The History Teacher’s Magazine

Volume I.
Number 9.

PHILADELPHIA, MAY, 1910.

$1.00 a year
15 cents a copy

“TOWER OF KNOWLEDGE.”

Reproduced from the “Margarita Philosophica” (1504). From the copy in the library of Mr. George A. Plimpton, New York City. (See [page 202])

Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa.

Copyright, 1910, McKinley Publishing Co.

Entered as second-class matter, October 26, 1909, at the Post-office at Philadelphia, Pa., under Act of March 3, 1879.

W. & A. K. Johnston’s Classical Maps

7 MAPS In the Series

Roman World
Ancient World
Ancient Italy
Ancient Greece
Ancient Asia Minor
Ancient Gaul
Caesar De Bello Gallico
Mediterranean
COUNTRIES (Outline)

Send for special booklet of Historical Maps of all kinds.

A. J. NYSTROM & CO., Sole U. S. Agents Chicago

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 Application. Cedar Rapids, Iowa

Hart’s Essentials in American History

By ALBERT BUSHNELL HART, LL. D., Professor of History
Harvard University

$1.50

The purpose of this volume is to present an adequate description of all essential things in the upbuilding of the country, and to supplement this by good illustrations and maps. Political geography, being the background of all historical knowledge, is made a special topic, while the development of government, foreign relations, the diplomatic adjustment of controversies, and social and economic conditions, have been duly emphasized. All sections of the Union, North, East, South, West, and Far West, receive fair treatment. Much attention is paid to the causes and results of our various wars, but only the most significant battles and campaigns have been described. The book aims to make distinct the character and public services of some great Americans, brief accounts of whose lives are given in special sections of the text. Towards the end a chapter sums up the services of America to mankind.

AMERICAN BOOK COMPANY

NEW YORK CINCINNATI CHICAGO BOSTON

You will favor advertisers and publishers by mentioning this magazine in answering advertisements.

CONTENTS.

The History Teacher’s Magazine

Published monthly, except July and August,
at 5805 Germantown Avenue,
Philadelphia, Pa., by

McKINLEY PUBLISHING CO.
A. E. McKINLEY, Proprietor.

SUBSCRIPTION PRICE. One dollar a year; single copies, 15 cents each.

POSTAGE PREPAID in United States and Mexico; for Canada, 20 cents additional should be added to the subscription price, and to other foreign countries in the Postal Union, 30 cents additional.

CHANGE OF ADDRESS. Both the old and the new address must be given when a change of address is ordered.

ADVERTISING RATES furnished upon application.

EDITORS

Managing Editor, Albert E. McKinley, Ph.D.

History in the College and the School, Arthur C. Howland, Ph.D., Assistant Professor of European History, University of Pennsylvania.

The Training of the History Teacher, Norman M. Trenholme, Professor of the Teaching of History, School of Education, University of Missouri.

Source Methods of Teaching History, Fred Morrow Fling, Professor of European History, University of Nebraska.

Reports from the History Field, Walter H. Cushing, Secretary, New England History Teachers’ Association, South Framingham, Mass.

Current History, John Haynes, Ph.D., Dorchester High School, Boston, Mass.

American History in Secondary Schools, Arthur M. Wolfson, Ph.D., DeWitt Clinton High School, New York.

The Teaching of Civics in the Secondary School, Albert H. Sanford, State Normal School, La Crosse, Wis.

European History in Secondary Schools, Daniel C. Knowlton, Ph.D., Barringer High School, Newark, N. J.

English History in Secondary Schools, C. B. Newton, Lawrenceville School, Lawrenceville, N. J.

Ancient History in Secondary Schools, William Fairley, Ph.D., Commercial High School, Brooklyn, N. Y.

History in the Grades, Armand J. Gerson, Supervising Principal, Robert Morris Public School, Philadelphia, Pa.

CORRESPONDING EDITORS.

Henry Johnson, Teachers’ College, Columbia University, New York.

Mabel Hill, Normal School, Lowell, Mass.

George H. Gaston, Wendell Phillips High School, Chicago, Ill.

James F. Willard, University of Colorado, Boulder, Col.

H. W. Edwards, High School, Berkeley, Cal.

Walter L. Fleming, Louisiana State University, Baton Rouge, La.

Mary Shannon Smith, Meredith College, Raleigh, N. C.

HAZEN’S EUROPE SINCE 1815

By CHARLES D. HAZEN, Professor in Smith College

(American Historical Series.) xxvi + 830 pp. 8vo. [Ready in May.]

The aim has been to make the narrative so interesting in style as to attract the student, without sacrificing accuracy or proportion. For the sake of impressiveness it has been necessary to concentrate attention upon a relatively small number of topics, but it is hoped that no important step in the development of modern Europe has been slighted. English history has been interwoven with continental history, and colonial development has received careful treatment. Great pains have been taken to make the bibliographical apparatus really useful to the undergraduate.

HENRY HOLT AND COMPANY

34 West 33d Street, NEW YORK 376 Wabash Avenue, CHICAGO

Atkinson-Mentzer Historical Maps

A series of 16 maps to accompany United States History, 40 x 45 inches in size, lithographed in seven colors on cloth, surfaced both sides with coated paper, complete with iron standard, per set, $16.00 net. Sent on approval.

TWO NOTABLE OPINIONS

We regard the “Atkinson-Mentzer Historical Maps” as superior, and should recommend schools purchasing new maps to purchase this set in preference to others.

Max Farrand,
Department of History, Leland Stanford Junior University.

I shall have a set ordered for the use of our classes, and I shall be glad to recommend them, as yours are the best maps of the kind that have been brought to my attention.

N. M. Trenholme,
Head Department of History, University of Missouri.

ATKINSON, MENTZER & GROVER, Publishers

BOSTON NEW YORK CHICAGO DALLAS

A Source History of the United States

By Caldwell and Persinger. Full cloth. 500 pages. Price, $1.25. By Howard Walter Caldwell, Professor of American History, University of Nebraska, and Clark Edmund Persinger, Associate Professor of American History, University of Nebraska.

Containing Introduction and Table of Contents. The material is divided into four chapters, as follows:

Chap. I. The Making of Colonial America, 1492-1763
Chap. II. The Revolution and Independence, 1763-1786
Chap. III. The Making of a Democratic Nation, 1784-1841
Chap. IV. Slavery and The Sectional Struggle, 1841-1877

Complete single copies for reference or for libraries will be forwarded by express paid on receipt of the stated price of $1.25.

Correspondence in reference to introductory supplies is respectfully solicited and will have our prompt attention. A full descriptive list of Source History books and leaflets forwarded on application.

AINSWORTH & COMPANY

378-388 Wabash Avenue, Chicago, Ill.

The College Entrance Examination Board

has used McKINLEY OUTLINE MAPS in connection with its questions upon historical geography in eight out of the last nine years.

Many Colleges
use these maps in their entrance examinations.

All Preparatory Teachers and Students of History should be familiar with them.

Samples cheerfully furnished

McKINLEY PUBLISHING CO., Philadelphia

You will favor advertisers and publishers by mentioning this magazine in answering advertisements.

Translations and Reprints

Original source material for ancient, medieval and modern history in pamphlet or bound form. Pamphlets cost from 10 to 25 cents.

SYLLABUSES

H. V. AMES: American Colonial History. (Revised and enlarged edition, 1908) $1.00

D. C. MUNRO and G. SELLERY: Syllabus of Medieval History, 395 to 1500 (1909) $1.00

In two parts: Pt. I, by Prof. Munro, Syllabus of Medieval History, 395 to 1300. Pt. II, by Prof. Sellery, Syllabus of Later Medieval History, 1300 to 1500. Parts published separately.

W. E. LINGELBACH: Syllabus of the History of the Nineteenth Century 60 cents

Combined Source Book of the Renaissance. M. WHITCOMB $1.50

State Documents on Federal Relations. H. V. AMES $1.75

Published by Department of History, University of Pennsylvania, Philadelphia, and by Longmans, Green & Co.

A NEW SCHOOL HISTORY

A History of the United States

By S. E. FORMAN, PH.D., Author of “Advanced Civics,” etc.

Ready in May, 1910, and published by The Century Co.

◖ Teachers of American history, who are looking for the best text-book for their classes, are invited to examine this new work of Dr. Forman’s. They will find that it excels:

1 In the method of unfolding the story of OUR COUNTRY’S GROWTH

The pupils have before them the story of an ever-growing nation, and step by step they follow its upbuilding from small beginnings to its present great proportions.

2 In the special prominence given to the progress of THE WESTWARD MOVEMENT

The story of the marvelous growth of the Middle West, and of the States further West, is told, it is believed, with greater fullness than in any previous school history. The student will see that the greatness of our history is due as much to the Western States as to those on the Atlantic seaboard.

3 In the treatment of THE BIOGRAPHICAL ELEMENT

The great leaders of our country stand out as real and interesting personalities, because the author writes their lives into the main body of the text.

4 In the account given of our COMMERCIAL, INDUSTRIAL AND SOCIAL DEVELOPMENT

Throughout the book frequent surveys are made of American civilization as it existed at successive stages, 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-day.

5 In the material provided for THE TEACHERS’ ASSISTANCE

At the end of the chapters are carefully framed questions on the text, with review questions that keep constantly in mind the points that have been gone over, and with topics for special reading and special references. In the appendix are comprehensive outlines and analytical reviews.

6 In the fullness and richness of ITS MAPS AND ILLUSTRATIONS

Entirely new maps have been made for the book, and the illustrations have been selected from authentic sources. Many of the pictures are illustrative of Western life in the early days.

7 In the CLEARNESS AND INTEREST OF ITS STYLE

No student can fail to be attracted by the manner in which the story is told. The style is simple—sometimes almost colloquial—but never undignified. Every paragraph in the book is interesting.

More than 400 pages, strongly bound in half leather. Price, $1.00 net.

Superintendents, teachers, and others interested are invited to send for further particulars.

THE CENTURY CO. Union Square, New York

Outline of English History

Based on Cheyney’s “History of England”—Just Published.

By Norman Maclaren Trenholme, Professor of History in the University of Missouri. Price, 50 cents.

Syllabus for the History of Western Europe

Based on Robinson’s “Introduction to the History of Western Europe.” By Norman Maclaren Trenholme.

Part I.—THE MIDDLE AGES 45 cents
Part II.—THE MODERN AGE 45 cents

These outlines are arranged to give the student a clear grasp of the course and the connection of events in the periods covered. The topics are carefully outlined; useful reference books are listed, and review questions which will stimulate the students’ power of orderly thought are included.

Outlines and Studies

To Accompany MYER’S ANCIENT HISTORY 40 cents
To Accompany MYER’S GENERAL HISTORY 40 cents
To Accompany MYER’S MEDIÆVAL AND MODERN HISTORY 35 cents

By Florence E. Leadbetter, Teacher of History in the Roxbury High School, Boston.

The purpose of these outlines is to train pupils to work independently and to study with definite aim. 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 study.

GINN AND COMPANY, 29 Beacon Street, Boston

You will favor advertisers and publishers by mentioning this magazine in answering advertisements.

The History Teacher’s Magazine

Volume I.
Number 9.

PHILADELPHIA, MAY, 1910.

$1.00 a year
15 cents a copy

Freshman History Course at Yale

BY EDWARD L. DURFEE.

The scope and character of the elementary history course at Yale[1] is determined by a twofold necessity: first, 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 student, even though he were to pursue his historical studies no further; and second, that of providing a course which will fit into the general scheme of the history curriculum, and serve as an introduction to the more advanced courses which follow it. According to the present arrangement, the fields of English and American History are reserved for succeeding years, and as a result, the Freshman course is limited to the study of Continental European History, from 375 A.D. to 1870 or thereabouts.

Although I follow current local usage in speaking of this course as “Freshman History,” the name is not strictly appropriate; it is open to Sophomores, and even to upper classmen under certain limitations and restrictions. The name by which it is known in the catalogue, History A 1, better expresses the fact that it is the introductory course which is a necessary preliminary to all the other history work. As a matter of fact, the popular name is not seriously in error, for over four-fifths of the students pursuing it are Freshmen.

The amount of time allotted to the study of the different epochs is pretty evenly distributed. Beginning with a summary view of the Roman Empire and an analysis of the causes of its decline, the work of the first twelve weeks covers rather thoroughly the history of the Middle Ages to 1250 A.D.; the Renaissance, Reformation, and Religious Wars occupy the next third of the year; and the spring term has to suffice for the period from Louis XIV to the Congress of Vienna. At that point, the course practically ends, for the events of the nineteenth century are sketched very briefly, partly because time is lacking, but more particularly for the reason that a later and more advanced course treats that period in detail.

Experience has convinced the instructors that any course, particularly an introductory one, which deals in specious generalizations and vague trends of development to the exclusion of a thorough drill in concrete facts will, of necessity, be a failure; and so the methods of instruction are designed, first of all, to secure an accurate knowledge of events,—to make the student master the fundamental data upon which any real comprehension of a great movement as a whole must be based. Of course, this is equivalent to saying that we do not consider the lecture method adapted to the immaturity of first year students,—even the mixture of lecture and quiz recitations seems to offer too many temptations to irregularity and slovenliness. Consequently, each of our three exercises per week is devoted to a thorough test of the student’s industry by oral questioning and, at frequent intervals, by short written papers. The fact that the class is divided into small divisions, averaging only twenty men in each, makes the desired end comparatively easy of attainment.

In the matter of text-books, three or four are used, chosen for their supplementary excellencies, and with the additional object in view of developing in the student an elementary power of comparison and synthesis,—an ability to select facts from different sources and mould them into some sort of orderly cohesion for presentation in the recitation. The proof that he has done this is sought, not only in the recitation, but by inspection of his note-book, in which he is required to keep a condensed but carefully arranged digest of the facts gleaned from the various books.

As regards original sources, an experience lasting for a period of six years has forced upon the unwilling minds of the instructors the conviction that contemporary material, as a part of the required reading, cannot be used to advantage in a general course, so broad in scope as the one we are considering. The experiment was a thorough one and long continued,—in fact, 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 not, 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 properly. But in this particular instance, that was precisely what we could not do, at least not without entirely changing the character of the course and modifying its relation to the rest of the curriculum. Source collections are therefore no longer among the required text-books, but are relegated to the domain of collateral reading.

Unity and cohesion among the different instructors and the various text-books is obtained by the use of a syllabus, blocked off into lessons, each containing in addition to an outline and the necessary assignments in the text-books, further references for reading in the larger standard histories and biographies. Nor is historical geography neglected, for each student must fill in with colors the successive maps of an outline atlas.

Casual mention of collateral reading has already been made, but there now remains to be described the method by which it is enforced and directed,—a method which, I think, is unique and which, judged by its results, would seem to be the most valuable feature of the course. In the fall term, which is by far the hardest, owing to the Freshman’s unfamiliarity with college methods of work and the difficult character of the text-books used, little is done in this direction other than to introduce him to the library, to point out to him the section in which the books are to be found that are especially reserved for this course, and to require him to do a fair amount of collateral reading upon some specific subject, a clear outline of which he must insert in his note book. But in the winter and spring terms a much more systematic and thorough drill is undertaken, a brief description of which follows:

Some time in January or February a topic is assigned to each student, comparatively restricted in its scope, chosen from the field of medieval history up to and including the Renaissance. Within two or three days, at a definitely appointed time, he meets his instructor in a conference lasting from twenty minutes to half an hour, and submits a list of books, magazine articles, essays, etc., which contain material bearing upon his subject. This list is to be as complete as the student can make it, and the first object of the conference is to discover if he has exhausted the possibilities of the library,—to find out whether he knows how to use the various catalogues, the more ordinary aids such as Poole’s Index, the A. L. A. Index to General Literature, etc., and whether he is familiar with the location of the reference shelves and the stacks accessible to him. Satisfied upon these points, the instructor selects from the list presented (and perhaps amended) a number of chapters, articles, or books, as the case may require, from which the student is to extract and collect in the form of notes material for an essay on his particular subject. The remaining portion of the conference period is occupied with describing and explaining to the student just how these notes are to be taken.

The method of note taking is the most important matter in connection with this first piece of work, for here, probably for the first time in his life, the student is introduced to this particular application of the card index and filing system. It is required that each note be taken upon a separate card, that each card shall have a head line appropriate for filing purposes, and that there be an accurate volume and page reference to the book from which each bit of information was taken. Emphasis is also put upon the fact that all the reading should be done and all the notes completed before the essay is begun, and that the essay should be written solely from the notes, without further reference to the books; for experience has shown that this is the best way of proving to the student himself whether his notes have been well or poorly taken.

It may be urged that twenty or thirty minutes will not suffice for thorough instruction in such a variety of matters; 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 which, besides explaining briefly all these points, contains also a condensed guide to the library. With the aid of this, the work of the instructor is reduced to the task of ascertaining by well-directed questions just what the student has done, and what he would do if he were confronted with certain problems which are sure to arise. And of course, each man is encouraged to consult the instructor informally at any time in connection with puzzling points that may crop up.

As before, a definite time limit is set for this part of the work, and at a second meeting, both the notes and the essay are handed in; and in addition, directions are at that time given for the construction of a formal bibliography. This differs from the preliminary book list which was submitted at the beginning of the work in the following points: in the first place, each book is to be properly and formally listed on a separate card; secondly, reference must be made on each card, not only to the pages which deal with the student’s particular topic, but to those where further bibliographical lists are to be found; again, he is at this time introduced to and taught to use the principal historical bibliographies, and required to enter on cards those which give lists of books on his subject, with an exact reference to the pages where these lists are to be found, without, however, copying any titles from these lists; and lastly, he must make an elementary classification of all his cards by dividing them into three groups,—bibliographies, sources and secondary works.

In the spring term the process is repeated with each student, certain modifications being introduced, however, which constitute steps in advance and prevent the men from viewing the second piece of work as a monotonous repetition of the first. For instance, the subject is chosen from the modern period; while the notes and essay are done in the same manner, a longer time is allowed, and, on the basis of a sharp criticism of his first theme, much improvement in these respects is expected; and the character of the bibliography is entirely changed.

The primary object of the first bibliography, it will be noticed, was to teach the student how to find all the books on his subject, how to use the library, catalogues, bibliographies, etc. In the case of the second, we endeavor to teach him how to find the best books; in other words, we require a selected and critical bibliography, and insist that no book be entered unless its card bears a statement of its comparative value by some recognized authority. To secure such statements the student must, of course, in addition to using the usual bibliographies critically and selectively, search for book reviews in the various reputable magazines, historical and otherwise. As an additional incentive, a prize, named for the Hon. Andrew D. White, is awarded to the author of the best piece of work.

This system was evolved from tentative experiments lasting three years, and has now been in operation, in its present form, for three more; and it seems to be the opinion of competent judges that it is an unqualified success. In the first place, it teaches the student a great deal, not only about particular phases of European history, but more especially about methods of work which will stand him in good stead in all his future courses; and while it demands much of him, 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 him. And another feature that deserves emphasis is the care taken to prevent each man from slighting any part of the process; 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 work.

The obvious difficulty that the system demands too much of the instructor is met by the fact that the History Department, as well as the whole Faculty, 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 effort.

THE WRITINGS OF WILLIAM PENN.

An interesting announcement has been made by Albert Cook Myers, of Moylan, Pa., concerning a plan for the publication of the complete works of William Penn. It is noteworthy that there is no edition of Penn’s works which is nearly complete. The fullest edition, that of 1726, is difficult to obtain. The later editions of 1771, 1782 and 1823 contain but a small portion of his works. Yet even the first edition contains but twenty per cent. of the works which were published during Penn’s lifetime. Of the eleven hundred known letters of Penn only one hundred and twenty-five have ever been printed. The aim of Mr. Myers is to obtain a guarantee from members of the Society of Friends and others of a fund amounting to $18,000, which will be sufficient to defray the expense incident to making such a collection. A committee of the Historical Society of Pennsylvania has been appointed to co-operate with Mr. Myers in this publication. The committee includes Hon. Samuel W. Pennypacker, William Brooke Rawle, Charlemagne Tower, John Bach McMaster, Isaac Sharpless, William I. Hull, and William Penn-Gaskell Hall. Persons willing to assist in this work either by the contribution of funds or by the loaning of manuscripts are requested to correspond with Mr. Myers.

History in the Summer Schools, 1910

EDITOR’S NOTE.—In the April number of the Magazine appeared descriptions of the summer courses in history at University of Arkansas, Cornell University, University of Chicago, University of Illinois, Indiana University, University of Kansas, Ohio University, University of Pennsylvania, Pennsylvania State College, Summer School of the South, University of West Virginia, and University of Wisconsin.

University of California.

Berkeley, Cal.

SUMMER SESSION, 1910.

1. European Background of American History. By Professor J. N. Bowman.

2. The Teaching of History. By Professor J. N. Bowman.

3. United States History, 1815-1850. By Professor E. D. Adams.

4. British Official and Parliamentary Opinion on the American Civil War. By Professor E. D. Adams.

5. England from the Revolt of the American Colonies to the Constitutional Crisis of 1909-1910. A study of Organic and Social changes. By Mr. Edward Porritt.

University of Colorado.

SUMMER SCHOOL, 1910.

1. Medieval Institutions. Professor Willard.

A detailed study of the organization of certain of the more important medieval institutions. Special emphasis will be placed upon the formation and organization of the medieval church, the monastic orders, feudalism and the Holy Roman Empire. The course is designed to supplement a knowledge of medieval political history by a more careful study of institutional life.

2. The Revolution and Constitution, 1750-1800. Professor Risley.

From the Albany plan of union to the completion of the organization of the government under the Constitution; the period preceding the Revolution as preparation for separation; the Revolution; the confederation and the constitution. Special stress will be placed on the formation of the constitution.

3. Methods or Presenting History in Secondary Schools. Professor Risley.

This is a lecture course intended for teachers and involves a consideration of teachers’ preparation, model lessons, emphasis, definiteness, point of view, various aids as outlines, maps, illustrative material, etc., with suggestions as to syllabus and a review of leading texts.

Note.—Course 1 and 2 may be taken with graduate credit upon the recommendation of the professors.

Columbia University.

New York City.

SUMMER SESSION, JULY 6 TO AUGUST 17, 1910.

HISTORY.

sA1. Europe in the Middle Ages; the Chief Political, Economic and Intellectual Achievements. Lectures, reading, and discussion. Three points. Dr. Hayes.

sA2. Modern and Contemporary European History. Lectures, reading, and discussion. Three points. Dr. Hayes.

This course is designed as an introduction to current national and international problems. The principal topics will be monarchy by divine right and the old régime in Europe, the intellectual achievements of the eighteenth century, the French Revolution with reference to political and economic changes, the work of Napoleon in reforming France and in re-shaping the map of Europe, the Industrial Revolution, the development of Italian and German unity, the third French Republic, the rise of Russia, modern social problems, and European imperialism in Africa and the Orient. The text-book will be Robinson and Beard, “The Development of Modern Europe.”

s356. Seminar. English History During the Industrial Revolution. 2 points. Professor Shotwell.

This course is designed primarily for students taking s156. 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 libraries. The course will include as well some practical investigation of the working out of the Industrial Revolution in America.

s156. The Social and Industrial History of Modern Europe. Lectures, readings, and discussions. Two points. Professor Shotwell.

This course is mainly concerned with the Industrial Revolution and the rise of democracy during the nineteenth century.

s13-14b. American History; Political History of the United States from 1815 to 1889. Recitations, written tests, reports and occasional lectures. Two points. Professor Bassett.

The course begins at the point at which foreign affairs cease to predominate, and deals with the important phases of internal history.

s162b. American History, from 1815 to 1837. Lectures, reports, examination of original materials, and familiarity with the larger secondary sources. Two points. Professor Bassett.

The course will deal with the decay of the Virginia hegemony and the rise and supremacy of Jacksonian democracy.

s115-116b. Ancient History: Roman Politics. Two points. Professor Abbott.

A research course identical with Latin s155-156.

Harvard University.

Cambridge, Mass.

SUMMER SCHOOL, JULY 9 TO AUGUST 18, 1910.

Brief Announcement.

GOVERNMENT

*S1. Civil Government; the United States, Great Britain, Germany, France, and Switzerland. Lectures, conferences, and thesis. Five times a week. Dr. Arthur N. Holcombe.

HISTORY.

*S2. Ancient History for Teachers. Lectures, reports, reading, and examination of illustrative material. Five times a week, 9-10 and 11-12 a.m. Assistant Professor William S. Ferguson.

*S4. History of England from 1689 to the Present. Lectures, discussions, and written reports. Five times a week. Professor William MacDonald, of Brown University.

*S5. American History from the Beginnings of English Colonization to 1783. Lectures, discussions, and written reports. Five times a week. Professor William MacDonald, of Brown University.

Courses for Advanced Students.

*S25. Historical Bibliography. Two hours, once a week. Professor Charles H. Haskins.

This course is open only to college graduates.

*S20i. Research in Greek and Roman History. Asst. Professor William S. Ferguson.

*S20c. Research in Medieval History. Professor Charles H. Haskins.

*S20d. Research in Modern European or Asiatic History. Professor Archibald Cary Coolidge.

*S20e. Research in American History. Professor William MacDonald, of Brown University.

State University of Iowa.

Iowa City, Iowa.

SUMMER SESSION, JUNE 20 TO JULY 30, 1910.

History.

Professor Wilcox.

I. Europe in the Nineteenth Century. Five hours.

An outline study of European history from the fall of Napoleon Bonaparte to the close of the nineteenth century. Professor Wilcox. Daily, except Saturday, at 10.00.

II. American Historical Biography. Five hours.

Lectures on the personal element in American history. A critical study of the public careers of some of the principal American leaders. Professor Wilcox. Daily, except Saturday, at 1.30.

III. Public Lectures. One hour.

1. The danger of democracy.
2. The educated American girl.
3. What is an education in Iowa in 1910?
4. The eastern question and the western question.
5. The triumph of American diplomacy.

Saturday, at 9.

IV. Graduate Work. An opportunity will be given for graduate students to do individual research work in preparation for advanced degrees. Special appointments and conferences with each candidate, either in European or American history, will be made upon request.

Political Economy.

III. Economic History of the United States. Five hours. 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 questions. Assistant Professor Peirce. Daily, except Saturday, at 9.00.

Political Science.

Professor Shambaugh.

I. Modern Government. Five hours. A study of leading European governments in comparison with the government of the United States. Daily, except Saturday, at 9.

II. Iowa History and Politics. Five hours. A course of lectures with library reading on the history and government of Iowa. Daily, except Saturday, at 7.

III. Research in Iowa History. Two to four hours. 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 history.

Louisiana State University.

Baton Rouge, La.

SUMMER SCHOOL, JUNE 6 TO AUGUST 5, 1910.

1. The Civilization of the Greeks and Romans.

2. American History. Based entirely upon the study of sources.

3. History of Louisiana. An advanced course, in which the French authorities and the sources are used.

4. The Teaching of History in High Schools. A course of four hours a week of lectures and discussion, and two hours a week of observation and practice in the University Demonstration High School.

5. The Government of Louisiana. A study of the constitutional history of the State, and of the present State Government.

6. The Principles of Constitutional Government.

7. The Teaching of Civics in Schools.

8. Principles of Economics.

9. Elements of Sociology.

The work in History and Political Science will be given by four instructors. The summer term lasts nine weeks, 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 terms. It is the purpose of the Departments of History, Political Science, and Economics to give first term work at one summer school and second term work in the next one, in addition to certain courses planned especially for teachers.

University of Michigan.

Ann Arbor, Michigan.

SUMMER SESSION, JULY 5 TO AUGUST 26, 1910.

HISTORY.

1. General History of England. From the Restoration to the Eve of the American Revolution. This course, treating briefly the chief features of the Restoration and the Revolution of 1688, aims to deal in more detail with the Revolution Settlement and the events which followed. Considerable emphasis will be laid upon the two characteristic features of the period: the Great Wars, with the resulting expansion of England, and the development of cabinet and party government. Two hours credit. Room 5, T. H., M, T, W, Th, at 2. Professor Cross.

2. General History of England. From the Norman Conquest to the accession of Henry VII. This course deals with the political institutions and the constitutional development of England. Attention is paid to bibliography. Two hours credit. Room 7, T. H., M, T, Th, F, at 1. Mr. Bacon.

3. A History of Europe From 814 to 1300. This course deals in outline with the Roman Papacy, the revival of the Roman Empire on a German basis, the conflict of the investiture, the Hohenstaufen policy in Germany and Italy, the Crusades, growth of the French Monarchy, the Intellectual Life, and Feudal Institutions. Two hours credit. Room 7, T. H., M, T, Th, F, at 3. Mr. Bacon.

4. The History of Civil War and Reconstruction. The causes and nature of secession are considered; the conduct of the war is sketched; the constitutional, political and social conditions resulting from the struggle are examined in detail. Two hours credit. Room 2, T. H., M, T, W, F, at 8. Assistant Professor Bretz.

5. The Constitutional History of the United States, as Affected by Judicial Decisions. 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 decisions. Two hours credit. Room 2, T. H., M, T, W, F, at 11. Assistant Professor Corwin.

Graduate Work.

6. Seminary in American History.—This course is intended to offer training in the investigation of historical problems and practice in the handling of original material. Open only to graduates and to seniors receiving special permission. The field of work will be in the history of the Westward Movement. Two hours credit. East Seminary Room. T and Th, 2 to 4. Assistant Professor Bretz.

University of Missouri.

Columbia, Missouri.

SUMMER SESSION, 1910.

HISTORY.

Professor N. M. Trenholme; Dr. F. F. Stephens.

For Undergraduates.

1b. Modern History. With especial reference to the later or strictly modern portion of the period. This course will deal with the history of western Europe from the age of the Renaissance and Reformation to the present time. It is especially designed for teachers of medieval and modern history and as introductory to the English, American, and more advanced modern history courses in the University. Five times a week; (3). Dr. Stephens. [A. 53; 8:00-9:00.]

2. English History and Government. A course dealing with the political, social, and governmental history of England. The earlier or medieval portion of English History will be covered somewhat rapidly, and the attention of the class directed to such topics as the formation of parliamentary government, social and economic changes and advances, and the evolution of popular government. Five times a week; (3). Professor Trenholme. [A. 53; 10:30-11:30.]

3. American History. A general course on the exploration and settlement of North America, the French and English colonies, the American Revolution, and the United States. Five times a week; (3). Dr. Stephens. [A. 54; 9:00-10:00.]

5b. Ancient History. With especial reference to the later or Roman period. This course will cover the political, 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 Germans. It is especially designed for teachers, and will be conducted as a discussion and recitation course with a small amount of required written work. Five times a week; (3). Professor Trenholme. [A. 53; 9:00-10:00.]

Primarily for Graduates.

35b. Advanced United States History. A study of selected topics in United States History. Lectures, discussion, and reports by the class. Twice a week; (2). Dr. Stephens. [A. 53; 10:30-11:30.]

36. Research Studies in European Culture. An advanced course of pro-seminar character, open to students who are qualified to pursue graduate work. The subject of study for this summer will be Dante and his times from the historical viewpoint. The work will be conducted by means of lectures and reports based on extensive reading in sources and secondary literature. Students are recommended to purchase Snell’s Handbook to Dante for reference. Twice a week; (2). Professor Trenholme. [A. 53; 11:30-12:30, Tu. Th.]

University of Nebraska.

Lincoln, Neb.

SUMMER SESSION (EIGHT WEEKS), 1910.

AMERICAN HISTORY.

The following courses are intended to meet the needs of three classes of students: (1) teachers of history in Nebraska high schools who may wish to enlarge or perfect their knowledge of the subject they are teaching; (2) undergraduate students desiring to make extra credits towards the Bachelor’s degree; (3) graduate students seeking advanced degrees through summer session work.

2. Revolutionary Period, 1764-1783. British “change of colonial policy” after 1763; the Stamp act, Townshend acts, Tea act, and Intolerable acts; revolution, independence, alliance, confederation; war and peace. Open to all. Five hours attendance; three hours preparation. Three hours credit. Associate Professor Persinger.

9. Territorial Expansion. European rivalries in colonial America; territorial making of original union; diplomacy, politics and geography of the various acquisitions; government and administration of dependencies. Open to advanced students. Five hours attendance; three hours preparation. Three hours credit. Associate Professor Persinger.