably more prosperous1 more happy and better governed than at any time before or since4 ,this is not always understood and accepted4 ,the evil side of ,tiberius1 ,caligula1 ,nero1 ,domitian1 the turmoil under ,galba and his two successors1 have been unduly emphasized4 ,probably there has been too much 8muck-raking0 even by eminent historians4 ,under the worst of the rulers named it is to be remembered that tyranny and cruelty were almost totally confined to the capital and its cliques4 ,the provinces were on the whole well administered1 especially in comparison with the corruption of later republican times4 ,within this period1 too1 fall the ,golden and the ,silver ,ages of ,roman literature4 ,the ,disastrous ,third ,century4 ,from ,marcus ,aurelius to ,diocletian stretches an evil century4 ,the rocks upon which ,rome was finally to be shipwrecked began to show their heads4 ,government again became a prey instead of a service4 ,the 8barrack emperors0--8the thirty tyrants0 cursed the imperial chair4 ,the ,german barbarians began to press hard upon the borders of the empire4 ,pestilence1 imported from the ,east1 thinned the already weakened population4 ,the army came to be almost wholly recruited1 and in a large degree officered by ,germans4 ,it was almost as if ,great ,britain depended solely for her defense upon ,hindoo troops1 for lack of men and mettle among the ,english themselves4 ,then came the spasm of reform under ,aurelian4 ,and meantime the barbarians by scores of thousands at first1 and soon by hundreds of thousands1 came drifting down from the north and east4 ,their comings were quiet enough at the first4 ,they simply moved in where ,romans had largely died out4 ,we might compare it in some ways to what would happen if our country should allow a free immigration of ,orientals into our ,pacific slope4 ,reorganization4 ,the fourth century saw the great reforms under ,diocletian and ,constantine4 ,the empire was reorganized and1 for the time being1 strengthened4 ,but the new vigor was vicious in type4 ,it was oriental despotism thinly disguised1 as shown by the strange new garb of the emperors1 no longer great generals and first citizens2 and by the horde of office-holders with novel1 high-sounding titles fitted to the various grades of the new bureaucracy4 ,a line of cleavage was developed by the establishment of the double capital and the joint emperors4 ,east and ,west began to separate4 ,the division was in part dictated by the difficulty of administering the vast empire from one center in a period when communication was incredibly slow as compared with our modern facilities of steam and electricity4 ,and in this division was a double seed4 ,from one kernel was to spring disaster for ,italy and the ,west4 ,from the other was to germinate the ,eastern ,empire1 destined to be the fortunate and stupid conservator of culture and learning throughout the dark ages4 ,christianity4 ,with the fourth century the ,christian faith began to assert itself as never before4 ,its persecution1 off and on1 for three centuries1 and its triumph need a little study4 ,why was it that the ,roman system could tolerate the excesses of the licentious ,eleusinian and ,bacchic orgies and the foul superstitions of ,egypt1 but could find no charity for a pure and gentle faith8 ,because ,christianity was itself righteously intolerant4 ,very early in the history of the empire it became the fashion and then the law that the genius of the emperor should be adored4 ,to the already polytheistic citizen of the empire this was no added hardship4 ,one god more made no difference to him1 and the cynical ,roman magistrate could not understand why the wretched ,christian was so stubborn about a pinch of incense in honor of the emperor4 ,it meant so little to him religiously--but everything to the ,christian4 ,and so the ,christians died by thousands4 ,yet the persecuted faith spread apace1 drawing into its fold of hope and inward peace the wayworn travelers upon the cruel road of life in those weary years4 ,then came the conversion of ,constantine and the gradual disintegration of paganism4 ,for a study of the brighter side of pagan life and a proof that the whole ,roman world1 as so often taught1 was not thoroughly rotten1 read ,pater's 8,marius1 the ,epicurean10 and ,dill's 8,roman life in the ,fourth ,century40 ,the ,barbarians4 ,it is surprising to the judicious what can be the effect of a word or phrase4 ,probably the term 8barbarian0 has caused as much confusion in the minds of young students of history as any other term4 ,it signifies to him at least a semi-savage4 ,yet we know that to the ,greek it meant only a non-,hellene4 ,in the later ,roman times it meant ,goth or ,german4 ,and yet1 long before these people finally disrupted the ,western ,empire1 they had ceased to be barbarian in any common conception of the term4 ,if we substitute for the word migration the longer word immigration1 it will give a better idea of their earlier comings1 to which allusion has already been made4 ,humbler neighbors from without the pale1 they slowly crept into the southern space and glow out of their crowded and unlovely north4 ,with no ideas of conquest at first1 but seeking betterment for themselves1 as to-day come the peoples from the same ,russia2 or1 pressed out of their own hunting grounds by the atrocious ,hun1 they poured steadily in4 ,and long before they became a menace1 most of them had become at least half civilized by contact with the finer south4 ,their men had many of them served in the ,roman legions4 ,and ,christianity had early made way among them4 ,and at length1 when the weakness of the ,west made it an easy prey to their greater vigor1 it was not as bands of whooping savages falling upon a peaceful white settlement that they came1 but they simply took up the scepter of destiny which nerveless and unworthy hands had let fall4 ,emerton's 8,introduction to the ,middle ,ages10 and the early chapters of ,adams' 8,civilization during the ,middle ,ages10 furnish the best of reading for topics like these just suggested4 ,the ,fall of ,rome4 ,there never was such a thing4 ,that is putting it bluntly4 ,but no contemporary historian uses such a phrase4 ,it is another of the fables of history which need correction4 ,to the ,italian the sending of the imperial insignia from ,rome to ,constantinople meant no more than the ,rhode ,islander understood when ,newport ceased to be one of the capitals of his ,state4 ,there was no longer need for an emperor at ,rome2 that was all4 ,the ,goth who was in control there had been so for a generation1 and considered himself just as good a subject of the emperor at ,constantinople after the deposition of ,augustus as he had been before4 ,in teaching children it will be hard to treat the subject in the way just indicated4 ,probably a little analysis of the causes of this 8fall of ,rome0 will seem logically necessary4 ,some such outline as the following might be tolerated4 ,but let the teacher bear in mind that no historian has yet succeeded in giving such a set of reasons for this fall as will satisfy any other historian4 ,the child mind1 however1 is not critical1 and may be helped by a catalogue of forces4 ,a4 ,as political causes3 ,failure to govern justly4 ,growth of militarism4 ,lack of home rule1 and of representation4 ,the administrative division of the empire4 ,b4 ,as social and economic causes3 ,steady decline in population1 resulting from vice1 war1 pestilence and ,christian asceticism4 ,slavery1 as depicted in the preceding article1 and now grown still more dreadful4 ,taxation1 so oppressive that a ,christian writer says there were more collectors than payers of taxes4 ,c4 ,as military causes3 ,the cessation of military service by ,italians and the use of ,germanic soldiers4 ,d4 ,as moral and religious causes3 ,the vice fostered by a corrupt court4 ,the general decline of morals among a weakened and disheartened people4 ,over against all these are to be set the numbers1 the virility1 the comparative freedom from civilized vices1 of the sturdy barbarians2 and most of all their capacity for absorbing the worthiest things among the people whom they conquered4 ,american ,history in the ,secondary ,school ,,arthur ,m4 ,,wolfson1 ,,ph4,d41 ,editor4 ,,recent ,,american ,,history4 ,the ,new ,era4 ,by the year #ahgf or #ahgg1 the period of ,reconstruction may be said to have come to an end4 ,from that time on the people of the ,united ,states were busy developing new ideas and attempting to settle new problems4 ,only gradually1 however1 did they recognize this fact2 not till the end of the nineteenth century did the country awake to a full realization that the old order was no more1 that a new order had come into existence4 ,just because this new order has been so recently born1 however1 because so many of its elements are so imperfectly understood1 the teacher will probably find special difficulties in teaching it to his classes4 ,the ,age of ,extra-,continental ,expansion and of ,new ,economic ,development4 ,to begin with1 the student must be taught that this last generation in ,america has witnessed two almost entirely new developments3 7#a7 the extra-continental expansion of the ,united ,states1 and 7#b7 the growth of enormous combinations of labor and of capital4 ,the first reached its climax in the ,spanish-,american ,war1 the acquisition of the ,philippines and of ,porto ,rico1 the assumption of a quasi-protectorate over the republics of ,central ,america1 and the interference in the affairs of ,china and ,japan4 ,with the details of this movement we shall not attempt to deal in this article4 ,instead we shall devote all of our space to a consideration of the second series of events4 ,the history and the results of the growth of these large combinations of labor and of capital present themselves in three more or less distinct phases3 7a7 the struggle of the laborer for his full share in the distribution of wealth2 7b7 the development of capitalistic enterprise through the large corporations2 and 7c7 the effort of the consumer to keep from being crushed by the weight of the two contending forces4 ,though the interest of the consumer in these new economic problems is destined1 in the opinion of many students1 to become the paramount one1 up to the present time it has received but little direct attention from constructive statesmen1 and it does not1 therefore1 properly belong among the subjects to be discussed in the history class room4 ,the teacher may1 nevertheless1 call the attention of his students to the evidences of the beginning of the definite movement to protect the interests of the consumer3 the recent ,pure ,food ,acts1 the legislation of the various states designed to limit the profits of railway and other public service corporations1 and the widespread agitation of the present day over the high cost of living4 ,the ,labor ,problem4 ,in studying the labor problem1 our investigations must begin as far back as the middle of the last century when the first trade unions were organized in the ,united ,states4 ,since then they have grown steadily till to-day they number their members in the millions4 ,in the beginning1 these unions were limited to one locality and to men who were working in the same trade2 gradually1 however1 they broadened their scope till they became national in their limits and universal in the class of workmen who were eligible to membership4 ,in presenting the movement1 it will be well for the teacher to select some thoroughly typical trade union1 such as the ,brotherhood of ,railway ,engineers1 some thoroughly typical amalgamated union1 such as the ,american ,federation of ,labor1 for purposes of illustration4 ,to get the class to investigate the history of these unions as far as possible1 and to confine the discussion to their activities will be the teacher's duty1 else the study will result in hopeless confusion4 ,the principal weapons of the unions have been the strike and the boycott4 ,the history of the use of both of these should be followed briefly4 ,then should come the consideration of the counterblast which the corporations and the consumer have recently called to their aid3 the judicial injunction 7study the history of the ,debs case and the more recent ,bucks ,stove ,case71 and the application of the ,sherman ,anti-,trust ,act of #ahij to the labor unions as associations in restraint of trade 7study the ,danbury ,hatters' ,case1 in which the decision of the ,court was issued only a few months ago74 ,the ,railroad ,problem4 ,in studying the history of the large corporations1 it pays in the beginning to indicate clearly the difference between 7#a7 public service corporations1 those which enjoy partial or complete monopoly under franchises granted by the government1 and 7#b7 industrial corporations1 whose operations do not differ essentially from the enterprises of single individuals1 except in the amount of capital which they command4 ,public service corporations may again be divided into two classes3 7#a7 the interstate railroads1 and 7#b7 those corporations whose business is local in its nature1 such as the street railroad1 the water companies and the gas companies4 ,attacking the problem of the interstate railroads first1 the class must begin its work by studying the history of the growth of the great trunk lines1 like the ,new ,york ,central and the ,pennsylvania1 and of the transcontinental railroads1 like the ,union ,pacific and the ,northern ,pacific4 ,next in order will come the story of the vicious practices which grew out of the excessive competition among these railroads3 rate wars1 unfair discriminations against localities and against individual shippers1 overcapitalization1 etc4 ,early in the '#hj's the railroads themselves attempted to remedy these evils by forming the famous pooling associations1 but these pooling associations were later prohibited by law4 ,next the individual states attempted to improve conditions by passing special railroad codes and by creating state railroad commissions4 ,finally1 in #ahhg1 the national government1 by the ,interstate ,commerce ,act attempted to better conditions1 but improvement came but slowly4 ,since then1 by numerous ,court decisions1 the most important of which was the decision in the ,northern ,securities ,case1 and by at least two amendments to the ,interstate ,commerce ,act1 the ,elkins ,act of #aijc and the ,hepburn ,act of #aijg1 the national government has attempted to improve the situation4 ,conditions to-day are much better than they have ever been in the past1 but there is still room for much improvement4 ,municipal ,public ,service ,corporations4 ,in discussing local public service corporations1 it is well for the teacher to develop in the beginning the fact that there are two possible ways of dealing with them3 7#a7 municipal ownership1 and 7#b7 state regulation4 ,even in this country the first method has been tried to some extent2 most of our largest cities now own their own water supply1 and some of them are in possession of their own gas and electric light plants4 ,thus far1 however1 most ,american states and cities have been content to confine their activities in dealing with public service corporation to regulating their functions and privileges by special legislation and by establishing special commissions4 ,still1 the history of the regulation of public service corporations in this country is as yet in its beginnings2 the teacher can therefore go but little farther than to set his students thinking upon the question as to which is the better method of dealing with the problem4 ,industrial ,corporations4 ,like the trunk lines and the transcontinental railroads1 the great industrial corporations had their origin in the years following the period of the ,civil ,war and ,reconstruction4 ,among these corporations1 the ,standard ,oil ,company is1 of course1 the most famous2 still1 the teacher will do well to attempt to follow with his class the history of some other industrial corporation as well--if possible1 some corporation whose operations have not stirred up so much opposition as the ,standard ,oil ,company4 ,in estimating the effect of these corporations upon the economic history of the country1 one should attempt to bring out the benefits which they have bestowed upon the people as well as the evils which have resulted from their operations4 ,in attempting to regulate the activities of these corporations most states have passed special laws and established special commissions4 ,in consequence1 the newspapers are full of accounts of prosecutions under these laws and by these commissions and the student should be encouraged to read them4 ,the national government1 too1 has passed at least one law1 the famous ,sherman ,anti-,trust ,act of #ahij1 with a view to regulating these great corporations4 ,more recently still1 the ,bureau of ,corporations was established1 while at the present time new legislation on this subject is pending in ,congress4 ,yet with all the agitation and with all the legislation1 it cannot be said that the problem is even on the verge of being settled4 ,that will take1 in all probability1 at least another generation4 ,the ,literature of the ,subject4 ,to recommend one or two1 or even half a dozen books on this period of ,american history is impossible4 ,most of the discussion is evanescent1 and books are antiquated almost before they have been printed4 ,for much of the subject matter to be discussed the student should be sent to such manuals as 7#a7 the ,american ,annual ,cyclopedia1 and 7#b7 the ,statesman's ,year ,book4 ,much valuable material can also be gleaned from 7#c7 the annual almanacs published by many of the larger daily papers4 ,for statutes and government regulations1 the student should consult 7#d7 ,mac,donald's 8,select ,statutes10 #ahfa-ahih4 ,comprehensive and comparatively recent discussions of these subjects will be found3 7a7 on trade unions1 in 7#a7 ,ely's1 8,the ,labor ,movement in ,america20 7#b7 ,adams and ,sumner's 8,labor ,problems10 and 7#c7 ,commons' 8,trade ,unionism and ,labor ,problems20 7b7 on railroads1 in 7#a7 ,hadley's 8,railroad ,transportation20 7#b7 ,haines' 8,restrictive ,railroad ,legislation10 and 7#c7 ,ripley's 8,railroad ,problems20 7c7 on municipal public service corporations1 in 7#a7 ,bemis' 8,municipal ,monopolies10 and 7#b7 ,foote's 8,municipal ,public ,service ,industries20 7d7 on industrial corporations1 in 7#a7 ,jenks' 8,the ,trust ,problem20 7#b7 ,ely's 8,monopolies and ,trusts20 7#c7 ,ripley's 8,trusts1 ,pools and ,corporations10 and 7#d7 ,tarbell's 8,history of the ,standard ,oil ,company40 ,beside all these the student will find much that is valuable in the current reviews and journals1 at least one of which should be in every school library4 ,english ,history in the ,secondary ,school ,c4 ,b4 ,,newton1 ,editor4 ,,viii4 ,,the ,,later ,,hanoverians4 ,the ,industrial ,revolution4 8,the period which opened with ,arkwright's mechanical inventions has been the commencement of a new era in the economic history1 not only of ,england1 but of the whole world0--a new era indeed6 ,the mind stumbles over the multitude of forms which this introduction of new agencies into human endeavor took1 the infinite ramifications of influences set in motion by machinery4 ,the young of to-day1 satiated1 glutted though they are with machinery1 take an interest they could hardly be expected to feel in more remote matters in the genesis of the age on whose still advancing crest we ride3 an interest1 however1 which is very superficial1 very unconscious of the deeper significance of the industrial revolution4 ,some of the 8leads0 of that significance are surely to be established as we approach the subject in the latter part of the eighteenth century4 ,text-books vary greatly in the amount of information they give as to the first inventions and the spread of water power devices1 followed by the still greater developments in the stationary steam engine4 ,in fact much of the history of invention is obscure1 and the details are entirely too numerous to give in a school history4 ,nevertheless ,i think the teacher may improve on the accounts in most of the school books1 both in the way of lucidity and of vividness4 ,try a careful study of pp4 #eje-eai of ,beard's ,introduction 7which will take comparatively little of a busy man's time71 and see how lively and realistic a tale you can weave out of it--you will surprise yourself at the improvement you can make on your text-book6 ,i say this not that ,i honor the text-book less1 but the freedom of oral expression more4 ,then1 too1 one may lead naturally from a sketch of the changed face of the land to the changes these new factories wrought in old ,england1 so stable since the days of the ,conqueror1 invaded at last by a ruthless force irreverent of tradition1 triumphing in disturbing the established order4 ,but let us beware of resting on generalizations4 8,a new era in economic history0 is perfectly worthless as an entrant into the youthful mind4 ,as well speak of the cosmic forces in conflict with new physical entities1 or other 8,olympian0 abstractions4 ,no1 we must descend to the hard pan of concrete things--the massing of population1 the rise of a new kind of commerce and a new kind of market1 the making of roads and canals to serve that commerce and that market1 the changed conditions of the laborer1 and so on4 ,here1 too1 is a chance for 8vivid narration10 as the old rhetorics used to call it1 and of all the wiles of a wise simplicity in instruction4 ,the ,political ,revolution4 ,from all of which the next step takes us to the revolution in politics which made ,england for the first time a really democratic country4 ,i suppose it is more than possible to exaggerate the influence of the industrial changes upon these political changes1 but the tendency does not seem to be in that direction4 ,the ,wilkes episode with all its significance1 the influence of the ,french ,revolution pro and con1 the general trend of the age1 are factors usually well built upon4 ,the agitations which shook the nation in the early nineteenth century1 the focussing of great areas of population in the new centers of manufacture1 the combination of the sense of industrial injustice such as was evidenced in the excesses of the 8,luddites10 with the sense of political injustice of which the ,manchester riots were a symptom--all this not only wrought profound differences in the social fabric of ,england1 but was1 ,i believe1 the greatest single factor in bringing about the great reform bill4 ,whether superlative or comparative there is room for difference of opinion2 but unquestionably this effect of the actual machine upon the political machine is to be made a point of in presenting to the class the drama of that peaceful 7compared with that of other countries7 and salutary transition from a government altogether of the land holders to an aristocratic democracy4 ,this revolution1 which crowned the slow evolution of the ,british ,constitution1 which was so unlike the cataclysm across the narrow seas1 was caused by a series of events stretching over the backward centuries4 ,that is a mere truism to our mature 8grown-up0 mentality which has a taste for poking its nose into the roots of things and for generalizing therefrom4 ,but not so with the fledgling mentalities before us--enough for them that the very old time struggles helped along2 that seeds of a free spirit were not lacking in the teutonic blood2 and that the events of the seventeenth century did much to down the pride and power of royalty4 ,with this much for a foundation1 the ultimate effects of the new order of industry are comparatively simple to comprehend1 and easy to view1 like the superstructure of the building which the unseen base supports4 ,the ,napoleonic ,era4 ,there is a fascination which all of us feel1 ,i suppose1 both in the ,french ,revolution and in the looming figure of ,napoleon4 ,it is natural enough1 and needs no apology1 but does need some curbing4 ,i should say1 judging from my own experience1 when one must keep sternly in mind that ,english history is after all the prescribed route one is pursuing1 and to wander from it is as reprehensible as for the tourist to deviate a hair's breadth from his itinerary4 ,the temptation to digress is only heightened by the fact that ,english matters were quite nearly concerned in the former1 and might have been said to have been thoroughly involved in the career of ,napoleon4 ,then1 too1 none of the class know anything worth speaking of about ,european history1 and here for once1 at least1 the various streams of national histories melt into one river1 and ,europe becomes a vast theater for a single drama4 ,all very plausible1 but nevertheless we must not dwell on the alluring prospect too long or we shall be lost4 ,the 8,continental ,system10 with its direct bearing upon ,england1 is less interesting but perfectly legitimate food for the ,english historian or histore4 ,a fairly full account of it taken from an article by ,professor ,sloane is quoted pp4 #ebj to #ecg of ,beard's ,introduction4 ,much is of course available on the ,peninsular campaign and ,waterloo1 not to mention ,aboukir ,bay and ,trafalgar4 ,creasy's account of ,waterloo in the 8,fifteen ,decisive ,battles0 is of course good2 but for a bit of reading to the class for purposes of ignition1 nothing that ,i know of can equal ,victor ,hugo's fiction 7somewhat adorning fact67 in ,les ,miserables4 ,a fascinating book on this period if one can get hold of it 7it is expensive1 alas1 so ,i advise borrowing7 is ,lord ,broughton's 8,recollections of a ,long ,life10#c which covers a considerable stretch of time1 for a single life1 from #aghf to #ahbb1 and is delightfully intimate and realistic4 ,i refrain from suggesting anything concerning ,napoleon having in mind the afore-mentioned temptation4 ,nelson and ,wellington1 on the other hand1 deserve portraits4 ,the later appearance of the 8great ,duke10 when he made so poor a hand at statesmanship is one of the not infrequent examples of the soldier out of place in the councils of state4 ,the extracts pp4 #fef to #ffb of ,cheyney's ,readings are interesting in this connection4 ,personalities4 ,the later eighteenth century teems with personalities1 so that it is difficult not to crowd the canvas and to nullify all individual impression by the force of numbers4 ,george ,,iii himself1 much blackened by ,american semi-traditions of thought is not as uninteresting or as stupid or as objectionable as your pupil probably thought him4 ,a just view of ,king ,george is a worthy aim to set up for at least one lesson4 ,lord ,north1 too1 always has an interest for ,americans4 ,but far above these are ,pitt and ,burke and ,fox4 ,o for the chance to deal with these men as we ought in the class room2 to read what they said and to examine what they did6 ,green has drawn ,william ,pitt the younger in his best style1 pp4 #gij-gia4 ,for ,burke one should go to ,augustine ,birrell's 8,obiter ,dicta0 for an essay that is light in its touch but keen4 ,trevelyan gives us ,fox1 though at too great length for busy men1 and ,macaulay--well1 no class has entirely received its due unless it has heard the passage from 8,the ,impeachment of ,warren ,hastings10 beginning 8,the place was worthy of such a trial4 ,it was the great hall of ,william ,rufus10 etc4 ,time and space fail us1 and the age of reform must wait for discussion until next number1 as well as the methods of review pertinent to the otherwise pleasant month of ,may4 ,,footnote3 #c ,charles ,scribner's ,sons1 #aiji4 ,reports from the ,historical ,field ,,walter ,h4 ,,cushing1 ,editor4 ,,high ,,school ,,rally ,,day4 ,an interesting instance of the influence of universities upon state high schools is to be seen in ,louisiana4 ,the ,louisiana ,state ,university has arranged for an annual high school rally which this year will be held on ,april #bith and #cjth4 ,at the rally there are literary contests in ,english composition1 in debating1 in declamation1 in vocal music1 in spelling1 in ,english composition for the eighth grade1 and in history4 ,there are also many athletic events4 ,prizes offered for the literary contests are usually scholarships in the ,university4 ,the following is a description of the exhibit in history3 8,exhibit of ,work in ,history4 ,the exhibits may consist of any or all of the following3 ,individual notebooks 7containing topical outlines or summaries based upon the text or upon collateral reading72 papers or reports to be read in the class2 illustrations 7pictures and maps72 map work of students 7single maps traced or based on outline maps1 or atlases or wall outline maps filled in74 8,no prescribed notebook or map work is suggested4 ,it is desired that the teacher use his or her own judgment as to the kind of work suited to the class4 8,the contest is limited to the tenth grade in each high school4 ,the work of the entire class is to be exhibited4 ,the grade must contain not less than five pupils4 ,the teacher's certificate as to the number in class should accompany the exhibit4 8,neatness1 accuracy1 and good ,english will be considered as well as evidence of proficiency in historical studies4 8,it is advised that loose-leaf notebooks be used4 ,each should bear the owner's name and that of the school4 ,the exhibit should be in place in the ,university ,library not later than #aj a4m4 of the first day of the rally40 ,for the best exhibit of work in history a set of ,woodrow ,wilson's 8,history of the ,united ,states10 five volumes1 published by ,harper ,bros41 will be given to the school by ,dr4 ,walter ,l4 ,fleming1 ,professor of ,history in the ,louisiana ,state ,university4 ,,history ,,teaching ,,in ,,london4 ,a committee of university and training college instructors and school teachers is now preparing a report on history teaching in the ,london elementary schools4 ,one chapter of the report1 8,aims and ,scope of ,history ,teaching10 has already been prepared by the sub-committee of which ,mr4 ,e4 ,bruce ,forrest is chairman4 ,the report1 when completed1 will be published by the ,london ,county ,council4 ,,history ,,teachers' ,,examination4 ,on ,may #bast there will be held at the ,barringer ,high ,school ,building1 ,newark1 ,n4 ,j41 an examination for high school teachers of history4 ,the subjects included will be ,ancient history1 ,american history1 ,medieval and ,modern ,european history1 ,english history1 and the principles and methods of teaching history4 ,graduates of approved colleges and universities will be required to take examinations only in these subjects4 ,those not college graduates will be required to pass examinations for the highest grade elementary certificate4 ,examinations are open to both men and women4 ,the schedule of salaries for positions are for men #a1djj to #b1ejj1 and for women from #ijj to #a1hjj1 according to experience and fitness4 ,,indiana ,,association4 ,the annual meeting of the ,history ,section of the ,indiana ,state ,teachers' ,association will be held at ,indianapolis on ,friday and ,saturday1 ,april #bith and #cjth4 ,the program will begin on ,friday afternoon with a discussion of the ,teaching of ,history in the ,elementary ,schools4 ,professor ,h4 ,e4 ,bourne1 a member of the ,committee of ,eight1 will explain the principles of the committee's report4 ,criticisms of present methods in teaching history will be made by ,city ,superintendent ,charles ,f4 ,patterson1 of ,tipton1 and by ,county ,superintendent1 ,mr4 ,jesse ,webb1 of ,franklin4 ,on ,friday evening will be a joint meeting of the ,teachers' ,association with the ,indiana ,historical ,society4 ,professor ,bourne will speak upon 8,our ,early ,republic as ,french ,travelers ,saw ,it40 ,mr4 ,d4 ,c4 ,brown1 of the ,indiana ,state ,library1 will give an address upon 8,an ,early ,indian ,war40 ,on ,saturday morning the following problems of history teaching in the high school will be discussed3 #a4 ,what can be done with the sources8 ,miss ,minnie ,blanche ,ellis1 ,bloomington ,high ,school4 #b4 ,shall a history note book be required8 ,mr4 ,w4 ,c4 ,gerichs1 principal1 ,elwood ,high ,school4 #c4 ,how secure results with the collateral reading8 ,mr4 ,w4 ,o4 ,lynch1 ,department of ,history1 ,indiana ,state ,normal ,school4 #d4 ,preparation and use of maps and charts4 ,mr4 ,j4 ,r4 ,h4 ,moore1 ,manual ,training ,high ,school1 ,indianapolis4 ,this will be followed by the regular business meeting of the ,association4 ,on ,friday evening a subscription dinner will be given at the ,claypool ,hotel4 ,,annual ,,meeting ,,of ,,the ,,north ,,central ,,history ,,teachers' ,,association1 ,,chicago1 ,,april #a ,,and #b1 #aiaj4 ,,reported ,,by ,,albert ,h4 ,,sanford4 ,it is impossible to convey to one who was not present an adequate idea of the spirit that pervaded the first session of the ,twelfth ,annual ,meeting of the ,north ,central ,history ,teachers' ,association2 this was the dinner at ,reynolds' ,club1 ,university of ,chicago1 in honor of ,professor ,frederick ,j4 ,turner4 ,the menu was simply 8,food--a la ,hutchinson ,caf40 ,the 8,refreshments0 were talks given by ,professors ,james ,a4 ,james1 ,albion ,w4 ,small1 ,guy ,s4 ,ford1 ,james ,a4 ,woodburn1 ,thomas ,f4 ,moran1 and ,dr4 ,reuben ,g4 ,thwaites1 closing with remarks by ,professor ,turner4 ,the printed program was besprinkled with quotations from the writings of ,professor ,turner1 beginning with 8,the true point of view in the history of this nation is not the ,atlantic ,coast2 it is the great ,west40 ,professor ,andrew ,c4 ,mc,laughlin1 the presiding genius of this occasion1 pitched the key at a point somewhere between gay and sad1 running readily from one extreme to the other4 ,it was1 of course1 ,professor ,turner's departure from ,wisconsin to enter upon duties at ,harvard that called the one hundred guests to assemble about this table4 ,among them were some who had been students with him in ,johns ,hopkins' ,university1 many who had been students under his instruction1 and still others who are his colleagues in the field of history throughout the ,central ,west4 ,here was spontaneous testimony to the force and charm of ,professor ,turner's personality1 and to the inspiration of his teaching4 ,underneath the gayety of the after-dinner sentiments ran the note of deep regret that the ,central ,west loses the presence of this master mind4 ,no more fitting theme for a session of the ,association could have been selected4 ,following the dinner came an address by ,professor ,paul ,s4 ,reinsch1 of the ,university of ,wisconsin1 upon 8,the ,life of the ,state and the ,teaching of ,government40 ,preparation for the duties of citizenship is less effective in the ,united ,states1 said ,professor ,reinsch1 than in other advanced countries2 hence the duty of placing more emphasis upon the proper teaching of government4 ,local government should receive fuller treatment4 ,there should be more concrete study of the actual operations of government and less committing to memory of the clauses of constitutions that are only vaguely comprehended4 ,civil government should be taught separately from history1 else some of its most important topics will never be reached2 for instance1 problems of city and state organizations4 ,such1 briefly stated1 were some of the points made in this interesting address4 ,the session on ,saturday morning1 ,april #b;d1 was fully attended1 and interest in the program which had been arranged by the president1 ,carl ,e4 ,pray1 of the ,state ,normal ,school at ,milwaukee1 held the audience until a late hour4 ,miss ,lillian ,thompson1 of the ,englewood ,high ,school1 ,chicago1 gave a spirited and practical talk upon 8,the ,use of ,pictures in ,history ,instruction40 ,that ,miss ,thompson has made a study of child nature1 as well as of pictures1 was evident4 ,she said1 the teacher must put herself in the pupil's attitude and must realize his poverty of ideas and mental images4 ,she must be tactful and sympathetic in satisfying the pupil's curiosity1 and in leading him to see the essentials in pictures4 ,besides1 the teacher must study the pictures and plan carefully the presentation of them4 ,not the lecture but the question method is the best for lower high school classes4 ,much wisdom1 drawn from experience1 was packed into a brief paper read by ,professor ,g4 ,c4 ,sellery1 of the ,university of ,wisconsin4 ,this paper cannot be adequately summarized in a few words4 ,the old method of teaching history insisted upon the learning of certain facts by force of memory4 ,now we have a higher ideal--we ask pupils to understand1 rather than to remember4 ,but we have gone too far in this direction3 pupils gain much discipline1 but little knowledge4 ,what is the remedy8 ,treatment that will yield discipline requires time2 hence1 teach fewer topics and teach them in detail1 but emphasize the essentials4 ,then by reviews drill upon the facts that should be remembered4 ,discipline and knowledge are the two sides of the shield of history teaching4 8,the ,use and ,abuse of ,note ,books0 was the subject of a paper thoroughly worked out by ,professor ,albert ,h4 ,lybyer1 of ,oberlin ,college4 ,a well-balanced position was maintained between the proper use of note books as a means to certain ends1 and their abuse in the hands of pupils4 ,no more use of them was recommended than could be properly supervised by the teacher4 ,there should be no note book requirement in the grammar grades4 ,not the least attractive of the topics presented at this session was 8,the ,value of ,history ,pageant ,work from the ,viewpoint of the ,english ,teacher10 by ,miss ,charity ,dye1 of ,indianapolis4 ,miss ,dye's conception of the pageant is not that of a mere exhibition2 it should rather be the natural expression of school interests and activities that have been thoroughly worked out in a serious way by students in various grades4 ,when so conducted1 the school work that precedes the presentation of a pageant has many valuable features4 ,it arouses the spirit of investigation1 when students hunt out1 organize1 and build up historical materials2 it gives opportunity for the co-operation of departments2 it encourages in pupils self-identification with school and community interests2 it cultivates imagination and encourages continuity of thinking4 ,pupils concentrate attention upon a growing idea1 and their work has cumulative force4 ,this preparation gives to classes in ,english occasion for exercises in narration1 description1 argument1 and the writing of letters1 diaries1 and ballads4 ,this is one method of overcoming the fragmentary nature of our school work and engaging in activities that are socially and psychologically sound and beneficial4 ,the final topic of the program was 8,supplementary ,reading in ,history ,instruction10 discussed by ,professor ,oscar ,h4 ,williams1 of the ,school of ,education1 ,indiana ,university4 ,many sensible and practical ideas were presented4 ,professor ,williams recommended that striking passages from original or secondary sources be copied and duplicated by the mimeograph for class use2 that pupils be encouraged to bring to the school magazines from which valuable articles could be extracted and bound separately in manila paper covers2 that pupils be encouraged to purchase for themselves certain reference books1 especially historical fiction4 ,it was especially urged that the best results of collateral reading appear when pupils become sufficiently interested to do this work spontaneously4 ,in the business meeting preceding this program1 it was voted to accept the recommendation of the executive committee1 that a special supplementary meeting of the association be held in connection with meetings of other associations interested in history teaching at ,indianapolis during the meeting of the ,american ,historical ,association next winter4 ,professor ,james ,a4 ,woodburn was elected president of the ,north ,central ,association for the ensuing year1 and ,professor ,earl ,w4 ,dow was made vice-president4 ,the association loses the valuable services of its secretary-treasurer of the past four years1 ,professor ,george ,h4 ,gaston1 of the ,wendell ,phillips ,high ,school1 ,chicago2 his place is taken by ,miss ,mary ,l4 ,childs1 of the ,evanston 7,illinois7 ,township ,high ,school4 ,the following were elected members of the executive committee3 ,dr4 ,o4 ,m4 ,dickinson1 ,western ,illinois ,normal ,school1 ,macomb2 ,professor ,w4 ,e4 ,dodd1 ,university of ,chicago2 ,miss ,victoria ,adams1 ,calumet ,high ,school1 ,chicago2 ,miss ,ellen ,g4 ,foster1 ,evanston1 ,ill4 ,,missouri ,,association4 ,program of ,meeting at ,kirksville1 ,may #ad1 #aiaj4 ,,morning ,,session4 #a4 ,president's 7,h4 ,r4 ,tucker7 ,address--8,the ,doctrine of ,interest and ,instruction in the ,social ,sciences in the ,high ,school40 ,discussion4 #b4 8,the ,use of the ,library in ,high ,school ,history ,classes40 ,miss ,elizabeth ,b4 ,wales1 secretary ,missouri ,state ,library ,commission1 ,jefferson ,city4 ,discussion opened by ,miss ,sadie ,connor1 ,mc,kinley ,high ,school1 ,st4 ,louis2 ,h4 ,w4 ,foght1 ,state ,normal1 ,kirksville4 #c4 8,what ,topics in ,english ,constitutional ,history are ,not ,too ,difficult for ,secondary ,history ,courses80 ,f4 ,b4 ,smith1 ,savannah4 ,discussion4 #d4 8,new ,view-points in ,ancient ,history40 ,dr4 ,a4 ,t4 ,olmstead1 ,state ,university1 ,columbia4 ,,afternoon ,,session4 #a4 8,a ,pilgrimage ,through ,italy0--,an illustrated lecture4 ,miss ,clara ,l4 ,thompson1 ,mary ,institute1 ,st4 ,louis4 #b4 ,reports of ,committees3 7a7 ,committee on ,history in ,high ,schools of ,missouri1 ,e4 ,m4 ,violette1 ,state ,normal1 ,kirksville2 7b7 ,committee on ,history in the ,elementary ,schools of ,missouri1 ,superintendent ,o',rear1 ,boonville4 #c4 ,election of ,officers4 #d4 ,general ,business4 ,,new ,,england ,,association ,,meeting4 ,the annual spring meeting of the ,new ,england ,association was held in ,boston on ,saturday1 ,april #af1 #aiaj1 in the lecture hall of the ,boston ,public ,library4 ,the morning session was devoted to ,roman history and to the report of the ,committee on ,historical ,material4 ,the opening address was by ,professor ,henry ,a4 ,sill1 of ,cornell ,university1 who spoke on 8,some ,new ,points of ,view in ,roman ,history40 ,just one hundred years ago ,niebuhr began the epoch of modern critical historiography1 and for the first time applied the test of modern criticism to the mass of tradition which passed current as ,roman history4 ,forty years later ,mommsen took up the task1 and in #ahed published his first volume4 ,the works of both writers were rapid and bold1 but they were works of genius and of intuition4 ,the speaker then considered certain characteristics of ,mommsen's work1 among others specifying his comprehensiveness1 his thorough use of the sources1 and especially his modern tone4 ,mommsen did not make direct references to modern politics1 but through indirect references sought to make the ,romans step down from their pedestals and become real4 ,we owe it to ,mommsen's history that ,rome does not seem a land of fancy4 ,although ,mommsen made over one thousand contributions with a total of more than twenty thousand pages1 he did not speak the final word4 ,recently several attempts have been made to sum up the result of the numerous special investigations which have been made since ,mommsen's time1 the speaker making mention of ,pais1 ,ferrero1 and especially of ,edouard ,meyer1 whom he termed the master of all4 ,of ,american writers ,professor ,botsford has made a notable contribution in his 8,roman ,assemblies40 ,among the periods of ,roman history which are being rewritten are the ,foreign ,wars1 the history to the fourth century ,b4,c41 and the ,revolution4 ,among the new points of view1 ,professor ,sill enumerated the influence of imperialism1 war and its effects on domestic policy1 sea-power1 international arbitration1 capitalism1 and added that we might even have a pathological view of ,roman history6 ,in conclusion1 he cautioned against pushing analogy too far4 ,professor ,sill's paper was discussed briefly by ,professor ,h4 ,b4 ,wright1 of ,yale ,university1 and ,professor ,w4 ,s4 ,ferguson1 of ,harvard ,university1 the latter citing an interesting dissertation by a ,roumanian teacher on the nationality of the business men of ,rome and the light it threw on certain problems of ,roman history4 ,historical ,material4 ,an extensive exhibit of historical material1 comprising maps1 charts1 pictures1 casts1 atlases and models had been procured and displayed by a committee of the ,association consisting of ,prof4 ,arthur ,i4 ,andrews1 of ,simmons ,college1 chairman2 ,prof4 ,w4 ,s4 ,ferguson1 ,miss ,ellen ,s4 ,davison1 ,mr4 ,l4 ,r4 ,wells1 ,miss ,mabelle ,moses and ,mr4 ,w4 ,h4 ,cushing4 ,in his brief report ,professor ,andrews acknowledged the debt due ,teachers' ,college both for the idea and for many models and pictures loaned for this exhibition4 ,the watchword of the committee has been3 8,show the attainable40 ,we have aimed1 said ,professor ,andrews1 to place on exhibition articles and samples of articles that can1 at a reasonable expense1 be introduced into any class-room4 ,in addition to the loans from ,teachers' ,college1 much was imported for the exhibition by ,messrs4 ,g4 ,stechert ,co42 other articles were loaned by the publishers1 and some were bought outright by the ,association4 ,a special feature of the exhibit was the large number of the ,hensell and ,rausch models1 probably the largest collection ever displayed in this country4 ,as at the ,teachers' ,college exhibition1 one of the most helpful features was the collection of mounted pictures illustrative of various phases of life and conditions1 showing the possibilities in this line where the expense is trifling4 ,it is the intention of the committee to prepare lists of typical collections of maps1 charts and models costing twenty-five1 fifty1 one hundred1 two hundred and five hundred dollars4 ,after referring to the cost of various portions of the exhibit1 ,professor ,andrews summed up as follows3 8,it will be seen1 then1 that two things are fairly clear2 first1 that a collection of the best material1 up-to-date in every way and including samples of the best models1 the best series of maps1 the latest charts1 and the best pictures of every kind1 could be got together by this ,association at a very moderate cost2 secondly1 such a collection1 showing the exact cost of each article1 would be valuable to the teacher who has a limited appropriation and who needs to see for herself in the easiest possible way just what she wants and just what she can pay for40 ,the enthusiasm of your committee has been aroused by the contemplation of great ideas as to the permanency of this collection4 ,we hope to arrange for the proper housing of these exhibits1 making it accessible to teachers and classes visiting ,boston1 and we also hope to arrange for transporting it to other parts of ,new ,england where it may be on exhibition in connection with educational meetings4 ,undoubtedly it will be a feature of the forthcoming meeting of the ,n4 ,e4 ,a4 in ,boston in ,july4 ,miss ,ellen ,scott ,davison1 of ,bradford ,academy1 spoke briefly on some practical uses of pictures1 and told of the practices in ,german schools which she visited last summer4 ,the guest of the ,association at its luncheon was ,general ,edward ,anderson1 who spoke most entertainingly of his recollections of ,lincoln1 ,grant1 ,sherman1 ,john ,brown and other leaders and incidents of the ,civil ,war period4 ,as ,president ,evans characterized it1 it was the genuine source method of instruction by an accomplished speaker4 99 99 99 99 99 ,before ordering for the fall be sure to inspect the ,mc,kinley ,historical ,note-,books ,these note-books consist of the ,mc,kinley ,outline ,maps combined with blank leaves to constitute an historical note-book of #ajd pages2 the back of each map and every other sheet being left blank for class notes or comment upon the maps4 ,many teachers have required their scholars to paste or bind ,mc,kinley ,outline ,maps in their note-books2 the new arrangement furnishes the maps already printed in the book1 at a price about the same as that asked for a note-book of blank leaves4 ,four ,books in the ,series3 ,for ,american ,history1 for ,english ,history1 for ,ancient ,history1 and for ,european ,history4 ,price3 #bb cents 7net7 each ,the note-books are made from a clean1 strong1 and heavy ledger writing paper1 well suited to the use of ink or colors4 ,size about #h x #aa inches4 ,samples cheerfully furnished upon request to ,mc,kinley ,publishing ,co4 ,,philadelphia 99 99 99 99 99 ,,college ,,entrance ,,examinations ,,approach ,are your ,pupils prepared for them in ,history8 ,why not secure copies of questions asked during last five years in eighteen of the leading colleges and universities8 ,as review tests covering the entire field1 they are invaluable4 ,such a compilation can be secured by addressing ,,allen ,,harmon ,,carpenter1 ,head ,master1 ,college ,school ,,kenilworth1 ,,ill4 ,four pamphlets3 ,grecian1 ,roman1 ,english1 ,american1 #dj cents each4 ,sample copy1 half price4 ,liberal discount for class use1 with desk copy free4 99 99 99 99 99 ,you will favor advertisers and publishers by mentioning this magazine in answering advertisements4 ,correspondence ,,college ,,catalogue ,,requirements ,,in ,,history4 ,as a member of the ,catalogue ,committee in one of our smaller colleges1 it has been my privilege the past two years to study catalogues from all parts of the country--perhaps sixty or more4 ,besides the various general matters noticed1 ,i have naturally turned for information and help to the history courses offered and to the college entrance requirements in history4 ,this survey has given me several definite impressions4 ,the requirements in history are generally not organised as are the departments of ,english1 ,latin and ,mathematics4 ,frequently they are not definite in their statements as to just what they wish done4 ,one of our best northern colleges gives four lines to ,history2 over one page to ,science2 over five pages to ,english4 ,several colleges prepare their requirements with care1 although few are above improvement4 ,that is1 one college will enlarge on the text-books and supplementary reading1 but say nothing of the methods of work2 another will do just the opposite4 ,among the best requirements noticed in the ,south are those of the ,university of ,mississippi1 the ,university of the ,south1 and ,tulane ,university4 ,the most satisfactory one is from ,leland ,stanford ,junior ,university1 which gives a trifle over two pages1 and includes both books and methods4 ,probably half a page would be more than the average length in the catalogues examined4 ,two articles in ,,the ,,history ,,teachers' ,,magazine for ,october1 #aiji1 8,lessons ,drawn from the ,papers of ,history ,examination ,candidates10 by ,miss ,briggs1 and the editorial on 8,method the ,need10 have stimulated thought4 ,the following paragraphs are offered as suggestions in one direction4 ,it would seem that we might claim two or three pages in the catalogue2 they could easily be filled4 ,the following is one plan that might be used3 ,the courses allowed as units4 ,then something like the following which is adapted from the catalogue of ,leland ,stanford ,junior ,university4 ,ancient ,history4 ,,text-,,books#d--;,goodspeed1 8,history of the ,ancient ,world0 7,scribners72 ,morey1 8,outlines of ,ancient ,history0 7,american ,book ,co472 ,myers1 8,ancient ,history10 ,revised ,edition 7,ginn72 ,west1 8,ancient ,world0 7,allyn and ,bacon72 ,wolfson1 8,essentials in ,ancient ,history0 7,american ,book ,co472 or an equivalent4 ,for supplementary reading and reference1 work in some of the following is suggested3 ,botsford1 8,story of ,rome20 ,cox1 8,general ,history of ,greece0 7,student ,series72 ,fling1 8,source ,book of ,greek ,history20 ,munro1 8,source ,book of ,roman ,history20 ,pelham1 8,outlines of ,roman ,history20 ,shuckburgh1 8,history of ,rome10 and ,ginn ,co's 8,classical ,atlas10 or ,kiepert1 8,classical ,atlas20 ,tozer's 8,primer of ,classical ,geography40 ,this is carried out for the four groups4 ,then give general suggestions at the end3 the work required of students in definite statements2 a few helps for the teachers preparing students for the college1 as 8,report of the ,committee of ,seven10 ,,history ,,teachers' ,,magazine1 a few syllabi and map books4 ,those suggestions may seem entirely unnecessary to the colleges and universities in the northeastern part of the country1 but they are greatly needed elsewhere1 as in many parts of the ,south where the high school movement1 though growing rapidly1 is yet in its formative period4 ,even with the splendid school system of ,california ,stanford gives details1 and ,i fancy such help is needed in many of the smaller high and private preparatory schools throughout the country4 ,furthermore1 if the best known colleges and universities wish to draw their students from all parts of the country1 they should make their requirements so plain that they can be used in any section4 ,,mary ,,shannon ,,smith4 ,meredith ,college1 ,raleigh1 ,n4 ,c4 ,,the ,,topical ,,method4 ,,editor ,,history ,,teacher',s ,,magazine3 ,the college entrance examination seems to be a contest between the man who makes out the questions and the teacher who aims chiefly or solely to get his pupils by the examination4 ,the teacher who desires mainly to teach history and how to study it1 and to whom the examination is only an incident1 is the 8innocent third party40 ,the examiner and the examination-crammer alike search the papers of previous years in the attempt to outwit each other4 ,it would never do to ask questions only on the most important parts of the subject2 the candidates would surely know all about such questions1 a most undesirable state of affairs6 ,a teacher who1 perchance1 would try to teach some of 8the glory that was ,greece0 and1 to save time for some first-hand acquaintance with ,greek literature cuts off the ,peloponnesian war with a single lesson may be doing right1 but his pupils may suffer when asked to describe the ,peloponnesian war after the failure of the expedition to ,syracuse4 ,he may dwell on the spread of ,greek civilization over the ,east1 and his pupils be asked to describe1 with dates1 ,alexander's battles4 ,he may emphasize the civilization of the ,empire and his pupils be examined on the lives of insignificant emperors4 ,in mathematics the topics to be treated in algebra are specified in detail2 and a syllabus of required or book propositions in geometry is issued4 ,in physics a list of experiments is furnished4 ,in ,english a definite list of books for reading and another for careful study are prescribed years in advance4 ,it is in the air that certain objections to the field of ancient history as stated by the ,committee of ,seven will be met by providing a list of topics representing the desirable subjects for study in the pre-classical and early medieval periods4 ,why not go further and make it safe for a teacher who would subordinate the passing of an examination designed to beat the crammer1 to a sound knowledge of essentials and substantial preparation in methods of historical study8 ,the worst that could happen would be that an increasing number of candidates would know the essentials so well that most of them would pass good examinations4 ,but better still would be the possibility of using the time thus gained for a thorough and intensive study of a very limited portion of the field1 whereby1 to some degree1 a right method of historical study could be inculcated1 thus securing better work in history in college4 ,this plea is put forth not with a desire to make easier the work of college preparation1 but from a feeling that the efforts of the conscientious pupil and teacher should reach out to a higher and more enduring purpose than 8beating the examiner40 ,w4 ,h4 ,c4 ,,footnote3 #d ,any one text-book of the group is accepted4 99 99 99 99 99 ,west ,virginia ,university ,,summer ,,school ,six ,weeks--,june #bjth to ,july #cjth1 #aiaj ,the courses in ,history will be given by ,albert ,bushnell ,hart1 head of the ,department of ,history in ,harvard ,university1 and ,james ,morton ,callahan1 head of the ,department of ,history in ,west ,virginia ,university4 ,entire ,fee for ,six ,weeks--#b4ej ,the ,university is charmingly situated on ,monongahela ,river and among the ,allegheny foothills4 ,write for detailed announcements to ,,waitman ,,barbe or to the ,president1 ,d4 ,b4 ,,purinton1 ,,ll4,d41 ,morgantown1 ,w4 ,va4 99 99 99 99 99 ,,dr4 ,,oscar ,,gerson',s 8,history ,primer10 and 8,our ,colonial ,history0 ,amply cover the history requirements of the first five years of school life4 ,send for ,catalogue4 ,,hinds1 ,,noble ,,eldredge #adab ,arch ,st41 ,philadelphia1 ,pa4 99 99 99 99 99 ,the ,grafton ,index ,,of ,historical1 ,genealogical and ,biographical ,books and ,magazine ,articles ,a ,quarterly ,index of all ,american ,material of ,great ,value to the ,librarian1 ,genealogist and ,teachers of ,history ,issued in ,the ,grafton ,magazine of ,history and ,genealogy4 #b4jj per year ,,the ,,grafton ,,press1 #gj ,fifth ,ave41 ,new ,york 99 99 99 99 99 ,,agents ,,wanted ,liberal inducements offered to persons who will represent 8,the ,history ,teacher's ,magazine0 at ,colleges and ,high ,schools1 ,summer ,schools1 ,normal ,schools1 ,teachers' ,institutes1 etc4 ,samples and advertising material sent free4 ,apply to ,mc,k,i,n,l,e,y ,,publishing ,,co41 ,philadelphia1 ,pa4 99 99 99 99 99 ,you will favor advertisers and publishers by mentioning this magazine in answering advertisements4 99 99 99 99 99 ,,cornell ,,university ,nineteenth ,summer ,session1 ,july #f to ,august #af1 #aiaj4 ,courses specially designed for students and teachers of ,history are offered as a part of the instruction given in twenty-five departments4 ,the libraries are well-known4 ,the situation is delightful4 ,there is a single tuition fee of #be4 ,full information upon request to ,,the ,,registrar1 ,ithaca1 ,n4 ,y4 99 99 99 99 99 ,summer ,school of the ,south ,,university ,,of ,,tennessee1 ,,knoxville ,ninth ,session--,six ,weeks ,june #ba to ,july #bi1 #aiaj #bb courses in ancient history1 general ,european history1 ,english history1 ,american history1 civil government1 sociology1 and methods of teaching history4 #ab of these courses offered this year4 ,for announcement containing full information in regard to these and #djj other courses1 address ,p4 ,p4 ,,claxton1 ,superintendent 99 99 99 99 99 ,,syracuse ,,university ,offers1 besides the regular ,college ,courses1 ,mechanical1 ,electrical and ,civil ,engineering1 ,architecture1 ,music1 ,painting1 ,law1 ,medicine1 ,sociology and ,pedagogy4 ,,courses ,,in ,,agriculture ,,and ,,forestry will be given with the opening of the next ,college year4 ,,summer ,,school ,july #e-;,august #af ,college entrance conditions may be removed and college credit given to those doing satisfactory work4 ,the instructors are ,university professors4 ,ample facilities for library and laboratory work4 ,the location is cool1 healthful and easy of access4 ,living inexpensive4 ,tuition1 #ae for single course2 #be for two or more courses4 ,send for circulars4 ,,the ,,registrar ,syracuse ,university1 ,syracuse1 ,n4,y4 99 99 99 99 99 ,you will favor advertisers and publishers by mentioning this magazine in answering advertisements4 99 99 99 99 99 ,transcriber's ,notes3 ,footnotes have been moved to the end of each article and relabeled consecutively through the document4 ,advertisements have been moved to the end of the article where they appear in the original text4 ,punctuation has been made consistent4 ,variations in spelling and hyphenation were retained as they appear in the original publication1 except that obvious typographical errors have been corrected4